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Student Advice & Wellbeing Team Support for Autistic Students
Students who are (or think they may be) autistic, whether they have a diagnosis or not are encouraged to come and speak to a member of the Student Advice & Wellbeing Team to discuss their individual circumstances and support requirements. Students are welcome to come to Student Advice & Wellbeing whenever they need to, whether it is for some time out in one of our quiet rooms or to talk to an adviser about any social or academic concerns. Our service is professional, non-judgemental and confidential. -
ARCH Blog - Introduction from Blue
ARCH Blogs – Transition to Higher Education -
Perceptions of Death in Collective Memory: Numbers | Spaces | Texts (2021-22)
Research by Sibylle Erle Death is an abstract concept. I have always been interested in Death; not because I am morbid but because I want to live a better life. Having co-organized Academic and Creative Responses to Death and Dying (since 2017) with Peter Green at BGU, I realised that I needed to move on as well as back into my own discipline. I wanted to contemporize my interest in Death, which is rooted in the Romantic period where it connects to my research on Mary Wollstonecraft, Joanna Baillie and Mary Shelley. This is how it happened. In conversation with Dr Makrina Agaoglou, from the Institute of Mathematical Sciences (ICMAT) in Madrid, I realised how Mathematics could inform and teach non-mathematicians about how mathematical modelling can give some inside information on what is happening and if and how outcomes can be predicted. Sophie Ungerer a London-based architect and designer working at the University of Brighton, on the other hand, showed me how COVID-19 has affected the way we move in our minds and through our cities, including the spaces designated for preoccupation with death, such as graveyards, (makeshift) morgues or memorials. In my head I quickly moved from “What is the maths behind the current pandemic?” to “How should we inhabit public spaces – as well as the intimate space between us”. Our project seeks to explore the perceptions of death in the context of COVID-19 and how they were affected by the pandemic. COVID-19 has been represented by mathematical graphs describing a global phenomenum, that are abstract and not always easily processed by the public; the data, moreover, is counterpointed by a plethora of individual stories about loss, mental health and lockdowns. Yet, though the threat of death is omni-present and has shaped our societies and lives irreversibly, many still have not experienced death first-hand. Death is well-documented in the public eye, but all too often the dying had to die alone to ensure the safety of their loved ones and related communities. This disconnect - between the public and the private - has to do with how we process ‘the facts‘. Through our project we want to take stock of how the current situation is poised; it is not about knowing or not knowing, it is rather to do with accepting or rejecting ‘the facts‘. Using interdisciplinary collaboration, we aim to explore the perceptions of death: from the abstract, for the general public, the parameters that affect the spreading of the virus and thus define social distancing, to how empirical experience of death may be represented in text and space. Our project is funded by AlumNode (a collaboration between the Heidelberg Laureate Forum Foundation (HLFF) and the German Scholars Organization (GSO), funded by the Klaus Tschira Stiftung (KTS). Facts rarely produce empathy; and this is where the TEXT (Literature) comes in. For any information contact Sibylle Erle, FRSA, FHEA, who is Reader in English Literature and lead of RKEU Literature and Literacies. She teaches on the English programmes as well as on MA Children’s Literature and Literacies. Our first event on 2 November brings together Speakers from different disciplines who will explore ‘Death’ from different angles: we will have short presentations, a round table and a creative workshop; This will be lead by artist Marina White Raven, who I have been working with since the first Lockdown on a story titled, 'What did you do during lockdown?' - Find out more about that story here. What remains? Each point or number on those graphs holds its own story. Is it personal stories that will compete with the trends in the formation of the collective memory of the time we are now living through? How do we perceive, construct as well as represent Death in our daily lives? For details: https://www.icmat.es/congresos/2021/PDM-NST/index.php To register: https://predictiondeathmemory.eventbrite.co.uk -
Dr Ursula McKenna
Dr Ursula McKenna is Senior Research Fellow in Implicit Religion at BGU where she is located within the Department of Theology and the World Religions and Education Research Unit. Upon completion of her BA (QTS) she was awarded an Economic and Social Research Council MA studentship and obtained an MA (with distinction) for her work on religious education for children with special educational needs in the primary school. While combining a part-time research post with a job-share class teaching position she then completed her doctorate. Her research was an evaluation of the Building E- Bridges programme, a project which advocated the use of email in primary schools to promote interfaith dialogue amongst pupils across the UK. For fourteen years Ursula taught across the primary age range and as research fellow at the University of Warwick (1999-2021) she contributed to the PGCE Primary and Early Years Religious Education module and the MA in Religious Education by distance learning course. She has undertaken supervision of dissertation students on BA and MA Education Studies degrees and has co-supervised research students. For twelve years she was editorial assistant for the British Journal of Religious Education, co-ordinating the refereeing process for all submissions and special issues. -
Revd Canon Professor Leslie J Francis
Leslie Francis holds the part-time post of Professor of Religions, Psychology and Education. He works with doctoral students in fields that connect religious studies, theology, psychology, and education. Before joining Bishop Grosseteste University he held chairs in Pastoral Theology at Lampeter, Practical Theology at Bangor, Religions and Education at Warwick, and Religions and Psychology at Warwick. Currently he holds visiting positions in universities in Pretoria and Newfoundland and serves as Canon Theologian at Liverpool Cathedral. -
TESOL Master’s degree at BGU receives Commonwealth Master's Scholarship award from Foreign and Commonwealth Office (FCO)
Applications are now open for eligible students on the MA in Education with TESOL programme. -
BGU Branding Guidelines
These branding guidelines have been developed to allow you to use the corporate identity of Bishop Grosseteste University (BGU) correctly, ensuring a consistent and professional brand image of the University is presented at all times -
Archaeology Field School 2022
BGU's Archaeology Field School is a fully accredited 4-week course that will deliver training in field archaeology and excavation skills, post-excavation finds processing, and recording data. The Lawn is an important site in the heart of historic Lincoln, which has previously only been subjected to small-scale excavations. The Field School is a rare and exciting opportunity to participate in an archaeological excavation in uphill Lincoln. With the BGU Archaeology Field School you have the opportunity of arranging your own accommodation or booking rooms on our leafy campus only a short distance from where the dig will take place. For more information download the prospectus. To apply, please contact archaeology@bishopg.ac.uk -
English Language Requirements
To meet the English Language Requirements for our courses, you will be required to evidence that you have obtained the minimum requirements of your offer via a Home Office approved Secure English Language Test (SELT). Test providerMinimum entry requirement for Undergraduate coursesMinimum entry requirement for Postgraduate coursesMinimum entry for PGCE (QTS) Initial Teacher Training coursesInternational EnglishLanguage Testing System (IELTS) for Academic studyA minimum of level 6 with a minimum of 5.5 across all sections. For example, reading, writing, speaking and listening. Students with a score of Level 5.5 with a minimum of 5.5 across all sections will be required to take part in a programme of in sessional support, which will be subject to a further fee. This will be reviewed on an annual basis for the duration of the programme.Taught Programmes:A minimum requirement of IELTS level 6.5 with a minimum of 6.0 in reading and writing and 6.0 in speaking and listening.Research programmes:Please see section on Doctoral Study on page 8 of this policy. A minimum of level 6.5 overall, with a minimum of 6.5 in reading and writing and a minimum of 6.0 in speaking and listening.Oxford ELLT(For more information, and to register please see below)Overall Oxford ELLT Level 6, Minimum Level 5.Overall Oxford ELLT Level 7, Minimum Level 6.Overall Oxford ELLT Level 7, Minimum Level 7 in reading and writing and Level 6 in speaking and listening.Trinity Integrated Skills in English (ISE)ISE II with Distinction in all four componentsISE III with Distinction in all four componentsNot acceptedLanguageCertA minimum of 65 overall and a minimum of 60 in all componentsA minimum of 70 overall and a minimum of 65 in all componentsNot acceptedPearson PTE Academicfor UKVIOverall score of 59 with no less than 59 Minimum level 59 in Listening Minimum level 59 in ReadingMinimum level 59 in SpeakingMinimum level 59 in WritingOverall score of 59 with no less than 59Minimum level 59 in Listening Minimum level 59 in ReadingMinimum level 59 in Speaking Minimum level 59 in WritingNot acceptedPSI/Skills for EnglishB2 Pass overall, with B2 Pass in each component (Listening, Reading, Writing and Speaking)B2 Pass with Merit, with a minimum B2 Pass in each component (Listening, Reading, Writing and Speaking)Not accepted International Qualifications accepted in lieu of a SELT: CountryQualificationExam board/councilTimeframeGradesNigeriaWASSC - West AfricanSenior School Certificate -post 1998Senior School CertificatePost 2000West African ExaminationsCouncil (WAEC)National ExaminationsCouncil (NECO)10 years10 yearsA1-C6A1-C6GhanaWASSC - West AfricanSenior School Certificate -post 2005West African ExaminationsCouncil (WAEC)10 yearsA1-C6 Please note the above international qualifications do not apply to teacher training programmes (PGCE/PGDE) as applicants must evidence both minimum GCSE English requirements AND English Language Proficiency. Please confirm with the Enquiries Team if you are unsure which qualification meets which requirement prior to application. All applicants for PGCE/PGDE programmes must complete a SELT (currently either IELTS Academic for UKVI or Oxford ELLT). The only exception to this is if applicants are from a majority English speaking country as defined by the UKVI (listed below). Applicants required to complete a SELT should meet the University’s minimum overall requirements and minimum scores in reading, writing, speaking and listening. Additionally, the test should have been undertaken within two years of the intended start date of the course. Postgraduate Diplomas (PGDip) and Postgraduate Certificate (PGCert) qualifications obtained from recognised UK universities within the UK are not acceptable as a SELT. English language conditions can only be waived if you have been awarded a full Master's degree from a recognised UK university within the UK. -
Campus Tours
Tours will be guided by our current students who can answer questions about student life and their experience of studying at BGU. Our campus tours take approximately 45 minutes and are also offering accommodation tours for those who may have been to an Open Day but may not have seen our accommodation due to the Covid-19 restrictions in place at the time.
Explore BGU
Browse our wide range of degree courses and find the perfect one for you.
Open days are the best way to find out what BGU has to offer.
Download your copy of our prospectus to find out more about life at BGU.