• St Mary’s University, Twickenham Featured Masters Courses
  • Goldsmiths, University of London Featured Masters Courses
  • New College of the Humanities Featured Masters Courses
  • Cardiff University Featured Masters Courses
  • University of Glasgow Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • Coventry University Featured Masters Courses
King’s College London Featured Masters Courses
Leeds Beckett University Featured Masters Courses
University of Hertfordshire Featured Masters Courses
University of Bradford Featured Masters Courses
Northumbria University Featured Masters Courses
"drama" AND "in" AND "edu…×
0 miles

Masters Degrees (Drama In Education)

  • "drama" AND "in" AND "education" ×
  • clear all
Showing 1 to 15 of 199
Order by 
This drama course is designed for the contemporary practitioner in drama education, whether you are interested in teaching in a school or running a practice or studio. Read more
This drama course is designed for the contemporary practitioner in drama education, whether you are interested in teaching in a school or running a practice or studio.

Why Study Drama Education at Griffith College?

The Higher Diploma in Arts in Drama Education is available on a full or part-time basis over a 1-Year Period and comprises of two performance modules from the Higher Diploma in Arts in Drama Education, Ireland’s only specialised certification in drama education qualifications. The course will provide a path for the progression of drama students to teachers, as well as a professional development opportunity to revitalise the practices of existing drama teachers.

Modules are certified under QQI's Accumulation of Credits and Certification of Subjects Scheme (ACCS).

A range of study options are available including part-time evening study, with the possibility to take the programme in three stages under the QQI ACCS scheme.

Access to performance oriented facilities, including a 600-seater concert hall and an impressively stocked drama library.

Access to fully equipped studios with the latest industry-standard music software for writing, recording, performing, editing, mixing and composing music.

Highly focused and experienced teachers, many of whom are active in the performance arena.

Core Modules

• Applications of the Creative Process
• The Creative Process
• Professional Practice
• Preparing the Performer
• Psychology of Teaching and Learning
• Pedagogy and Teaching Practice

Academic Progression

Graduates of the Higher Diploma in Arts in Drama Education may progress on to study at Level 9

Career Progression

Graduates of the Higher Diploma in Arts in Drama Education will be qualified to teach drama, either as private practitioners, or in schools, and will have a good basis for professional progression in drama education and training.

Read less
School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established English with Drama PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance. Read more
School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established English with Drama PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance.

Degree information

You will develop an understanding of classroom practice and the theories underpinning teaching and learning in English, media and drama. You will work with others to produce assessed theatre in education (TiE) presentations for children in partnership schools. This will develop your understanding of how drama and theatre can be applied to teaching and learning.

Students undertake two Master’s-level (level 7) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE). There are no optional modules for this programme.

Core modules
-Language, Culture and Learning (30 Master's-level credits)
-Theatre in Education (30 Master's-level credits)
-Professional Practice

Placement
You will spend most of your time (120 days) in schools, working with English and drama mentors who support you through your school placements. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

Teaching and learning
The programme is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placement at the host school or alliance. Assessment is by the observation of practical teaching, assignments and a portfolio (which links into continuing professional development in the induction year).

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as English and/or Drama teachers and heads of English or Drama departments and faculties in schools, while others have jobs as mentors of English with Drama PGCE students. Graduates in this area can also be found working as senior leaders in schools.

Top career destinations for this degree:
-Drama Teacher, Unspecified Secondary School
-Performing Arts Curriculum Leader, Unspecified School
-Head of Drama, Unspecified Academy
-English and Drama Teacher, Unspecified Secondary School
-Head of History Teacher, Unspecified Secondary School
-Assistant Headteacher, Unspecified Secondary School
-History Teacher, Unspecified Academy
-Mathematics Teacher, Unspecified Academy
-Mathematics Teacher, Unspecified Secondary School
-Head of Mathematics, Unspecified Secondary School
-Mathematics and Economics Teacher, Unspecified Secondary School

Employability
A PGCE from the IOE carries considerable currency in schools, which alongside the quality of training you receive, puts you in a strong position in the employment market. Last year, all those students who sought employment in a school were successful. We expect 100% success rate in gaining a post in a school by the end of the year.

Why study this degree at UCL?

The English with Drama PGCE introduces students to the broad scope of English and Drama as curriculum subjects across the 11–16 age range. Along with practical knowledge and an understanding of English and Drama methods, the PGCE offers perspectives on the role of language in learning, the teaching of literacies and literature, the principles of syllabus design and evaluation, and the assessment and recording of pupils’ progress.

The UCL Institute of Education's partnership with over 200 secondary schools and colleges in Greater London and beyond enables each of our students to become a skilled and confident teacher in their chosen subject specialism.

Students will be joining the largest English PGCE programme in the country, allowing them to benefit from a team of tutors with unparalleled expertise in the subject. Students will also be able to develop supportive peer networks, sharing ideas and resources.

Sessions at the IOE are interactive and practical, and students will participate in a range of group and individual activities, some of which involve collaboration with schools and other organisations including Shakespeare’s Globe and the British Film Institute. The PGCE year ends with a Theatre in Education project that involves a tour to partnership schools.

Read less
The English with Drama PGCE introduces students to the broad scope of English and Drama as curriculum subjects across the 11–16 age range. Read more
The English with Drama PGCE introduces students to the broad scope of English and Drama as curriculum subjects across the 11–16 age range. Along with practical knowledge, it offers perspectives on the role of language in learning, the teaching of literacies and literature, the principles of syllabus design and evaluation, and assessment and recording.

Degree information

You will develop an understanding of classroom practice and the theories underpinning teaching and learning in English, media and drama. You will work with others to produce assessed theatre in education (TiE) presentations for children in partnership schools. This will develop your understanding of how drama and theatre can be applied to teaching and learning.

Students undertake two level 7 (Master’s-level) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE). There are no optional modules for this programme.

Core modules
-Language, Culture and Learning (30 Master's-level credits)
-Theatre in Education (30 Master's-level credits)
-Professional Practice

Placement
You will spend most of your time (120 days) in schools, working with English and drama mentors who support you through your two school placements. We are fortunate to have a good choice of schools with whom we work, with some outstanding mentors and strong English and drama departments. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

Teaching and learning
The programme is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placements. Assessment is by practical teaching, assignments and portfolio tasks.

Students will also record their progress in a Career Entry and Development Profile statement. This will form part of an ongoing portfolio charting the student's continuing professional development.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as English and/or Drama teachers and heads of English or Drama departments and faculties in schools, while others have jobs as mentors of English with Drama PGCE students. Graduates in this area can also be found working as senior leaders in schools.

Top career destinations for this degree:
-English and Drama Teacher, Unspecified Academy
-English and Drama Teacher, Unspecified Grammar School
-English Teacher, Unspecified Polytechnic School
-English Teacher, Unspecified Secondary School
-Drama Teacher, Unspecified Secondary School

Employability
A PGCE from the IOE carries considerable currency in schools which, alongside the quality of training you receive, puts you in a strong position in the employment market. Last year, all those students who sought employment in a school were successful. We expect 100% success rate in gaining a post in a school by the end of the year.

Why study this degree at UCL?

The UCL Institute of Education's (IOE) partnership with over 200 secondary schools and colleges in Greater London and beyond enables each of our students to become a skilled and confident teacher in their chosen subject specialism.

Students will be joining the largest English PGCE programme in the country, allowing them to benefit from a team of tutors with unparalleled expertise in the subject. Students will also be able to develop supportive peer networks, sharing ideas and resources.

Sessions at the IOE are interactive and practical, and students will participate in a range of group and individual activities, some of which involve collaboration with schools and other organisations including Shakespeare’s Globe and the British Film Institute. The PGCE year ends with a Theatre in Education project that involves a tour to partnership schools.

Read less
This programme is designed for the contemporary practitioner in music education, whether you are interested in teaching in a school or running a practice or studio. Read more
This programme is designed for the contemporary practitioner in music education, whether you are interested in teaching in a school or running a practice or studio.

Why Study Music Education at Griffith College?

The Higher Diploma in Arts in Music Education is available on a full or part-time basis over a 1-Year Period, Ireland’s only specialised certification in music education qualifications. The programme will allow students to concentrate on developing their skills with a view to progressing on to a music teaching qualification.

Modules are certified under HETAC's Accumulation of Credits and Certification of Subjects Scheme (ACCS).

A range of study options are available including part-time evening study, with the possibility to take the programme in three stages under the QQI ACCS scheme.

Access to performance oriented facilities, including a 600-seater concert hall and an impressively stocked drama library.

Access to fully equipped studios with the latest industry-standard music software for writing, recording, performing, editing, mixing and composing music.

Highly focused and experienced teachers, many of whom are active in the performance arena.

The core content of the programme centres around 72 hours of teaching time (3 hours per week), catalogued in the student's Teaching Portfolio.

Core Modules

• Conducting and Composition
• Music Technology
• Practical Musicianship
• Professional Practice
• Pedagogy and Teaching Practice
• Theory of Teaching and Learning

Academic Progression

Graduates of the Higher Diploma in Arts in Music Education may progress on to study at Masters Level, and this programme would equip students for research interests in the following areas: Music Education, Performance and Composition, Psychology of Music Teaching and, Learning, Popular Music Education, Music in Early Childhood, The Arts in Education.

Career Progression

Graduates of the Higher Diploma in Arts in Music Education would be qualified to teach instrumental music, either as private practitioners, or on instrumental programmes which are run through both the public and private sectors.

Read less
Internationally recognised drama course geared towards unearthing the next batch of world-class drama teachers. Students on this programme take four modules from the Higher Diploma in Arts in Drama Education, allowing them to concentrate on acquiring specific teaching skills. Read more
Internationally recognised drama course geared towards unearthing the next batch of world-class drama teachers.

Students on this programme take four modules from the Higher Diploma in Arts in Drama Education, allowing them to concentrate on acquiring specific teaching skills.

Why Study Drama Teaching at Griffith College?

The Certificate in Drama Teaching is available on a part-time basis by the LSMD and comprises of four modules from the Higher Diploma in Arts in Drama Education, Ireland’s only specialised certification in drama education qualifications. Students of the course will be required to participate in Teaching Practice and will benefit greatly from a faculty with over a century of experience in Music and Drama Teacher training.

Modules are certified under HETAC's Accumulation of Credits and Certification of Subjects Scheme (ACCS).

A range of study options are available including part-time evening study, with the possibility to take the programme in three stages under the QQI ACCS scheme.

Access to performance oriented facilities, including a 600-seater concert hall and an impressively stocked drama library.

Access to fully equipped studios with the latest industry-standard music software for writing, recording, performing, editing, mixing and composing music.

Highly focused and experienced teachers, many of whom are active in the performance arena.

Core Modules

• The Creative Process
• Professional Practice
• Preparing the Performer
• Pedagogy and Teaching Practice

Academic Progression

Graduates of the Certificate in Drama Performance may progress onto our Higher Diploma in Arts in Drama Education.

Career Progression

Graduates of the Certificate in Drama Teaching programme will have a good basis for professional progression in drama education and training.

Read less
The MA in History and Philosophy of Art (with a term in Rome) provides a structured introduction to postgraduate study of the history and philosophy of art. Read more
The MA in History and Philosophy of Art (with a term in Rome) provides a structured introduction to postgraduate study of the history and philosophy of art.

It includes a term in Rome where we run the MA with the American University of Rome. A range of themes and approaches are considered in this MA with a particular focus on medieval, Renaissance and Baroque art in Italy. The first term is taught in Canterbury.

During the term in Rome you will study the art of Rome first hand, visiting relevant sites and museums, with options to study the history of Rome and specific artists. Kent staff are present for part of the spring term in Rome to ensure continuity of academic guidance and pastoral support. The campus is located in the Monteverde district of Rome, a picturesque district with a wide range of shops and amenities. From nearby Trastevere, it is a short bus-ride to the historic centre of Rome with its astonishing range of Roman sites, monuments, churches and museums.

The programme is intended for graduates in art history and other arts subjects. It gives you the opportunity to pursue your interest in visual art at advanced level, to develop a high level of expertise in topics in history and philosophy of art and to prepare for doctoral research in history of art.

Visit the website https://www.kent.ac.uk/courses/postgraduate/344/history-of-art-rome

About the Department of History of Art

The History of Art Department within the School of Arts, provides opportunities for graduate study with well-established researchers in the fields of art history, philosophy of art and aesthetics. Staff research covers contemporary art and aesthetics, modernism, theories of art, the historiography of art and the Cold War; biographical monographs, the photograph (in its historical, contemporary and critical contexts), and the historical interplay of image, theory and institutions from the Renaissance to the present (especially European and North American).

Postgraduates have the opportunity to participate in the activities of the multidisciplinary Aesthetics Research Centre and the Art History and Visual Cultures Research Centre. There is also a full programme of visiting speakers from across the constituent subject areas within the School of Arts, which includes Film and Drama.

Course structure

You take one core module and one optional module during your first term in Canterbury and your second term in Rome. Over the course of these two terms you discuss with the course director your ideas and plans for your 15,000-word dissertation. The writing of the dissertation takes place in the summer with completion in August.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.

Term 1 (Canterbury):

Compulsory modules:
HA838 - Key Concepts and Classic Texts in History and Philosophy of Art

One option from:

HA826 - History and Theory of Curating
FI812 - Advanced Film Theory
FR872 - Theories of Art in Modern French Thought
HA826 - History and Theory of Curating
HA835 - A Matter of Taste: The Art and Aesthetics of Food and Drink
HA898 Dissertation

Term 2 (Rome):
Compulsory Module:
HA833 Discovering Rome in Rome: Arts in Rome from antiquity to the present day

One option from:

Optional modules in Rome are taken through the American University in Rome and change each year. Past options have included:

- Michelangelo in Rome

This seminar on Michelangelo examines the work of the Renaissance master; his sculpture, painting, architecture and literary production. His works are investigated within their specific historical context, focusing on issues of commission, iconography, censorship, biography, historiography and aesthetics. An excursion to Florence is also planned. Beyond a complete comprehension of Michelangelo’s work, the course aims toward a mastery of art historical research skills, the evaluation of current scholarship and independent critical thought on art.

Term 3: Dissertation
HA833 - Discovering Rome in Rome: Arts in Rome from Antiquity to the Present Da (30 credits)
HA838 - Key Concepts and Classic Texts in History and Philosophy of Art (30 credits)
HA898 - History & Philosophy of Art Dissertation (60 credits)

Assessment

Assessment is by two assignments per module and the dissertation.

Programme aims

This programme aims to:

- provide you with a focused programme of taught postgraduate study in history and philosophy of art; enhanced through the opportunity to study for one term in Rome

- provide you with a taught foundation for subsequent postgraduate research

- enable you to acquire or deepen your knowledge and understanding of the historical and contemporary topics within the history of art and philosophy of art

- enable you to develop your art historical and philosophical skills beyond that expected of an undergraduate; especially through study abroad and site visits

- enable you to develop, articulate and defend art historical and philosophical ideas as they relate to art

- provide access to enhanced intercultural awareness and understanding through the opportunity to study for one term in Rome

- enable you to engage with historical and contemporary theoretical thought about the arts from art historical and philosophical perspectives

- provide opportunities for the development of personal, communication and research skills and other key skills appropriate for graduate employment both in industry and in the public sector.

Research areas

The Department has a collective interest in developing interdisciplinary projects, including projects informed by art history and philosophy of art or aesthetics. Shared areas of research interest include: photography, art theory from the Renaissance to recent times and contemporary art.

Careers

Arts postgraduates have gone on to work in a range of professions, from museum positions and teaching roles to marketing and gallery assistants. Our graduates have found work with Tate Britain, the V&A, Museum of Childhood and other arts, culture and heritage-related organisations.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

Read less
The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment. Read more

Overview

The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment.

Highly flexible, it caters for educators with a diverse range of experience, development needs, and study requirements. It is suitable for teachers, those in leadership or policy-making roles, and other practitioners working in education or related settings.

You may choose an individually constructed programme, or follow a specialist route which may be reflected in your degree title. You may study full-time or part-time, and choose to study on campus or via blended or distance learning. You may also study single modules through our Professional Development in Education programme (http://socialsciences.exeter.ac.uk/education/graduatestudies/masters/professionaldevelopmentineducation/ ) .

Whichever route you choose, you will be taught by academics with considerable experience as practitioners, and whose research sets the agenda, influences policy and leads to innovation in the classroom.

Programme structure

The modules you take will depend on whether you are undertaking an individually constructed programme or wish to graduate with a named specialism within your degree title.

Learning and teaching

Delivery: campus-based/distance learning/blended learning:

As a Masters level student you will become part of the research-intensive Graduate School of Education, studying with some of the leading scholars in their disciplines. Depending on the modules you choose, the following options are available:
- Campus-based (entirely at our St Luke’s Campus)
- Distance learning (online only)
- Blended learning (mixture of campus-based, mostly Saturdays, and online learning)

Learning methods include lectures, seminars, workshops, peer-led activity, and online resources and interaction. Some modules also involve studio and classroom work, field trips, and school visits. Visit the web pages for each specialism to find out more.

Specialist pathways include:

- Individually constructed programme
- Creative Arts in Education
- Language and Literacy
- Mathematics Education
- Science Education
- Special Educational Needs
- Technology, Creativity and Thinking

Individually constructed programme

The main reason our students undertake postgraduate study is because they want to become better teachers and practitioners so they can help their students realise their potential. This programme gives you the flexibility to improve various aspects of your professional practice and to choose a course of study most suitable to your role, employer’s priorities, career-stage or interests (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/individual/ ).

Creative Arts in Education

The creative arts provide opportunities for developing creative and aesthetic understanding, finding a personal and communal voice within different cultural contexts, and are linked to improvements in academic achievement.
This specialism will help you encourage creativity via the arts, understand the variety of roles the arts in education might take, and consider how arts teaching can benefit other areas of the curriculum and promote inclusion. Unique in integrating approaches to drama, music, dance and visual art, this MA includes visits to schools and venues such as galleries, as well as interactions with key cultural organisations. You may also specialise in a particular art form. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/creativearts/ )

Language and Literacy

The ability to read and write well is fundamental to a learner’s prospects and ultimate career ambitions. This specialism will help you better understand the requirements of your students and to develop strategies to improve their language and literacy skills and assessment outcomes. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/languageliteracy/ )

Mathematics Education

Many learners struggle with mathematics, and yet numerical ability is essential both in the workplace and every day life. This specialism will give you the tools to improve your own professional practice and adopt the latest innovations to help your students excel. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/mathematics/ )

Science Education

Students with good scientific knowledge and related skills such as problem-solving, are not only equipped to better understand the world around them but also to excel in the jobs market. So why is it so difficult to get some students engaged? This specialism will help you develop strategies to get learners excited by science, and to improve your teaching techniques to get better results in the classroom. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/science/ )

Special Educational Needs

This MA will enable you to explore concepts, approaches and issues relevant to the teaching and learning of students with special educational needs and disabilities. It is suitable for educators working with learners of all ages in specialist or mainstream education. One module includes practical school visits and a two-week experiential placement. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/sen/ )

Technology, Creativity and Thinking

Digital technology offers teachers new opportunities to help students learn and work together more effectively. Investigate how the teaching and learning needs to adapt to meet the needs of future learners. Explore new digital technologies and current approaches to teach creativity and thinking skills. This programme can be studied on campus or via distance learning. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/tct/ )

Careers

The flexibility of this programme means it is ideal for students from a range of subject, professional and career backgrounds including teachers, lecturers, administrators, education advisors, or other related professions. This degree also offers excellent progression to a professional doctorate.

Graduate destinations

The University has an excellent reputation with graduate recruiters and our students compete very successfully in the employment market. Our graduates have gone on to a range of careers in the UK and overseas.

Read less
This innovative MA allows you to explore ways in which drama and theatre might be applied to educational, therapeutic and community contexts. Read more
This innovative MA allows you to explore ways in which drama and theatre might be applied to educational, therapeutic and community contexts. Applied drama/ theatre is an umbrella term which includes the practice of drama in a wide range of settings, such as drama and theatre in education; young people’s theatre; drama, health and healing; reminiscence and heritage theatres; theatre in prisons; theatre for development and community theatre.

This course addresses the 'social turn' at the cutting-edge of contemporary theatre, where new forms of participation are blurring the boundaries between performer and spectator. During the course you will have the opportunity to explore creative and research opportunities in some of these diverse and dynamic contexts and analyse the politics and values of applied drama. You will experience radically different approaches to performance-making in both conventional theatre spaces and in non-theatrical settings, enabling you to consider the relationship between innovative performance practices and work in applied theatre. The programme considers the international dimension of applied and participatory theatre, and the local and global implications of artistic practice.

By the end of this degree you will be well prepared to work in different locations and have developed your own praxis and practical skills as a practitioner, workshop leader and artist.

See the website https://www.royalholloway.ac.uk/dramaandtheatre/coursefinder/maappliedandparticipatorytheatre.aspx

Why choose this course?

- The course is taught by world leading experts in applied theatre, whose published research includes theatre education, theatre and health, theatre and refugees, devised theatre and applied drama/theatre.

- You will have the opportunity to benefit from our industry partnerships and our professional links with theatre companies. Previous students have benefitted from working with Age Exchange Theatre Trust, the Lyric Hammersmith, The Globe Theatre Education, Attic Theatre, Bravo 22 Company and many local schools, museums and hospital settings.

- The 2008 Research Assessment Exercise ranked the majority of the Department's research activities as world-leading (4*) or internationally excellent (3*).

- Royal Holloway has the largest Drama Department in the UK with 25 academic members of staff working at the cutting edge of the discipline.

- We foster an excellent research environment and support a vibrant community of postgraduate and doctoral students.

- You will benefit from a range of unique performance spaces which include a traditional Japanese Noh theatre, the fully equipped Caryl Churchill Theatre and the substantial Victorian Boilerhouse.

Department research and industry highlights

You will benefit from working in partnership with professional practitioners, undertaking placements in different settings and developing your own practice. Previous practical projects have included reminiscence theatre in a day centre for the elderly; theatre with young people at risk of offending; drama and film with young carers; an interfaith installation with students of different religious beliefs; theatre with young people in hospital; theatre with young disabled performers; performance with unaccompanied refugees, and many, many more. Each project is designed and facilitated by students, and professional placements support their development.

Course content and structure

You will study three core course units and complete a dissertation.

Core course units:
The MA in Applied and Participatory theatre will appeal to anyone who is interested in socially engaged art. It is focused on theatre in different institutional, therapeutic and community settings, and raises questions about how artists might encourage public participation in a range of different forms of theatre and performance-making. You will study three core course units and complete a dissertation.

You will follow a course called Applied and Participatory Theatre Workshop where you will develop your skills as a practitioner and artist, as well as engaging in critical debates about the field. The next specialist module is the Independent Practical Project, where you gain valuable professional experience in community settings.

In addition to the two modules above you will study a shared module for all MA students in the Drama and Theatre Department that considers the contexts for theatre and performance, its histories and practices. The details and assessment methods of this course are being updated for the new year and will appear in more detail on the department website once validated.

The fourth module is the dissertation on a chosen subject within your field of study with accompanying Research Methodologies course that supports students in independent research and writing.

On completion of the course graduates will have:
- enhanced and applied their skills as reflective theatre practitioners
- explored the scope of theatre studies and its critical and research methodologies
- developed their understanding of contemporary performance practices and its contexts
- explored the links between theory and practice
- developed their ability to undertake independent research and analysis.

Assessment

Assessment is carried out by a variety of means including essays, performance analyses, evaluative reflections on practice, and practical projects, as well as a final dissertation of 10-14,000 words. Practical projects are sometimes carried out in a group and may include an element of assessment for an individual’s contribution to group working and direction. All students undertake a summer term practical project.

Employability & career opportunities

Our graduates are highly employable and, in recent years, have entered many different drama and theatre-related areas, including careers in professional theatre, training and education. This course also equips you with a solid foundation for continued PhD studies and many of our students go on to advanced research.

How to apply

Applications for entry to all our full-time postgraduate degrees can be made online https://www.royalholloway.ac.uk/studyhere/postgraduate/applying/howtoapply.aspx .

Read less
Designed to help you develop your practical skills and theoretical knowledge of drama education, this MA is aimed at practitioners working in both schools and colleges, and community and educational theatre settings. Read more
Designed to help you develop your practical skills and theoretical knowledge of drama education, this MA is aimed at practitioners working in both schools and colleges, and community and educational theatre settings.

There is a balance between the study and practice of drama as a subject in schools and colleges, and the wider use of drama for personal and community purposes. Teaching is built around practical workshops, which give you hands-on experience of drama, as well as providing ideas and techniques for use in your own workplace.

A core module in Drama and Creative Learning explores the role of drama and theatre as a means of encouraging creative learning. Optional modules unique to this course comprise Drama and Theatre in Theory and Practice, The Role of Story in Drama and Theatre Education, and Drama and Literacy. You’ll also complete a supervised independent research project and associated dissertation.

Course structure

You will study four modules (30 CATS each) intended to develop your subject knowledge, pedagogical skills and understanding of drama’s cultural importance as well as its educational significance. One of these is a core module, and you must take at least two of the remaining three course specific optional modules (however most students choose to take all the specialist modules). The final element of your study will be a dissertation (60 CATS) with integrated research methods learning. This will be your individual research project, and you will receive one-to-one support from your academic supervisor.

Course delivery and learning styles

All of the modules provide a balance between practical experience of a wide range of drama and theatre practices and a planned reading programme. The weekly sessions are built around practical workshops led by the programme tutors, invited guests, and students themselves. These workshop opportunities are designed to give students a hands-on experience of drama as well as methods and ideas for using drama and theatre in their own workplace. The course is taught mainly in afternoon sessions of three hours in length.

Read less
COURSE OVERVIEW. We believe that drama is a significant part of school life and needs inspirational teachers. The PGCE Secondary Education. Read more
COURSE OVERVIEW
We believe that drama is a significant part of school life and needs inspirational teachers.

The PGCE Secondary Education: Drama course at Birmingham City University explores drama as an art form and aims to produce confident, dynamic and creative teachers who are committed to making drama accessible for all.

The course enables trainee teachers to work with experienced professionals in secondary education to gain a nationally recognised qualification.

Students will learn from experts who have first-class, first-hand knowledge and understanding of all issues relating to teaching effectively in secondary schools and will be well-supported when on placements.

KEY FACTS
This is a professional teacher training course that leads to Qualified Teacher Status and it is available at both Level 6 (H) and Level 7 (M).

The National College for Teaching and Leadership bursaries are available for trainees on eligible postgraduate courses in England who are not employed as a teacher. Bursary amounts will vary depending on teaching subject and degree class.

In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 95 per cent of Birmingham City University trained newly qualified secondary teachers rated the quality of their training good or very good.

All students are guaranteed outstanding support from both their tutors at the University – all of whom have been exceptional classroom teachers themselves - and from the partnership secondary schools, of which there are more than 200 across the Midlands.

Two thirds of the course takes place in school and we ensure that students are offered a number of placements in a wide range of educational establishments - at least two different schools, plus visits to other schools, including a primary school - so valuable experience is gained in a variety of settings.

ENTRY REQUIREMENTS
You will need to have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent at least 50 per cent of which is in drama or a drama-related subject. You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application and if you are offered an interview you will take a written test to assess your standard of English.

For entry onto a teaching course from September 2014 you will also be required to pass the Skills Tests in Literacy and Numeracy. Please visit the Department for Education website for further information.

Pre-Interview School Experience
For secondary teacher training there is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge of drama and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

COURSE STRUCTURE
This course aims to produce highly skilled graduate teachers who have an in-depth knowledge and understanding of teaching and learning, which will enable them to demonstrate the highest levels of professional practice.

This is an intensive and demanding course, which offers superb preparation for anyone who is committed to educating young people.

Central to the curriculum is the study of education, pedagogy and professional practice from both generic and subject-specific perspectives, which is delivered using a combination of workshops, lectures, seminar groups and individual study.

To complement this is a programme of subject knowledge and enhancement that supports the development of subject pedagogy. Specialist subject knowledge is up-dated throughout the course to ensure trainee teachers are fully conversant with curriculum requirements.

ASSESSMENT
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Professional Development Profile is verified by mentors.

FURTHER STUDY
Our MA Education and Masters in Teaching and Learning (MTL) programmes are designed to serve the continuing professional development (CPD) needs of teachers. Birmingham City University trained teachers with PGCE credits at level 7 benefit from advanced standing on these programmes.

EMPLOYABILITY
This is an “11-16” course with post-16 enhancement, offering graduates maximum flexibility when looking for a teaching post.

Employment prospects are excellent based on consistently high employability scores and demand for Birmingham City University trained drama teachers.

HOW DO I APPLY?
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on their website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Course code: W4X1

Read less
Oxford University's Master of Studies in Creative Writing is a two-year, part-time master's degree course offering a unique combination of high contact hours, genre specialization, and critical and creative breadth. Read more
Oxford University's Master of Studies in Creative Writing is a two-year, part-time master's degree course offering a unique combination of high contact hours, genre specialization, and critical and creative breadth.

The emphasis of this postgraduate creative writing course is cross-cultural and cross-genre, pointing up the needs and challenges of the contemporary writer who produces his or her creative work in the context of a global writerly and critical community. The master's degree in creative writing offers a clustered learning format of five Residences, two Guided Retreats and one Placement over two years. The research Placement, a distinguishing feature of the course, offers between one and two weeks' hands-on experience of writing in the real world. Students may undertake their placement in a literary agency, a publishing house, the offices of a literary periodical, a theatre company, a screen production company, or other relevant organization. Placement organisations have included Macmillan, Initialise Films, Random House, the BBC, the Literary Review, AM Heath, Pegasus Theatre, the Poetry Society, and Carcanet.

The virtual open event for this programme is available to watch at http://www.conted.ox.ac.uk/cwopenday. The open event features acting Course Director Jane Draycott and course administrator Rebecca Rue, who discuss the programme, its requirements and the student experience. Participants' questions were texted in and answered during the event. A FAQ of all the questions and their answers is available at the top of this section.

The MSt has a blog, a resource for Oxford events, calls for submission, competitions, news, interviews and more, which is available at http://blogs.conted.ox.ac.uk/mstcw/.

"The Oxford MSt enables you to fast-track your career in writing."
- Fortuna Burke

"… the freedom to explore and experiment… has been fundamental to my development as a writer."
- Clare Tetley

"The range and variety of the group … offers truly exciting opportunities for the kind of exchanges that really accelerate your development as a writer."
- Michael Schuller

"What does the course offer? Self-discipline, professionalism and confidence."
- Abigail Green-Dove

"My life has been so enriched and expanded. My writing evolves daily through the tools that you gave me. Not to mention the wonderful friendships formed throughout our two years together."
- Lindsay Moore

"The Masters in Oxford, while encouraging creativity, raised the bar on the quality of the finished work and gave me the discipline to be a professional."
- Bette Adriaanse

"I doubt there’s a more suitable MSt in the United Kingdom for work which challenges boundaries and takes risks."
- Jennifer Thorp

Students and alumni have won a wide range of prizes. These successes include winning the Gregory O’Donoghue Prize, the Writers’ Village International Short Fiction Award 2014, the Parallel Universe Poetry Competition, the Martin Starkie Prize, the International Jane Martin Poetry Prize, the Heritage Arts Radio play competition, the Cascade Pictures Writer’s Couch pitching competition, first prize in the Poetry Book Society Student Poetry Competition, the Miracle Poetry Competition, Best Photography Book Award from POYi (Pictures of the Year international), and the Yeovil Literary Prize for Poetry. Two alumni have won the Oxford University’s DL Chapman Memorial Prize, another was a finalist in the 2013 Writers at Work Fellowship Competition, and another won the London Fringe Festival’s Short Fiction Award. Alumni have been awarded a Toshiba Studentship, a Hawthornden Fellowship, and funded residencies at the Banff Centre, Canada, and at the Expansionists Project, Whitstable.

Students and alumni have had their work shortlisted across the genres for, among others, the Asham Award, the Bridport Prize, the Bridport Prize for Flash Fiction, the Fish Flash Fiction prize, the Yeoville Literary Prize, the Oxonian poetry prize, the Fish Short Story Prize 2013, the Big Issue in the North’s New Writing Award, the Oxonian review, and the Aesthetica Creative Writing Competition. A 2010 graduate was short-listed for the Crime Writers’ Association Debut Dagger award 2011. Two alumni were longlisted for the Dylan Thomas Prize, and one was shortlisted. An alumnus’ debut novel also made the longlist for the Not the Booker Prize.

Visit the website https://www.conted.ox.ac.uk/about/mst-in-creative-writing

Destinations

Many of our graduate students have signed with agents, and each year a number go on to undertake doctoral study in creative writing or English Literature. Our graduates have obtained positions in publishing, media and the creative arts industries, as well as teaching positions in tertiary education.

The MSt has enjoyed a very strong application field since its inception, attracting record interest in recent years from a global constituency of writers. The course`s emphasis on critical analysis as well as on writerly and creative excellence attracts students of commensurately strong academic potential as well as of significant creative promise. This combination of academic rigour and creativity is a central distinctive feature of the course. The resulting emphasis on exploration and the development of an individual writerly voice serve to attract particularly talented students from around the world as well as a strongly diverse group of UK students of varied backgrounds and ethnicity.

Continuing education and life-long learning in Oxford have been formally linked to the collegiate system of the University since 1990, when Kellogg College, the University’s 36th college, was established. Please consult http://www.kellogg.ox.ac.uk/.

Who should apply?

We are looking for writers with a proven record of commitment to their craft. You should be a keen reader, and bring an open-minded, questioning approach to both reading and writing. You will not necessarily have yet achieved publication, but you will have written regularly and read widely over a sustained period. You will be keen to dedicate time and energy and staying-power to harnessing your talent, enlarging your skills, and aiming your writerly production at consistently professional standards. It is likely you will have a first degree, or equivalent, although in some cases other evidence of suitability may be acceptable.

For applicants with a degree from the USA, the minimum GPA we normally seek is 3.6 out of 4.0. We do not seek a Graduate Record Examination (GRE) or GMAT score. Although a GRE or GMAT score is not a formal requirement, if one is available it should be supplied.

The high number of contact hours are concentrated into Residences and Retreats. Students should be at a stage in their writing where, with appropriate guidance, they can undertake agreed assignments, projects and essays between meetings. There is a dedicated Course Website for provision of up-to-date information; contact and exchange between students; and contact between students and tutors. The course, however, is not a ‘distance-learning’ course, and tutors, while being happy to help with questions or problems, do not offer regular weekly ‘office hours’.

The M.St is unlikely to be suitable for those who are just starting out on their writerly and critical development.

If you have any doubts about whether the M.St is right for your stage of development, please consult the website for information on our Undergraduate Diploma in Creative Writing https://www.conted.ox.ac.uk/dipcw

What does the course cover?

The first year concentrates equally on prose (fiction and narrative non-fiction), poetry and drama. There is a significant critical reading and analysis component, which is linked to the writerly considerations explored in each of the three genres. Students are expected to engage fully with all three genres, in a spirit of exploration and with the aim of discovering what impact and relevance unaccustomed genres have for the development of their individual writerly voice. This necessarily involves undertaking assignments and exercises in areas that are new to students, and do not relate directly to any work they may have in progress. Students may be able to continue with their own longer term pieces-in-progress but the concentration of year 1 teaching is on producing new work, and the exercises and assignments, which should take priority, reflect this emphasis.

The second year offers specialisation in a single genre, again accompanied by a significant critical element focused around issues of interest to the individual student and related to the genre of choice.

Your specialisation choices are as follows:

- The novel
- Short fiction
- Radio drama
- TV drama
- Screenwriting
- Stage drama
- Poetry
- Narrative non-fiction

In year 2, the specialisation in the genre of students’ choice provides an opportunity for significant concentration on either new work, or, subject to consultation with supervisor, on existing work-in-progress.

Find out how to apply here - http://www.ox.ac.uk/admissions/graduate/applying-to-oxford

Read less
Learning how to make new discoveries that will contribute to a better understanding of the historical, social political and cultural processes that shape societies. Read more

Overview

Learning how to make new discoveries that will contribute to a better understanding of the historical, social political and cultural processes that shape societies.

Are people living in ethnically diverse neighbourhoods more inclined to turn inwards and to ‘hunker down’ compared to people of ethnically homogeneous settings? Are there cross-country differences in the causes of hooliganism, and in the effectiveness of methods used to combat hooligans in different European countries?

More and more comparative questions on societies are being raised. At Radboud University we believe that answers to comparative questions are more informative, lead to a better understanding of societal phenomena and processes, and therefore have more scientific and social importance than answers to questions about one society in one historical period.

This programme therefore fully focuses on teaching students how to perform high-quality comparative research. We look into the degree of inequality, cohesion and modernisation in both Western and non-Western societies. You’ll learn how to translate social problems into empirical research questions and understand the diverse theoretical approaches, research designs, data collections and analyses you need to get the answers you are looking for.

See the website http://www.ru.nl/masters/scs

Why study Social and Cultural Science at Radboud University?

- A majority of our courses are exclusively created and offered for the research students enrolled in this programme, and therefore perfectly match the needs and desires of social and cultural researchers.
- This programme is linked to the Nijmegen Institute for Social and Cultural Research (NISCO) who offer an excellent research environment and have extensive social science databases that students are free to use.
- You’ll participate in group-oriented education and be part of a small, select group of highly motivated national and international students.
- You’ll be given your own workplace (equipped with a computer) in a room with your fellow students to enhance solidarity. Every student also receives personal guidance and supervision.
- You’ll write two scientific journal papers which will not only give you plenty of practise but will also give you a good academic research portfolio that you can use when applying for research positions.
- A large majority of our graduates gain PhD and other research positions; almost all of our graduates found work shortly after graduating.

Multidisciplinary

The programme combines the disciplines of sociology, anthropology, development studies and communication science. This programme is therefore ideal for Bachelor’s students from these disciplines with an interest in research. However, we believe that students from disciplines such as political science, economics and human geography can also profit from this Master’s.

The Research Master’s in Social and Cultural Science trains aspiring researchers and is ideal preparation for PhD positions or research positions in relevant non-academic research institutes. Or you could build a bridge between academic research and the world of practice, thereby influencing policy-making in the public and private sphere.

Quality label

This programme was recently awarded the quality label ‘Top Programme' in the Netherlands in the Keuzegids Masters 2015 (Guide to Master's programmes).

Career prospects

The career prospects of a graduate of Social and Cultural Science are good; almost 100% of our alumni found a job or research position immediately after graduating.

Job positions

There are plenty of options open to graduates of the research Master’s in Social and Cultural Science:
- Scientific research career (academia)
The programme provides an excellent basis for a scientific research career and attaining PhD positions.

- Societal research career
Our graduates can also go on to have careers in relevant non-academic research and policy institutes like government ministries, Statistics Netherlands (CBS), The Netherlands Institute for Social Research (SCP) and The Netherlands Institute for the Study of Crime and Law Enforcement (NSCR) and foreign equivalents.

- More
Of course, this Master’s programme does not close other doors. Students with a research Master’s are also highly sought after by (commercial) businesses and organisations because of their analytical and communication skills and in-depth understanding of social and cultural behaviour. Other careers, such as policymaker, manager, journalist, etc are certainly within reach.

Find information on Scholarships here http://www.ru.nl/scholarships

See the website http://www.ru.nl/masters/scs

Our research in this field

Half of the Master’s programme in Social and Cultural Science consists of practical research training.

In the first year, you’ll do a research project in which you conduct a small-scale empirical research under guided supervision of a senior researcher. The comparative research issue is typically part of the ongoing research within a Radboud chair group. Finally, you’ll write a scientific journal paper regarding the research results. The project is done in small groups (2-3 students) and prepares you well to independently conduct a comparative empirical social science study for your Master’s thesis in the second.

- Master’s thesis topics in the field of Social and Cultural Science
For your Master’s thesis you are completely free to tackle any social issue in the disciplines of sociology, anthropology, communication science or development studies. Important is the ability to reflect on the societal significance of your research question and the societal importance of your research. Thesis topics vary widely:
- Many theses are concerned with cross-country comparisons of behaviour or attitude measures using European cross-sectional survey data on, for example, xenophobia or gender roles.
- Others theses compare classrooms and the effect ethnic composition has on interethnic bullying or the impact of the economic crisis on African migrants in Athens, Greece, or the utilisation of different sexual health services by Aboriginal adolescents.
- Thesis topics can also be found in the field of communication science, like examining the news on extreme right political parties in Belgium, Germany and the Netherlands and correlating it with election results, or studying patterns in TV drama (e.g. increasing Americanisation) and comparing these media trends with societal processes such as individualisation.

See the website http://www.ru.nl/masters/scs

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the English specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in English at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

A detailed exploration of literacy as a social practice ensures that graduates move beyond the minimum requirements of the Initial Teacher Training National Curriculum. The course, in content and methodology, highlights the importance of literature and drama in language, literacy and learning. Graduates are able, as they enter the profession, to contribute to innovative approaches in teaching English.

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in English and provides you with the opportunity to develop skills, knowledge and understanding of English in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

•refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
•understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
•understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-english-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of English teachers, with the subject being nationally recognised as a secondary priority subject. This means that teachers qualifying in English are particularly employable.

If you are interested in teaching but may need to develop your subject knowledge before beginning your initial teacher training, the university offers nine-month subject knowledge enhancement courses. The course is free and you will receive a bursary while you study. To find out more please contact the university directly.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The QQI accredited Certificate in Drama Performance from The Leinster School of Music & Drama is an international qualification offering a progression route for those who have achieved a high level of drama performance and theory to advance their studies to third level. Read more
The QQI accredited Certificate in Drama Performance from The Leinster School of Music & Drama is an international qualification offering a progression route for those who have achieved a high level of drama performance and theory to advance their studies to third level.

Why Study Drama at Griffith College?

The QQI Level 8 Certificate in Drama Performance is available on both a full-time and part-time basis by the LSMD and comprises of two modules from the Higher Diploma in Arts in Drama Education, Ireland’s only specialised certification in music and drama education qualifications. Students of the course will benefit greatly from a faculty with over a century of experience in Music and Drama Teacher training as well as a unique learning experience.

Modules certified under QQI's Accumulation of Credits & Certification of Subjects Scheme (ACCS).

A range of methods and techniques are explored over.

Access to performance oriented facilities, including a 600 seater concert hall and an impressively stocked drama library.

Access to fully equipped studios with the latest industry-standard music software for writing, recording, performing, editing, mixing and composing music.

Highly focused and experienced teachers, many of whom are active in the performance arena.

Core Modules

• The Creative Process
• Preparing the Performer

Academic Progression

Graduates of the Certificate in Drama Performance course are eligible to advance to progress to take further modules under QQI's ACCS scheme.

Career Progression

Graduates of the Certificate in Drama Performance will have a good basis for professional progression in drama education and training.

Read less
The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment. Read more
The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment.

Highly flexible, it caters for educators with a diverse range of experience, development needs, and study requirements. It is suitable for teachers, those in leadership or policy-making roles, and other practitioners working in education or related settings.

Creative Arts in Education

The creative arts provide opportunities for developing creative and aesthetic understanding, finding a personal and communal voice within different cultural contexts, and are linked to improvements in academic achievement.

This specialism will help you encourage creativity via the arts, understand the variety of roles the arts in education might take, and consider how arts teaching can benefit other areas of the curriculum and promote inclusion. Unique in integrating approaches to drama, music, dance and visual art, this MA includes visits to schools and venues such as galleries, as well as interactions with key cultural organisations. You may also specialise in a particular art form.

The syllabus may include:

Subject knowledge

– focus on music, visual arts, drama or dance including the latest innovations and best practice

Theory and practice

- latest ideas and concepts in arts education and your particular specialism; inter-relationship between art forms; arts and the wider curriculum; creativity and dialogue

Teaching and learning

– teaching approaches including practical models and demonstration; working with artists and other partners; promoting inclusion; curriculum design; use of new technologies

Creativity

– theoretical and practical approaches; relationship between creativity and dialogue; techniques for encouraging creativity in your students; assessing creativity

Modules

The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand, please see the website for a current list of modules available http://www.exeter.ac.uk/postgraduate/taught/education/educationma/modules/

Read less

Show 10 15 30 per page



Cookie Policy    X