Lisa Zwierzanski | Faculty of Education
PPD at the University of Cambridge
Postgraduate Advanced Certificate in Educational Studies
Our PPD courses offer a unique opportunity for graduates from a variety of different fields to develop their skills and practice, and to gain professional qualifications taught by world-leading experts within a vibrant and ambitious learning community.
Dates:
September 2026 - November 2027
Location:
Online
Duration:
15 month, part-time course
Cost:
£5,730 (Home) / £13,465 (Overseas including EU)
In association with The Assessment Network at Cambridge
This course will lead to a Postgraduate Advanced Certificate in Educational Studies. It is a 15-month, part-time practice-based course in educational assessment. The course is a collaboration between the Faculty of Education and The Assessment Network at Cambridge and is valuable to anyone who uses assessment as part of their professional life, for example teachers, awarding organisation staff, Higher Education practitioners and members of professional bodies.
About the course
The course is worth 90 credits at Masters level. Upon completion of the course, students will be eligible to apply to the second year of the Masters of Education (MEd) at the Faculty of Education.
Worth 90 credits at Master’s level (Level 7), the transformative assessment qualification is practice-based and designed to directly impact your work as you learn to apply various research methodologies to your professional context. As a student on the course, you'll develop an in-depth understanding of assessment in a supportive academic environment, and benefit from working on small scale enquiries that are relevant to your own professional practice. You'll also learn from other students, and build networks from beyond your specialist areas of expertise.
The course is designed for all professionals wishing to develop their understanding of educational assessment and its evaluation in their day to day working practice. It may be particularly useful to teachers, examiners and assessors, HE professionals, and those working for awarding organisations, professional institutions, and regulatory authorities.
The qualification is led collaboratively by experts from The Assessment Network and the University of Cambridge Faculty of Education, and will lead to the Postgraduate Advanced Certificate in Educational Studies: Educational Assessment (PGCA).
The deadline for applications for 2026/2027 has now passed.
More information
Each student takes three units in total. Units 1 and 3 are taken by all students. Unit 2 offers a choice for students, depending on their particular professional interest. Students will select their optional unit during the application process.
| Unit title | Unit period | Number of teaching weeks | Day schools |
|---|---|---|---|
| Unit 1 - Principles of Assessment | October 2026 - January 2027 | 10 | Friday 2 October, Saturday 3 October 2026 |
| Unit 2 - Option A - Assessment design and evaluation | January 2027 - May 2027 | 12 | Saturday 6 February 2027 |
| Unit 2 - Option B - Assessment for learning | January 2027 - May 2027 | 12 | Saturday 6 February 2027 |
| Unit 3 - Futures of Assessment | September 2027 - November 2027 | 10 | Saturday 4 September 2027 |
Further details can be found in the unit topics summary.
The course is part time, and learning takes place via our Virtual Learning Environment (VLE) and four interactive day schools. The online day schools provide an opportunity for students to hear from, and debate with, eminent academics in the educational assessment field. This is an important and enriching part of the course. Also included in the course are six tutor-led online Research Methods sessions.
You'll explore assessment literature, adopting an analytic and critical approach, conferring with colleagues and experts at interactive and structured input sessions at the day schools. You will also have opportunities to share, reflect and try out your new understanding at work through course assignments.
The VLE provides the course materials and you'll work with your colleagues there throughout the course. The rich environment of the online forums is a key part of this programme.
As a course participant you'll develop:
- An in-depth understanding of key concepts and issues within the field of educational assessment.
- A critical and reflective approach to academic enquiry on issues of educational assessment.
- The ability to link collected data and theoretical perspectives in assessment in order to make new insights.
- Understanding and skills related to research methods, including critical awareness of methodological issues, ethical principles, and data collection methods.
- The ability to evaluate the impact of research enquiry on their own professional context.
- Skills in planning, organisation, and academic writing.
As an employer you will:
- Support your staff through accredited CPD, engaging with experts.
- Gain staff who have a deep, wide-ranging, and evidence-based understanding of educational assessment.
Each unit includes online learning, day schools, and supervision.
- Online learning with weekly materials and tutor guidance.
- Day schools for interactive learning.
- Supervision for assignments, including feedback and guidance.
Here are three methods of teaching for each of the course units:
Online learning
Each unit for the course has weekly materials and activities to support students in their learning. Each unit has a dedicated Unit Tutor, who provides guidance for students on how to get the most out of the course materials and activities. The Unit Tutor facilitates forum discussions through the virtual learning environment (VLE). For some weeks of the course, students will also be supported by a Research Methods Tutor.
Day schools
Each unit has one day school which takes place early on in the unit, with the exception of Unit 1, which will have two consecutive day school days. The dates for the day schools for the 26/27 academic year are given below:
- Unit 1: 2nd and 3rd October 2026
- Units 2a and 2b: 6th February 2027
- Unit 3: 4th September 2027
The online day schools are an enriching learning experience, where students are able to hear from, and debate with, eminent academics in the educational assessment field.
Supervision
Each student is given a supervisor for each unit assignment. Supervisors provide support for each stage of the assignment writing process. They give guidance on developing an effective assignment title, offer feedback on draft versions of assignments, and provide written feedback on submitted work.
The course teaching is led by Dr Simon Child (The Assessment Network) and Dr Ayesha Ahmed (Faculty of Education)
The assessment comprises of three 4000-word assignments – one for each unit.
- Unit 1: A critical review of a validity issue (3500 words) plus reflection (500 words).
- Unit 2: A small-scale research enquiry. The enquiry undertaken will focus on an issue of professional or personal interest related to the course content and is informed by the student’s study of research methods.
- Unit 3: An enquiry-based essay on an assessment issue.
For each unit, feedback on assignment drafts and final submissions is provided by the supervisor.
Applicants should have:
- A good undergraduate degree, or equivalent professional experience
- A reflective and analytical approach to their work.
- Ability to work independently and engage with academic literature.
It should be noted that Accredited Prior Learning (APL) (i.e. credits gained from other institutions) are not accepted to gain accelerated entry to the PPD programme, although these credits can be considered as part of an applicant’s entry qualifications to support the application, if considered relevant.
Interview dates will be confirmed.
You will be asked to submit a scan of your current passport, or alternative document showing your identity and nationality and other required supporting documentation. If you have any questions or difficulties with the application process, please email ppd-admissions@educ.cam.ac.uk.
Dates:
January 2027 - January 2028
Location:
Online
Duration:
12 months, part-time
Cost:
£5730 (Home) / £13,465 (Overseas)
Explore our new qualification tailored to educational leaders.
The Postgraduate Advanced Certificate in Educational Studies: Educational Leadership (PACES-EL) is a one-year, part-time online course.
About the qualification
Worth 90 credits at Master’s level (Level 7), PACES-EL is practice-based and designed to directly impact your work as you learn to apply leadership theories, approaches and evidence to your professional context. As a student on the course, you'll develop an in-depth understanding of leadership and reflect on all aspects of your current and professional practice. You'll also learn from other participants and build networks of diverse educational leaders.
The course is designed for education professionals wishing to develop their understanding of leadership and apply the latest approaches their day to day working practice. It may be particularly useful to current and aspiring school leaders, HE professionals, and those working in leadership roles in educational organisations, professional institutions, and regulatory authorities.
Application deadline
The deadline for applications for Cohort 1 (starting in January 2027) is 31 October 2026
More information
PACES-EL is a part-time one year (three term) modular course which is designed to provide educational professionals in leadership or aspiring to leadership roles with a thorough grounding in theoretical frameworks and evidence from a range of contexts, applied to their current and future practice.
The course guides students through a critical exploration of the academic literature and supports them in engaging with experts from diverse fields of educational research relevant to their leadership practice and challenges facing education professionals (e.g. inclusion, wellbeing, artificial intelligence).
Drawing on sociological, psychological, philosophical and social justice perspectives, the course prepares educational professionals to lead their organisation, team or institution through future challenges with academic skills that support continued critical engagement with research, policy, evidence and theories.
Module 1: Becoming a Successful Educational Leader
This module considers what it means to be a successful leader in educational contexts. We start the module by critically exploring theories of effective leadership, including the psychology of motivation, agency and persuasion. We then explore core aspects of leadership in depth, including ways to engage stakeholders and support professional development in your team. We draw on a range of evidence to consider the challenges of leading through periods of educational disruption, before considering ethical dimensions of leadership.
Module 2: Leading Educational Futures
This module addresses the questions of how and where you are leading your organisation, through emerging and future challenges. We consider the ways in which you can support the learners and staff in your school to thrive, exploring debates around wellbeing and attainment. We then explore approaches to inclusion, critically evaluating current research on the science of learning and individual learner differences to support leading for equity. Finally, we tackle the complexity of leading on artificial intelligence (AI) through building knowledge of the impact of AI on learning and its role in shaping our schools, organisations and societies.
Module 3: Leading Innovation and Transformation
This module addresses how you can lead improvements in your school or organisation through innovation and transformation. We explore the role of vision in shaping educational change before considering the process of leading innovation and transformative change at the level of classroom practice, the whole school community, and beyond. We consider the agency and engagement of teachers and stakeholders in the process of change, before extending our exploration of educational leadership beyond the school, to consider leadership of educational change at the regional, national at global scale.
Applicants should have:
- A good undergraduate degree, or equivalent professional experience
- A reflective and analytical approach to their work.
- Ability to work independently and engage with academic literature.
It should be noted that Accredited Prior Learning (APL) (i.e. credits gained from other institutions) are not accepted to gain accelerated entry to the PPD programme, although these credits can be considered as part of an applicant’s entry qualifications to support the application, if considered relevant.
You will be asked to submit a scan of your current passport, or alternative document showing your identity and nationality and other required supporting documentation. If you have any questions or difficulties with the application process, please email ppd-admissions@educ.cam.ac.uk.
Counselling courses at the University of Cambridge
The Faculty of Education at the University of Cambridge is a hub for counsellor education within the region. Through our Accredited Counselling Programme and the Cambridge Forum for Children's Emotional Well-being, the Faculty aims to promote and extend the practice and development of Psychotherapeutic Counselling.
Dates:
January 2027 and October 2027
Location:
In-person, Faculty of Education
Duration:
32 hours over 6 weeks
Cost:
£1760 (Home) / £4745 (Overseas inc EU) - January 2027 only
Introduction to Child and Adolescent Psychotherapeutic Counselling
Who is this course aimed at?
This course is aimed at adults working with young people and children, who want to begin to develop some counselling skills and knowledge. It is appropriate for those working directly with children and young people in education or other settings such as youth work, health, or social care.
Students attending this course may wish to apply for the Postgraduate Diploma in Child and Adolescent Psychotherapeutic Counselling, which is a nationally accredited psychotherapeutic counsellor education programme. However, please be aware that progression from the Introduction course to the Postgraduate Diploma is not a guaranteed route, as they are two separate courses.
Course summary
This is an exciting and innovative course, taught at the Faculty of Education, offers the opportunity to explore creative interventions and to develop skills in effective communication with children and young people. Participants have described the Introduction course as ‘transformative’ on both a personal and professional level.
This course offers you an opportunity to upskill and explore if a career in psychotherapy or a related field is the next step for you.
Taught at Master's Level 7, Psychotherapeutic counselling emphasises the co-creation of an in-depth therapeutic relationship that aims to facilitate growth and alleviate distress.
Safeguarding
The University of Cambridge is committed to safeguarding and promoting the welfare and safety of children. In all aspects of the Counselling course provision, including the recruitment of trainees, we adhere to relevant aspects of Keeping Children Safe in Education, and of relevant legislation, and expect all members of our community to fully commit to their associated responsibilities to the safeguarding of children, young people and vulnerable adults.
More information
The course is taught over six weeks and is a 32-hour PAES Introductory programme. It explores psychotherapeutic counselling with children and adolescents with a focus on play and the arts. It offers activities to develop the skills and theoretical base for those who work or volunteer in this field.
Students are encouraged to consider how these skills apply in their own work setting, through the idea of ‘embedded counselling’. There is an emphasis on the therapeutic relationship and the relational processes involved in using counselling skills with children and young people.
Consideration will also be given to specific areas including:
- counselling in schools and other settings
- attachment theory and Psychotherapeutic concepts
- safeguarding and child protection including Adverse Childhood Experiences
- working with diversity and ethical issues
- understanding the systems around the child and aspects of child psycho-social development
- the course takes an Integrative approach combining Humanistic and Psychodynamic theories and concepts with play and the arts
The course is taught through an active learning approach that centres on experiential work. Teaching also takes place through:
- interactive workshops
- mini lectures
- group discussions
- practice sessions with peer and tutor feedback
- practice sessions involving arts and play
- student presentations
This course is taught in person at the Faculty of Education, Cambridge.
By the end of this course students will be able to:
- Name and describe key theories and concepts in psychotherapeutic counselling with children and young people
- Have a basic understanding of traditional attachment theory and neurobiological ideas
- Be able to describe the nature of a therapeutic relationship and why relationship is at the heart of the therapeutic work
- Be familiar with a range of creative interventions to support effective communication with children and adolescents
- Increase personal and professional self-awareness and reflexivity.
Esther Hunt is the Course Tutor and Oktober Evennett is the Route Coordinator. Students are supervised in learning groups to help them prepare for the assessment.
Postgraduate Award in Educational Studies (PAES) - 30 credits
How is the course assessed?
- A 2000-word equivalent assignment, delivered via a presentation;
- A 2000-word synthesis of your learning journal. Students are expected to keep a learning journal for the duration of the course and will need to hand this in.
Course availability
The course usually runs twice each academic year, once in Michaelmas term (starting in October) and once in Lent term (starting in January). The course is taught over 6 weeks, either side of the Cambridgeshire schools half term, with an additional assessment day two weeks after the final teaching day.
Students on the Michaelmas 2026 course are expected to attend on all of the following dates:
Course dates | Michaelmas (October - December) 2026
| Day | Date | Time |
|---|---|---|
| Wednesday | 7 October 2026 | 10.30-16.30 |
| Wednesday | 14 October 2026 | 10.30-16.30 |
| Wednesday | 21 October 2026 | 10.30-16.30 |
| HALF TERM BREAK | ||
| Wednesday | 4 November 2026 | 10.30-16.30 |
| Wednesday | 11 November 2026 | 10.30-16.30 |
| Wednesday | 18 November 2026 | 10.30-16.30 |
| BREAK | ||
| Wednesday* | 2 December 2026 | 10.30-16.30 |
*In addition to the teaching days, students must be available on 2 December 2026, when all students will deliver their presentations.
Students on the Lent 2027 course are expected to attend on all of the following dates:
Course dates | Lent (January - April) 2027
| Day | Date | Time |
|---|---|---|
| Wednesday | 27 January 2027 | 10.30-16.30 |
| Wednesday | 3 February 2027 | 10.30-16.30 |
| Wednesday | 10 February 2027 | 10.30-16.30 |
| HALF TERM BREAK | ||
| Wednesday | 24 February 2027 | 10.30-16.30 |
| Wednesday | 3 March 2027 | 10.30-16.30 |
| Wednesday | 10 March 2027 | 10.30-16.30 |
| BREAK | ||
| Wednesday* | 24 March 2027 | 10.30-16.30 |
*In addition to the teaching days, students must be available on 24 March 2027, when all students will deliver their presentations.
£1760 (Home) / £4745 (Overseas inc EU) - January 2027
October 2027 course fee to be confirmed.
No previous counselling education is required although this is a postgraduate award and normally candidates are expected to hold a good honours degree.
For entry to the course starting in January 2027 you will have an interview on one of the following dates:
- Wednesday 28 October 2026
- Wednesday 6 January 2027
You will be asked to submit a scan of your current passport, or alternative document showing your identity and nationality and other required supporting documentation. If you have any questions or difficulties with the application process, please email ppd-admissions@educ.cam.ac.uk.
Dates:
September 2026
Location:
In-person, Faculty of Education
Duration:
3 years, part-time
Cost:
£6,755 (Home) / £15,530 (Overseas) for 2026/27 (first year only) - please see Fees and additional costs for further information.
Who is this course aimed at?
The programme is designed for those who work with young people in educational or other settings who have either satisfactorily completed the Introduction to Child and Adolescent Counselling Skills (32-hour course) or have an equivalent qualification. This is a postgraduate professional course and candidates are normally expected to hold a good undergraduate degree.
Course summary
The Faculty of Education has a 30-year tradition of educating therapists in this specialised area. We are delighted to offer a creative three-year practitioner professional development programme. The Child and Adolescent Psychotherapeutic Counselling Programme at the Faculty of Education is accredited by the Universities Psychotherapy and Counselling Association (UPCA) and leads to registration with the United Kingdom Council for Psychotherapy (UKCP).
Psychotherapeutic counselling emphasises the co-creation of an in-depth therapeutic relationship that aims to facilitate growth and alleviate distress. Within this purposeful relationship human beings are viewed holistically in the context of concrete life situations and developmental stages.
The course specialises in the aims, processes and skills of working therapeutically with children and young people through an emphasis on working through play and with the arts. Other significant strands include child and adolescent development, clinical skills, professional issues, ethics and child safe-guarding, child mental health, developing children's emotional well-being, working with children's contexts, networks and families, multi agency work, working in a school setting, and working with groups. This programme enables participants to become effective and ethical psychotherapeutic counsellors.
More information
The programme is designed to enable participants to:
- Work therapeutically with children and young people especially through communication using the arts and play.
- Develop the skills of psychotherapeutic counselling in one-to-one and group settings through the use of practicums, experiential, active learning methods, practical work with other students and undertaking a supervised practice placement.
- Gain a thorough knowledge and understanding of the theoretical base of psychotherapeutic counselling.
- Gain a thorough knowledge and understanding of the social and emotional development of young people.
- Explore the ethical and professional aspects of working therapeutically with children and adolescents in schools and other settings. This includes being alert to issues of safeguarding that may impact the wellbeing or safety of children and young people.
Personal Therapy
Personal therapy is required for all students for the duration of their course. This will be once a week with a suitably qualified and experienced practitioner (40 hours per annum as a minimum). The cost of personal therapy is not covered by the course and therapy is self-funded.
Placement
Students are required to undertake a practice placement; this will normally begin in year 2. The costs of clinical supervision at the placement are not covered by the course. Often the placement provider pays these costs, but we cannot guarantee it.
Method of study
The weekly course session is taught in person at the Faculty of Education, Cambridge. Course reading is accessible online.
How is it assessed?
Students are assessed through a combination of written and practical assignments including a case presentation and a practice viva. Tutors provide formal feedback on all submissions.
Progression
Completion of the 3-year diploma allows students the option of applying to continue onto the Master of Education (MEd), Transforming Practice.
Award
PDES (120 credits)
Core Elements
Core elements of the course include theory, practice and personal development. Students will undertake a supervised practice placement, personal therapy and a young child observation. There is a personal development group that runs for a year of the programme. In addition, the teaching and learning methods used encourage constant self-awareness and personal development. The core theoretical model of the training is integrative, relational, developmental, and eco-systemic. This means that the course brings together elements from different theories to make a coherent whole.
There is an emphasis on:
- The nature of a therapeutic relationship
- Child and adolescent development
- The uniqueness of the individual
- Examining key theoretical perspectives in counselling and psychotherapy including the psychodynamic, the humanistic and the neuroscientific
- Working eco-systemically with children's networks and contexts
- Working with play and the arts
The essential elements to gain the Diploma
- Successful completion of the course study hours including completion of a placement comprising 100 supervised practice hours during the course.
- Continuous weekly personal therapy during the three years of the programme
- Successful completion of the academic requirements and the practical skills assessment elements of the course. This includes ongoing assessment of student's counselling practice
- Ongoing student membership of UPCA
The essential elements to gain registration
- Satisfactory completion of all elements of the PG Diploma in Child and Adolescent Psychotherapeutic Counselling.
- Satisfactory completion of an annual CPD audit
- Completion of an additional 350 post qualifying hours of supervised clinical practice.
- Satisfactory outcome of a readiness for registration interview
NB: Under UKCP regulations, individuals remain trainee psychotherapeutic counsellors until they have met all accreditation requirements and have achieved UKCP registration. The accreditation the course holds is for those entering the programme in September 2018 or later.
Oktober Evennett (Course Lead), Esther Hunt, Lisa Chung-How and Jo Axton. Each student is allocated a personal tutor to help guide them through their studies.
The course is taught one day a week over three ten-week terms for three years. The first and second years are taught on a Thursday and the third year on a Wednesday. In addition in years one and two attendance is required at a four-day intensive course (dates to be confirmed). Students are also required to attend a tri-annual Saturday conference.
Diploma Year 1 and Year 2 are taught weekly on a Thursday. The dates for 2026/27 are as follows:
| Term | Teaching period | Dates |
|---|---|---|
| Term 1 Michaelmas | Weeks 1 - 5 | 24 September 2026 - 22 October 2026 |
| Half Term Break | Week of 26 October 2026 | |
| Weeks 6 - 10 | 5 November 2026 - 3 December 2026 | |
| CHRISTMAS BREAK | ||
| Term 2 Lent | Weeks 1 - 5 | 14 January 2027 - 11 February 2027 |
| Half Term Break | Week of 15 February 2027 | |
| Weeks 6 - 10 | 25 February 2027 - 25 March 2027 | |
| EASTER BREAK | ||
| Term 3 Easter | Weeks 1 - 5 | 29 April 2027 - 27 May 2027 |
| Half Term Break | Week of 31 May 2027 | |
| Weeks 6 - 10 | 10 June 2027 - 8 July 2027 | |
Diploma Year 3 is taught on the corresponding Wednesdays.
£6,755 (Home) / £15,530 (Overseas) for 2026/27 (first year only) You should allow a similar amount for year 2 and again for year 3 (allowing for an annual increase, as fees are reviewed every year).
Please note these costs are for tuition only and do not cover personal therapy, clinical supervision, professional memberships, cost of DBS, professional indemnity insurance or any other professional costs.
The Faculty determines Entry Criteria to a level 7 PPD programme in Education.
Entry Requirements
Applicants should:
- Have relevant experience of working in an education or related professional setting
- Demonstrate a reflective and enquiring approach to their work which supports improvement in professional practice and/or policy
- Demonstrate the ability to work independently and collaboratively with the support of Faculty tutors
- Demonstrate a willingness and ability to engage with academic and professional literature that will support empirical and/or literature-based enquiry into policy and/or practice
It should be noted that Accredited Prior Learning (APL) (i.e. credits gained from other institutions) are not accepted to gain accelerated entry to the PPD programme, although these credits can be considered as part of an applicant’s entry qualifications to support the application, if considered relevant.
Demonstration of Requirements
The PPD application form asks for information relating to the requirements specified above. Applicants are given the opportunity to demonstrate that they meet requirements 2 and 3 through a personal statement. Demonstration of requirements 1 to 3 should be supported by a professional reference from a senior colleague in an education context. Since work produced for the PPD programme will be assessed at Masters level, it is particularly important that candidates demonstrate requirement 4. This may be through the following academic qualifications:
- A good honours degree
- A PGCE assessed at Masters level
- Recent (within three years) completion of professional qualifications at level six or
above - Overseas qualifications equivalent to the above (for an assessment of overseas qualifications contact National Academic Recognition Centre for the United Kingdom)
- Non-English speaking overseas applicants may also require an IELTS qualification with a minimum score of 7 in each element
Requirement 4 may alternatively be demonstrated through professional writing, for example:
- Professional documentation, e.g. policy documents for a school or group of schools, substantial reports on present practice within or between schools, etc
- Publications in professional journals or other forms of professional communication
- Reviews of education publications
Demonstration of requirement 4 should be supported by production of the relevant certificates and/or by an academic reference from a course tutor, publication editor or senior colleague who is able to comment on academic capability.
The programme is designed for those who work with young people in educational or other settings who have either satisfactorily completed the Introduction to Child and Adolescent Counselling Skills (32-hour course) or have an equivalent qualification. This is a postgraduate professional course and candidates are normally expected to hold a good undergraduate degree.
Applicants must be able to demonstrate:
- the capacity to engage with and work in play and the arts
- a knowledge and use of basic counselling skills and theory
- the capacity for self-reflection and self-awareness
- the potential to develop a therapeutic relationship
- the capacity to undertake academic study at Postgraduate level
- the capacity to receive and work with feedback
- the capacity to work with others
- an awareness of emotion and sufficient robustness to undertake the programme
- enthusiasm for and commitment to learning
Admission to the course is also subject to appropriate suitability checks, which include:
- obtaining and considering Disclosure and Barring Service (DBS) criminal records checks and children’s barred list information (subscribed to the update service) and
- other appropriate background checks.
Applications for 2026 entry are now closed.
The Faculty of Education will accept applications for September 2027 entry from 26 November 2026.
We have a limited number of places on this popular and over-subscribed postgraduate course, so we recommend that applications are made as early as possible in the admissions cycle.
Application process
- Apply for the course using the application form linked above, providing reference details according to the referencing requirements
- Shortlist for interview: if shortlisted, provide documentation ahead of the interview to enable vetting checks (more details provided in the interview invite)
- Attend interviews : if offered a place, register for an Enhanced Disclosure and Barring Service (DBS) check with children’s barred list information (details provided in the offer)
References
You will need to provide two references.
- If you have been in higher education within the last five years, one referee must be an academic one
- If you have worked in a school or college setting, one of your references must be from the headteacher of that school or college (if you have worked in more than one school/college the headteacher of your most recent school must be provided)
- If you have not worked in a school/college, but you have worked in a setting with children/young people, your reference must be from the most senior person in that setting
- If providing a second reference from an employer, this should also be from the Senior Manager or Headteacher and should relate to employment within the past 5 years
Please see the ![[pdf]](https://www.educ.cam.ac.uk/images/fileicons/pdf.gif "[pdf]"){kind=small}
reference guide for more information.
Selection for interview
Candidates are selected for interview based on the information provided on their application form only. The information offered within your personal statement is vital to demonstrate how you relate to the specific child and adolescent psychotherapeutic counselling admissions criteria below.
Application deadlines
• 1st batch deadline: TBC
• 2nd batch deadline: TBC
• 3rd and final batch: TBC
If you know which course you want to apply for, and are ready with all supporting information, please select 'Apply Now' to complete the online application form.
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Further help
Contact the PPD team
For questions about admissions, course content, suitability or studying on a particular PPD course.