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Looking for an internationally-recognised professional qualification that can help take you to the next stage of your career? Or perhaps you want to deepen your understanding of the latest issues and practices in English language teaching, to help you deliver the best possible education to students of English language around the world?. Read more

Take your career to the next level

Looking for an internationally-recognised professional qualification that can help take you to the next stage of your career? Or perhaps you want to deepen your understanding of the latest issues and practices in English language teaching, to help you deliver the best possible education to students of English language around the world?

With our flexible course structure, the research excellence you’d expect from one of the world’s top universities, and a close, supportive community around you, the MA English Language Teaching (ELT) at the University of Warwick is the course for you.

Professional development, whatever your experience

The students who join our course each year come from a wide variety of backgrounds. Whether you have a wealth of teaching experience as a head of department or curriculum developer, or you’re yet to complete your first year of teaching, our course will offer you research-led teaching to further your professional development.

If you have less than two years’ experience teaching English to speakers of other languages, our ELT (Studies and Methods) course will introduce you to a variety of academic disciplines relating to teaching English to speakers of other languages (TESOL/ELT). And at the same time, you’ll gain a solid professional foundation for developing your practical teaching skills.

Or if you’re a more experienced teacher, our diverse range of course streams will develop your in-depth understanding of the links between theory and practice in English language teaching, while allowing you to specialise in areas such as ICT, Young Learners and Teacher Education.

Find out more about which specialist pathway is right for you: http://www2.warwick.ac.uk/fac/soc/al/study/ma/

Don’t just take it from us

Here’s what some of our former students have told us about their experience on the MA ELT at Warwick:

“Studying the MA ELT at Warwick has been quite an exciting experience. First, from among a wide range of courses, I think the program design allowed me to make a successful combination for my career. Besides my Testing and Assessment specialty, I chose a Teacher Development course for my elective, which will help me a lot because I will be involved in offering teacher training courses on testing when I go back to my country. Secondly, I really valued the team teaching professionally planned and led by a team of high-calibre professors. Last, but most interesting, is the qualitative research orientation I got here. Besides promoting my academic knowledge I feel that I have also developed my research skills. Now I’m confident I will be qualified for excellent career prospects.”

Yasir El Hag, MA English Language Teaching (Testing and Assessment programme)

“What I learned from the MA programme helps me a lot in various ways at work. I have become more proficient in terms of conducting research. I can use the knowledge I learned from the programme to help teachers adopt efficient teaching methods and questioning skills. Honestly speaking, without studying this programme, I wouldn't be this confident and comfortable at work.”

Kiki Sun, MA English Language Teaching (Studies and Methods programme)

Want to find out more? Our website (http://www2.warwick.ac.uk/fac/soc/al/study/ma/) has full details of our course options, including funding opportunities and module information.

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Take advantage of one of our 100 Master’s Scholarships to study Professional Translation at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Professional Translation at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

The MA in Professional Translation is an integrated programme designed to turn entrants with proven excellence in foreign languages into successful and marketable professional linguists.

Key Features of MA in Professional Translation

Core skills:

- Advanced Translation in 1 or 2 language pairs
- European-recognised training in Computer-Assisted Translation (CAT) tools

Specialisation options:

Interpreting, further technologies, terminology, multimedia, new/intermediate language.

Part 2 options include internship and year abroad.

Language pairs (subject to demand):

- From English into: Arabic, Chinese (Mandarin), French, German, Italian, Spanish, Welsh
- Into English from: French, German, Italian, Spanish, Welsh

Modules

Modules on the MA in Professional Translation typically include:

Foundations of Translation and Interpreting
Advanced Translation
Translation Tools
Translation Technologies
Translation Work Experience for MA Students
Terminology Management
Beginners' Language
Intermediate Language
Extended Translations
Translation/Interpreting Internship

Part One – F/t: six 20-credit (10 ECTS) modules in two semesters (p/t in four):

Compulsory: Foundations of Translation and Interpreting, CAT Tools, Advanced Translation (pair 1).
Optional: Advanced Translation (pair 2), History and Theory of Translation, Interpreting, Translation Technologies, Subtitling/dubbing/audio description, Terminology, Simulated Translation Company, Digital publishing. Study a new language (French, German, Italian, Mandarin or Spanish), or post A-Level language (French, German, or Spanish).

Part Two – Two elements totalling 120 credits (60 ECTS), taken in either order:

1: A choice of individual project of 60 credits (30 ECTS) (can be done over the summer):

- Two Extended Translations with commentary;
- Dissertation (15,000-20,000 words);
- Internship (13 weeks full time, part time pro rata).

2: 60 further credits (30 ECTS) of Part 1 modules, or a second project.

Unique Part 2 alternative: METS year abroad. Students take 50 credits (25 ECTS) at two partner translation schools, with a 20 credit (10 ECTS) report for Swansea, leading to a double award: Swansea MA plus METS Diploma.

Student Quote

‘After the internship that I completed through my European Master's in Translation with Language Technology [the original title of the extended MAPT] at a small translation company in Swansea, I took on a sales position with them. After three months as a sales executive, a project management role opened up in the company and I took it. As this role was in the certified translation department, I was able to build on the legal translation knowledge I had gained through my European Master's in TLT. My role involved completing some small translations in-house when time permitted and also reviewing the work of freelance translators and interns. I was also able to complete freelance translation work. After eighteen months, I moved to SDL to start an in-house translation role.

The MA programme in Professional Translation gave me a solid basis from which to develop my translation career. I still refer back to notes I made during my degree, particularly from the advanced translation and language technology module. Breaking into the translation industry can be difficult but I feel that I had an advantage over graduates from other universities in that I had completed the translation work experience module, extended translation projects and an internship as part of my European Master's in TLT. Having a focus on CAT tools was useful as I was able to practice applying the skills I had learnt in the language technology module in different translation situations. My knowledge of CAT tools was valuable to the operations management team during my project management role and it is now vital for me as a translator at SDL International. I would recommend this course to anyone looking to enter the translation industry."

Jennifer Green, Professional Translation, MA

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Take advantage of one of our 100 Master’s Scholarships to study Translation and Interpreting at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Translation and Interpreting at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

The MA in Translation and Interpreting is a specialised variant, emphasising interpreting skills, of our established MA in Professional Translation.

Key Features of MA Translation and Interpreting (Extended)

Core skills:

- Advanced Translation in 1 or 2 language pairs
- European-recognised training in Computer-Assisted Translation (CAT) tools
- Public Service Interpreting (Local Government, Health, Police and Court).

Specialisation options: Further technologies, terminology, multimedia, new/intermediate language.

Part 2 options include internship and year abroad.

- Language pairs (subject to demand): From English into: Arabic, Chinese (Mandarin), French, German, Italian, Polish, Spanish, Welsh.
- Into English from: French, German, Italian, Spanish, Welsh.

Translation and Interpreting (Extended) Course Structure

Part One of Translation and Interpreting – F/t: six 20-credit (10 ECTS) modules in two semesters (p/t in four):

Compulsory: Foundations of Translation and Interpreting, CAT Tools, Advanced Translation (pair 1), Interpreting (1).
Optional: Advanced Translation (pair 2), Interpreting (2), History and Theory of Translation, Translation Technologies, Subtitling/dubbing/audio description, Terminology, Simulated Translation Company, Digital publishing. Study a new language (French, German, Italian, Mandarin or Spanish), or post A-Level language (French, German, or Spanish).

Part Two of Translation and Interpreting – Two elements totalling 120 credits (60 ECTS), taken in either order:

1: A choice of individual project of 60 credits (30 ECTS) (can be done over the summer):

- Two Extended Translations with commentary;
- Dissertation (15,000-20,000 words);
- Internship (13 weeks full time, part time pro rata).

2: 60 further credits (30 ECTS) of Part 1 modules, or a second project.

Unique Part 2 alternative: METS year abroad. Students take 50 credits (25 ECTS) at two partner translation schools, with a 20 credit (10 ECTS) report for Swansea, leading to a double award: Swansea MA plus METS Diploma.

Modules

Modules on the MA in Translation and Interpreting include:

Foundations of Translation and Interpreting
Advanced Translation
Translation Tools
Public Service Interpreting (Local Government Option)
Public Service Interpreting (Health Option)
Public Service Interpreting (Law Option: Police and Introduction to Court Interpreting)
Interpreting- Business Option (Spanish and Madarin only)
Translation Technologies
Translation Work Experience for MA Students
Terminology Management
Beginners' Language
Intermediate Language
Extended Translations
Translation/Interpreting Internship

Student Quote

"After the internship that I completed through my European Master's in Translation with Language Technology [the original title of the extended MAPT] at a small translation company in Swansea, I took on a sales position with them. After three months as a sales executive, a project management role opened up in the company and I took it. As this role was in the certified translation department, I was able to build on the legal translation knowledge I had gained through my European Master's in TLT. My role involved completing some small translations in-house when time permitted and also reviewing the work of freelance translators and interns. I was also able to complete freelance translation work. After eighteen months, I moved to SDL to start an in-house translation role.

The MA programme gave me a solid basis from which to develop my translation career. I still refer back to notes I made during my degree, particularly from the advanced translation and language technology module. Breaking into the translation industry can be difficult but I feel that I had an advantage over graduates from other universities in that I had completed the translation work experience module, extended translation projects and an internship as part of my European Master's in TLT. Having a focus on CAT tools was useful as I was able to practice applying the skills I had learnt in the language technology module in different translation situations. My knowledge of CAT tools was valuable to the operations management team during my project management role and it is now vital for me as a translator at SDL International. I would recommend this course to anyone looking to enter the translation industry."

Jennifer Green

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*Welsh language course*. Mae’r cwrs Ysgifennu Creadigol wedi ei rannu’n Rhan 1 a Rhan 2 a rhaid pasio’r rhan gyntaf yn llwyddiannus er mwyn cael mynediad i’r ail ran. Read more
*Welsh language course*

Mae’r cwrs Ysgifennu Creadigol wedi ei rannu’n Rhan 1 a Rhan 2 a rhaid pasio’r rhan gyntaf yn llwyddiannus er mwyn cael mynediad i’r ail ran. Mae Rhan 1 yn cynnwys 3 modiwl 40 credyd yr un sef ‘Themâu Creadigol’, ‘Technegau Cyfansoddi’ a ‘Mathau Llenyddol’. Mae Rhan 2 y cwrs yn cynnwys 1 modiwl 60 credyd sef portffolio o waith creadigol hyd at 20,000 o eiriau, a phennir canlyniad y cwrs cyfan ar farc cyfartalog dwy ran y cynllun. Mater i’w drafod rhwng y myfyriwr a’i gyfarwyddwr academaidd fydd union natur y portffolio, ac mae amryw fodelau’n bosib, e.e. nofel fer, casgliad o storïau byrion neu gerddi, cyfuniad o farddoniaeth a rhyddiaith. Rhoddir ystyriaeth ofalus i ofynion unigol pob myfyriwr wrth bennu union gynnwys y modiwlau, a chynllunnir rhan gyntaf y rhaglen gyda golwg ar y posibiliadau creadigol a all fwydo’r ail ran.

Y prif gyswllt dysgu yw hwnnw gyda’r cyfarwyddwr academaidd a threfnir i’w gyfarfod yn rheolaidd drwy gydol cofrestriad y myfyriwr. At hynny, mae cymuned ôl-radd fywiog o fewn Ysgol y Gymraeg a threfnir cyfres o seminarau wythnosol yn ystod Semester 1 a 2. Yn y seminarau hyn cynigir arweiniad i faterion technegol sy’n berthnasol i’r holl fyfyrwyr ôl-radd, bydd cyfle i glywed cyd-fyfyrwyr yn cyflwyno papurau am eu projectau unigol, a hefyd i ddysgu am ymchwil gyfredol gan staff Ysgol y Gymraeg ac ysgolion academaidd eraill. At hynny, cynhelir seminarau ysgrifennu creadigol rheolaidd a bydd cyfle i glywed awduron gwadd fel Wiliam Owen Roberts, Lloyd Jones, Angharad Tomos ac Ifor ap Glyn yn trafod eu gwaith. Yn ogystal, os yw myfyriwr ôl-radd am ddilyn yn anffurfiol unrhyw un o fodiwlau israddedig yr ysgol er mwyn cyfoethogi ei brofiad dysgu, bydd cyfle iddo wneud hynny.

Cysylltiadau Ymchwil / Cysylltiadau Diwydiannol
Ers rhai blynyddoedd, bu nifer o fyfyrwyr yn Ysgol y Gymraeg yn dilyn cyrsiau MA a noddwyd gan arian o ffynonellau Ewropeaidd, ac y mae hynny wedi arwain at nifer o gysylltiadau gwerthfawr gyda chwmnïau a sefydliadau fel Cwmni Da, Rondo Media, Gwasg Carreg Gwalch, Gwasg y Bwthyn, Canolfan Ysgrifennu Tŷ Newydd, a’r cylchgrawn Barn. Mae’r profiadau gwaith a gafwyd gyda’r cwmnïau a’r sefydliadau hyn wedi cryfhau cyflogadwyedd y myfyrwyr ôl-radd yn fawr.

Rhagolygon Gyrfaoedd
I amryw fyfyrwyr mae cwrs MA yn gyfle i ymestyn eu hastudiaethau israddedig drwy ganolbwyntio ar broject ôl-radd a chyn ymgymryd â chwrs hyfforddiant pellach, e.e. ymarfer dysgu. Yn ddiweddar, mae’r profiadau a’r sgiliau a enillir drwy gwrs MA wedi bod o gymorth i fyfyrwyr wrth sicrhau swyddi gyda chyfnodolion fel Golwg 360 a’r Cymro, gwasg fel Y Lolfa, rhaglen deledu fel Hacio, a Chanolfan Bedwyr ym Mhrifysgol Bangor. I fyfyrwyr eraill, mae MA wedi cynnig sylfaen i ymchwil bellach ar lefel MPhil a PhD.

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A minimum GPA of 3.0 in all undergraduate coursework in mathematics. A letter of intent written by the applicant expressing professional goals as applied to the program. Read more
• A minimum GPA of 3.0 in all undergraduate coursework in mathematics.
• A letter of intent written by the applicant expressing professional goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form. Two letters must be from mathematics faculty with whom the applicant has taken courses.
• Resume or curriculum vitae.

E-mail:
Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application

The Master of Arts program in Mathematics is designed to develop the student’s ability to work independently and to obtain basic knowledge in algebra, real and complex variables, and topology so that mathematics literature can be read with understanding and enjoyment. The successful completion of this program should prepare a student to enter a second-year doctoral program in mathematics, to begin a career as an industrial mathematician or as a faculty member at a junior or community college. Program start dates: Fall or Spring (in certain cases).

Required Program Courses
Minimum of 30 credit hours
MATH 661, Topology I ...................................................3 credits
MATH 671, Abstract Algebra I ..........................................3 credits
MATH 672, Abstract Algebra II .........................................3 credits
MATH 681, Complex Variables I .......................................3 credits
MATH 691, Real Variables I .............................................3 credits
MATH 698, Seminar .....................................................3 credits

One of the following:

MATH 662, Topology II ...............................................3 credits
MATH 682, Complex Variables II ...................................3 credits
MATH 692, Real Variables II ........................................3 credits
Mathematics Electives ..................................................9 credits

Success Stories

SUNY Potsdam Mathematics graduates are employed by com-panies such as Aetna, AT&T, IBM, General Electric, Kodak, the National Security Agency and Hewlett Packard. Others have received assistantships and fellowships at reputable universities, and many have earned Ph.D. degrees in mathematics or statistics.

Uniqueness of the Program

The MA Mathematics program develops rigorous mathematical thinking and offers a spectrum of well-taught courses in pure and theoretical mathematics.

Testimonials

"I was accepted to all but three Ph.D. programs I applied to. I feel very fortunate to be in this position, [with] so many great offers from excellent schools. I would recommend a stats program to any BA/MA student interested in furthering their education through a degree that’s not math as they’ll be highly qualified and prepared. That stance has only been further confirmed as I talk to faculty in different statistics departments." — Justin J. Raimondi, Class of 2014

"As a somewhat sheltered student through high school, I found that the mathematics faculty at SUNY Potsdam nurtured me carefully, providing the support I needed to develop confidence in the content area, and to deepen my love of mathematics. After graduating from the BA/MA program, I have taught successfully at the high school and college levels for nearly 30 years." —Donald C. Straight, Class of 1988

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Wearable Futures is a cross-disciplinary umbrella programme for designers who are interested in the cluster of technologies and experiences that have the human body and its covering as their centre of focus. Read more
Wearable Futures is a cross-disciplinary umbrella programme for designers who are interested in the cluster of technologies and experiences that have the human body and its covering as their centre of focus.

The course offers a holistic environment based on the integration of creative computing, digital craftsmanship and material cultures, while also incorporating the technologies and advances in hardware that are impacting on manufacturing techniques and associated applications. Wearable futures has come about as part of Ravensbourne’s current commitment to become creative leader in the field of wearable applications and body-centric design. Ravensbourne's digital research culture is contributing significantly in this context.

The main conceptual framework for the course will be provided by theories of digital craftsmanship, body-centric technologies and phenomenological readings and speculative philosophy. These will form an important research foundation for building Ravensbourne’s critical reach and will assist in helping you to sift and prioritise the current trends and thought relating to fashion and discussion around the body within data informed spaces. An interdisciplinary field of study will include interaction and experience design (UX), “making” and open source culture, design innovation and applied philosophy. You will be introduced to philosophical trends and these will tie in with your practice and help you to develop a critical view incorporating design fiction and other emerging theories. You will engage with research methods such as participatory, user study and user-centered design.

"One of the exciting things about the design industries today is that boundaries of former categories such as fashion, product or experience design have been broken down" - Alexa Pollman, Subject leader, MA Wearable Futures.

The course is a platform for investigation, dissemination and analysis around contemporary theory and practice in the wearable industries. The course’s core role will be to foster your understanding of this market and to identify latent demand within the commercial sphere and to highlight future applications and directions. The aim will be to help you to influence the decision makers so that wearable solutions will be accepted and meet the cultural and ethical expectations when designing for the human body and the garment-industry. You are expected to consider the cultural and social role inherent to fashion as a part of wearable futures.

Wearable futures students will focus their investigations on the key flashpoints of the body as an interface for what is a symbiotic, physical and digital exchange. As part of the design methodology of the course, you will be asked to develop future scenarios and narratives in order to help you and your clientele to understand the concomitant social, environmental or cultural challenges of designing for a matter as delicate as the human body.

"At the moment we’re still very much in the “task” piece of wearable computing, not in the symbolic “how do we make sense of it” piece. I think in the wearable space we are still bringing all the old metaphors of computation with us and still interpreting them in a somewhat literal way—that they are a smaller smartphone, or a little computer. It will become much more interesting when we let go of that and work out the promise that wearable computing will make to us." Genevieve Bell, Anthropologist at Intel

Get to know the subject leader: Alexa Pollman

- Tell us about yourself

For me, garments are social reactors and I like to challenge the current notion of ‘wear’. I have experienced the industry from different angles: my original profession was in fashion design, but I have also worked as a creative consultant and spent my fair share of time in showrooms, for both – big and small brands.

I completed the Design Interactions Programme at the Royal College of Art, and collaborating with various disciplines has enriched my perspective as a designer.

Luckily, I have been awarded different grants that have allowed me to pursue my own work - Peut-Porter is my design consultancy agency and platform which researches and provides forecasts on wear and fashion. Currently, I am Designer in Residence at the Design Museum London and will have new work on show from September 2015.

- What's your opinion on the current state of wearable futures?

We currently find a variety of opinions on wearables and truthfully spoken, I see a lot of problems occurring with their application. This is why it is important to train specialists who can engage with the topic in a much broader sense than is currently being done by the industry. Our wearable futures students will be asked to be highly innovative but at the same time engage with the cultural and social impacts of body-centric design. We need them to bridge the gap between artisans and material or textile specialists and the tech world.

The fashion system successfully uses technology in many experience-based ways and this seems like a very natural process to me as the narrative, experience-based aspect seems inherent to fashion. Wearable futures will not only produce gadgets and devices, it will help to define our relationship to technology when it enters our personal spheres, it will look at the moral and ethical side of data-capturing as well as its technological possibilities and ask students to research and design future aspects and needs of wear.

- Is this course right for me?

This course will focus on body-centric design – a topic which is currently being explored in a massive range of disciplines. We will ask for an extremely flexible mind, someone who is eager to work with various media and collaborate with science, engineers and artists to create their own definition of wearables.

Studying an MA should allow a student to find his or her very own position, strength and reason to design. Whether their work will have a technological, experiential , future or fashion focus will in the end be very much up to what they have decided to explore in the process. We want students to become ambassadors who understand not only the technological aspects and applications of wear but the medium that they will most closely be working with – the human body.

- Why are you so passionate about this course subject?

I think the course has potential to become a wake-up call – what are we doing to ourselves and our bodies? How much more obsessed with data capturing and monitoring will we become? We can’t ignore the trends and tendencies but we need to discuss and open up the field, get some creative minds together and talk about the cultural meaning of ‘wear’ and how that can work intriguingly when paired with technology.

For me, one of the big pluses of Ravensbourne is the fact that it doesn’t have a ‘traditional’ fashion orientation but instead is very interested in the digital and technological aspects of education. I especially feel that our MA courses have a lot to offer in terms of a general interdisciplinary approach, more so because they take in a small amount of people. Designers need one another to work and explore their role and as the MA’s share the same space, we will surely see a lot of cross overs with the other courses. Also, we have had quite some interest from big industries and I think we will see some exciting collaborations happening here in the future.

Course structure

1. Technology Issues – will ask you to engage and experiment with technologies used in the body-centric design sector. The three provided project briefs will explore such fields as data-capturing, 3D Printing and alternative production methods or sensory technology. You will work with fellow students and develop quick mock-ups to understand the mediums at hand and create wear with a focus on experiences.

2. Business and Innovation – will help you understand the business and innovative practices used in the creative industries. Could your idea become a successful product and how can you find a niche to place yourself in? Wearable Technology is one of the quickest growing markets of the industry and your contribution to the field could have manifold impacts.

3. Concept & Prototyping – will allow you to develop your personal design method and introduce you to an holistic design-strategy. You will be asked to present your concepts employing various media and design speculative, narrative and plausible futures in order to challenge and understand the needs, hopes and dreams related to wearables.

4. The Research Process – will help you to investigate and strengthen your concepts and ideas by teaching you the skills and methods needed to ground you personal project in an academic context.

5. The Major Project – represents the culmination of the design work and the research you conducted in your studies. In this unit, you will forge a specialist project and work self-managed and practice-based, seek advise from specialists outside the college and present your personal take on the future of wearables.

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Take advantage of one of our 100 Master’s Scholarships to study Abnormal and Clinical Psychology at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Abnormal and Clinical Psychology at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

Clinical psychology focuses on the challenges faced by people with clinical, mental or physical (neuropsychological) health conditions. The role of the clinical psychologist is to work with these individuals and attempt to improve their quality of life. The Master’s degree in Abnormal and Clinical Psychology at Swansea is designed to equip students with an advanced understanding of the theory and practice of clinical psychology in healthcare settings. The primary purpose of the Abnormal and Clinical Psychology course is to allow students to gain knowledge and experience to enhance their suitability for professional clinical training (i.e. a three year DCl in Clinical Psychology programme at a BPS accredited training centre; see http://careers.bps.org.uk/area/clinical).

Entry onto a clinical psychology doctorate training programme is extremely competitive, with candidates usually expected to have acquired training and experience beyond degree level. We have a proven track record of helping our students progress towards clinical psychology training, as well as roles in a range of other clinical mental health-related occupations. Our MSc Abnormal and Clinical Psychology alumni have also secured NHS clinical based placements, providing valuable experience for those seeking to attain Assistant Clinical Psychologist positions.

The majority of our teaching is carried out by practicing and/or qualified Clinical Psychologists and related professionals, ensuring that students are learning from those with direct experience of professional challenges.

Course modules are assessed using a range of different approaches, including written examinations, essays, presentations and clinical case studies.

Study on the course can be undertaken either full time (1 year) or part time (2 years) basis, with teaching condensed into two weekdays to more easily accommodate part-time students and for relevant experience to be gained alongside the degree. Taught modules are provided in the first two semesters, with the research project typically undertaken over the summer.

Students on the MSc Abnormal and Clinical Psychology typically include:

* UK and international psychology graduates seeking positions as Assistant Psychologists (both in the UK and abroad) as part of their journey towards becoming a BPS Chartered Clinical Psychologist.

* Psychology graduates aiming to work in related fields of applied psychology and other areas of clinical mental health.

* Healthcare and other clinical professionals looking to expand their understanding of particular areas of abnormal and clinical psychology.

* Psychology graduates who have relevant work experience to apply for further clinical training, but who need to enhance their academic and research skills.

* Psychology graduates aiming to secure a PhD by Research in a clinically applied area.

The MSc Abnormal and Clinical Psychology is unique in the range of modules the programme offers:

• Eating Disorders
• Psychosis
• Personality and Sexual Disorder
• Clinical Neuropsychology
• Psychotherapy
• Statistical and Research Methods
• Affective and Somatoform Disorders
• Applied Behaviour Analysis
• Coping with Chronic Disease
• Psychopharmacology for Clinical Psychologists

Students will also complete a substantial research project in their chosen field of study.

Here's what students had to say about the Abnormal and Clinical Psychology MSc:

“Completing the MSc has been very beneficial, as in addition to improving my academic knowledge and skills, as well as confidence, it has enabled me to quickly secure employment in this field”. Sam (MSc Abnormal and Clinical Psychology, 2013-14)

“The level of expertise of the lecturers is second to none” Katie (MSc Abnormal and Clinical Psychology, 2011-12)

“An outstanding and highly interesting MSc program” Vasilis, international student from Greece (MSc Abnormal and Clinical Psychology, 2009-10)

“Thanks to my masters, I am in such a good placement in an Intensive Care Unit (ICU) of a multi-speciality hospital's Cardiology Unit” Phoram, international student from India (MSc Abnormal and Clinical Psychology, 2009-10)

“The MSc in Abnormal and Clinical Psychology provided me with an excellent theoretical knowledge of a wide variety of psychological approaches” – Ruth (MSc Abnormal and Clinical Psychology, 2008-09)

“I'm now an Assistant Psychologist in Cardiff, and I do not think I would have had a chance of getting such a post if I didn't have the MSc. I'm really glad I did it!” - Bryn (MSc Abnormal and Clinical Psychology, 2008-09)

“The MSc helped me to get my first assistant post and provided me with a good academic basis to pursue a career in clinical psychology. I am now undertaking the DClin Psych course in Oxford!” - Nicola (MSc Abnormal and Clinical Psychology, 2007-08)

The Department of Psychology at Swansea University is a thriving research led department that provides a friendly, supporting learning environment with instruction from world-class researchers. Our consistent ambition is to provide outstanding excellence of teaching and learning for all our students – as demonstrated by a recent Teaching Quality Assessment national audit that judged our teaching as ‘Excellent’. Moreover, the research caliber of our group has also been demonstrated. For example, in The Research Excellence Framework (REF) 2014, we were one of only four psychology departments to achieve a 100% 4* rating (maximum score possible) for the reach and significance of its work.

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Taught jointly by the Departments of Anthropology and Social, Therapeutic and Community Studies, this MA offers a stimulating synthesis of theory and practice. Read more
Taught jointly by the Departments of Anthropology and Social, Therapeutic and Community Studies, this MA offers a stimulating synthesis of theory and practice. In short, it is at the heart of what Goldsmiths is all about. http://www.gold.ac.uk/pg/ma-applied-anthropology-community-arts/

This MA, launched in 2015, is the third of three related pathways. The first, the MA in Applied Anthropology and Community and Youth Work, was started in 1992 and is aimed at students who wish to pursue a career in youth and community work and who need a professional qualification.

A second pathway, the MA in Applied Anthropology and Community Development, was launched in 2012 as an option for international or home students who do not need an NYA qualification and for those who want to specialise in community development.

This third pathway has been created in response to a growing number of applicants with an arts background and arts interests, and is aimed at students who wish to work in community arts. The three pathways entail different placements but are taught together, providing much opportunity for exchange of ideas and collaboration amongst students.

Contact the department

If you have specific questions about the degree, contact Dr Pauline Von Hellermann or Dr Kalbir Shukra

Modules & Structure

The MA combines an academic programme of lectures, seminars and tutorial assignments with practical experience.

Modules are taken over one academic year if you are studying full-time, and two years if you are studying part-time (part-time study only available to home/EU students).

Full-time students attend on Tuesdays and Thursdays and spend the rest of the week on fieldwork placements and library studies.

Part-time students attend on Thursdays in one year and Tuesdays in the other.

Increasing employment prospects are central to this programme.

Careers

Our graduates find work directly or indirectly related to the disciplines relatively quickly after graduating, or even while on the programme. The majority of our students gain work in youth work or community work. Examples of recent graduate employment include:

Full-time health youth worker for a London Borough, leading on LGBTQ awareness and homophobic bullying
Community Centre based youth worker
Mentoring and Befriending Co-ordinator at a civil society equalities organisation
Community Development Worker in a social work team in Hong Kong
Some seek and gain work in a wide range of other settings, often shaped by the particular interests that they develop during their time with us, such as working with refugees or with disability groups. Others join social enterprises to bid for contracts, join newly developing cooperatives or established NGOs in the UK and abroad.

We have many alumni who have gone on to teaching at university themselves. One of our former students who is now a senior lecturer fed back:

“Studying on the Applied Anthropology, Youth and Community Work Masters provided me with an experience and opportunity to validate 20 years of practice and to consider a wide range of theoretical and disciplinary perspectives. Immediately this impacted on my ability to better articulate a more nuanced and evidence-based understanding of the context that surrounds practice. Before completing the MA I was promoted to a management post, overseeing six trainee community development posts, and three senior workers (the obvious impact of the course on my work was specifically highlighted during post-interview feedback)... It is clear to me that the course delivered positive outcomes in terms of career progression.”

Students from the past recommend the programme to others and recognise the combination of disciplines as unique:

“Put simply, I honestly believe I would not have got any of my three jobs since completing the course in 2003 without the MA. This is mostly reputation. The course has a cachet amongst managers in the voluntary sector, and the assumption is that students are able not only to do development work but also to do it in the right way, with values and processes embedded.”

Placements

Placement experiences and networks developed while on the programme often produce new job opportunities. As one recent graduate explained:

“I actually managed to find paid employment as a result of making a good impression during my second placement. My third placement was a job that I was able to progress effectively in and was a real step up in terms of experience and responsibility. I eventually became a line manager there, and was working on a payment by results programme, which really reflected the new political climate. It also made for a very interesting and topical research essay that I scored really well on. I know that employers look upon my CV and applications favourably due to the fact that I have an MA in Community and Youth Work from Goldsmiths.”

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This is a pathway of the MA in Applied Anthropology & Community and Youth Work, aimed both at international applicants who may not need a British National Youth Agency qualification and those who want to become specialists in community development. Read more
This is a pathway of the MA in Applied Anthropology & Community and Youth Work, aimed both at international applicants who may not need a British National Youth Agency qualification and those who want to become specialists in community development. http://www.gold.ac.uk/pg/ma-applied-anthropology-community-development/

This MA is a second pathway to the MA in Applied Anthropology and Community and Youth Work. It was launched in 2012 as an option for international or home students who do not need an National Youth Agency qualification and for those who want to specialise in community development. A third pathway, the MA in Applied Anthropology and Community Arts started in 2015.

The three pathways entail different placements but are taught together, providing much opportunity for exchange of ideas and collaboration amongst students.

Contact the department

If you have specific questions about the degree, contact Dr Pauline von Hellerman

Overview

The MA consists of an academic programme of lectures, seminars and tutorial assignments, and practical experience.

Modules are taken over one academic year if you are studying full-time, and two years if you are studying part-time (part-time study only available to home/EU students).

Full-time students attend on Tuesdays and Thursdays and spend the rest of the week on fieldwork placements and library studies.

Part-time students attend on Thursdays in one year and Tuesdays in the other.

Skills and Careers

Increasing employment prospects are central to this programme.

Our graduates find work directly or indirectly related to the disciplines relatively quickly after graduating, or even while on the programme. The majority of our students gain work in youth work or community work. Examples of recent graduate employment include:

Full-time health youth worker for a London Borough, leading on LGBTQ awareness and homophobic bullying
Community Centre based youth worker
Mentoring and Befriending Co-ordinator at a civil society equalities organisation
Community Development Worker in a social work team in Hong Kong
Some seek and gain work in a wide range of other settings, often shaped by the particular interests that they develop during their time with us, such as working with refugees or with disability groups. Others join social enterprises to bid for contracts, join newly developing cooperatives or established NGOs in the UK and abroad.

We have many alumni who have gone on to teaching at university themselves. One of our former students who is now a senior lecturer fed back:

“Studying on the Applied Anthropology, Youth and Community Work Masters provided me with an experience and opportunity to validate 20 years of practice and to consider a wide range of theoretical and disciplinary perspectives. Immediately this impacted on my ability to better articulate a more nuanced and evidence-based understanding of the context that surrounds practice. Before completing the MA I was promoted to a management post, overseeing six trainee community development posts, and three senior workers (the obvious impact of the course on my work was specifically highlighted during post-interview feedback)... It is clear to me that the course delivered positive outcomes in terms of career progression.”

Students from the past recommend the programme to others and recognise the combination of disciplines as unique:

“Put simply, I honestly believe I would not have got any of my three jobs since completing the course in 2003 without the MA. This is mostly reputation. The course has a cachet amongst managers in the voluntary sector, and the assumption is that students are able not only to do development work but also to do it in the right way, with values and processes embedded.”

Placements

Placement experiences and networks developed while on the programme often produce new job opportunities. As one recent graduate explained:

“I actually managed to find paid employment as a result of making a good impression during my second placement. My third placement was a job that I was able to progress effectively in and was a real step up in terms of experience and responsibility. I eventually became a line manager there, and was working on a payment by results programme, which really reflected the new political climate. It also made for a very interesting and topical research essay that I scored really well on. I know that employers look upon my CV and applications favourably due to the fact that I have an MA in Community and Youth Work from Goldsmiths.”

Funding

This programme is now eligible for a Commonwealth Council scholarship, which provides full tuition fees, living cost, airfares and allowances to one postgraduate Masters student from a developing commonwealth country. The scholarship is jointly funded by the Commonwealth Scholarship Commission (CSC) and Goldsmiths.

http://www.gold.ac.uk/international/financial-info/international-scholarships/csc-shared-scholarship/

For further information on funding, please visit http://www.gold.ac.uk/pg/fees-funding/

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With its strong team of tutors and industry contacts, this part-time Chartered Institute of Marketing (CIM) accredited course can help you to progress to senior marketing roles in a wide variety of industries. Read more
With its strong team of tutors and industry contacts, this part-time Chartered Institute of Marketing (CIM) accredited course can help you to progress to senior marketing roles in a wide variety of industries.

More about this course

Designed for the professional marketer working in an operational, supervisory or management role, this course will develop your knowledge and skills across key areas including strategic marketing, metrics, digital strategies and innovation.

We will support you with your studies and offer an enriching educational experience. You will receive high-quality teaching, exam preparation and assessment practice.

Principal Lecturer Ray Donnelly brings his experience from senior marketing positions in multinational banks and the civil service to the course.

We have successfully delivered CIM qualifications for over 25 years and have ties to global banks, law firms and a number of creative enterprises.

You will be assessed across the modules using a combination of written assignments, examinations and portfolio work. Assessment is driven by the needs of employers and practitioners, and is relevant to the priorities of business.

Professional accreditation

This course is accredited by the Chartered Institute of Marketing.

Modular structure

You are required to complete three of the four modules:

1. Strategic Marketing (mandatory)
2. Mastering Metrics (mandatory)
3. Driving Innovation (elective)
4. Digital Strategy (elective)

You are exempt from the Strategic Marketing module on the new syllabus if you have previously completed Marketing Planning Process and Managing Marketing after 2008 as part of the previous diploma.

What our students say

“Studying at London Met was a great chance for me to step away from my day job and to meet, talk and learn from lecturers and students from diverse backgrounds. This inspired me to look and think differently and not be afraid to try new ideas at work.” - Ayo Abbas, Marketing Communications Manager

“Studying for the CIM post graduate diploma is a real commitment and it's important to make the right choice of course provider. I switched to the London Metropolitan University after a false start at another university as I'd heard they had high pass rates and the teachers were of a high standard. I wasn't disappointed. The location and course dates were really convenient and the tutors were passionate about their subjects, often bringing their own experience to bear and encouraging other students to participate. I enjoyed the supportive working environment and went on to study business at master's level so found the CIM course a great help both professionally and academically.” - Abigail Brown, Head of Health Marketing

“I thoroughly enjoyed studying for the CIM qualifications at London Metropolitan University. Working full time in the City, the location was convenient and I was impressed with their prior pass rates. Although initially wary of being back in a classroom situation, I enjoyed the networking it provided and found it gave me extra motivation to complete the course. I appreciated the practical experience of the tutors, and found them very approachable.” - Caroline Wright, Marketing Manager

After the course

You will acquire skills and understanding to perform at management level, and students have gone on to become heads of marketing at a wide range of organisations, such as market intelligence specialist S&P Global, international construction company Mace Group, and the charity Cancer Research UK.

Attendance options

Typically students complete this course in twelve to eighteen months but the new modular pathway qualification has been structured to reflect the need for a flexible approach. Therefore each module can also be taken as a self-contained award which can be built up to attain the full certificate.

Evening classes take place at our Moorgate campus from 6pm - 9pm. These can be taken as a full course or as a self-contained award. There are seven weekend classes.

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The MA degree can be taken full-time over one year, or part-time over two years. Read more
The MA degree can be taken full-time over one year, or part-time over two years. In addition to the four compulsory modules (Difference, Diversity & Change; Interdisciplinary Methods in Women's Studies; Gender, Violence & Justice; Women, Citizenship & Conflict) and the 60 credit dissertation, students taking the MA Women Violence and Conflict will select a programme of research training modules to make up the remaining 40 credits, or opt to take Work, Politics & Culture and a further 20 credits of research training methods from the available selction. This programme should be agreed with the supervisor and submitted to Chair of Board of Studies. You will be allocated a supervisor for your dissertation which must be submitted towards the end of your final year.

Natalie, an MA Women, Violence and Conflict student writes:
'Welcome! I'd encourage students to take advantage of all the resources available to them - don't be shy! Everyone is the department is wonderful and more than willing to help. I'd encourage you to get to know your classmates - the beauty of this department is how amazingly interesting and diverse the students and professors are. I've learned more from my classmates than I ever anticipated. I'd say, frankly, READ. Read as much as you can on as many topics as you can - it's not often that you'll have the opportunity to engage these topics in depth in such a supportive environment with some of the greatest resources right in the department! Don't be afraid to not know, or to ask questions. Everyone is here to support you both academically and otherwise. Challenge yourself and appreciate the opportunity to feel uncomfortable sometimes! I'm sad my time here is almost over!!'

Programme aims

-To provide a solid grounding in interdisciplinary women's studies, emphasizing gendered aspects in relation to violence and conflict in inter/national contexts
-To expose students to an interdisciplinary range of conceptual, theoretical and methodological approaches to and debates violence against women and in contexts of violent conflict
-To familiarize students with the epistemological and philosophical underpinnings of research methodologies, the politics and ethics of research, the principles of research design and to enable them to evaluate and apply a range of methodologies to research questions related to issues of violence against women
-To foster the development of a critical, self-reflexive and independent approach to research and scholarship, as well as the acquisition of transferable skills

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The UK has a world leading comedy pedigree, but no industry recognised comedy training course - until now. Read more
The UK has a world leading comedy pedigree, but no industry recognised comedy training course - until now. The new 18 month part-time NFTS Diploma in Writing and Producing Comedy will enable students to develop all forms of scripted and unscripted comedy including, sitcoms, sketch shows, and panel shows for radio and tv. The course is run in partnership with Channel 4.

-The world's first Diploma course in Writing and Producing Comedy.
-Delivered in partnership with Channel 4
-Part-time, evening course
-Regular Industry speakers
-Develop and write an original show and make a taster tape.

We welcome EU/EEA Students. Course fees charged at UK rate.

COURSE OVERVIEW

“This has been a fascinating job. My Tuesday evenings are a real joy. One thing I've learned is that people shine in different ways and at different times. When it comes to comedy you can't write anyone off." Bill Dare Course Tutor

Writing & Producing Comedy commences in January each year. Students are taught by the renowned comedy producer and writer BILL DARE supported by guest sessions from the people responsible for some of the UK’s most iconic UK shows including Peep Show, Father Ted, Have I Got News for You, Spitting Image, Horrible Histories and Green Wing.

The course is part-time (one evening a week and occasional Saturdays) over eighteen months and is delivered in central London. You will be expected to spend at least 8 hours a week working on assignments for the course. You will leave the course with a portfolio of material developed during the course, this could include a ten-minute taster tape of an idea you have developed, or a full script and some sketches and one-liners.

Specifically you will learn about:
-Comedy landscape
-Radio comedy
-Sketches
-Panel shows and formats
-Characterisation
-Story structure
-Narrative TV comedy
-Script editing
-Topical one-liners
-Outlines and treatments
-Pitching
-Commissioning processes
-Working with performers
-Compliance issues
-Working with writers
-Writing briefs

Students graduate able to:
-Generate comedy programme ideas
-Create a narrative comedy, sketch show or comedy entertainment show
-Pitch ideas to commissioning editors
-Work with writers and help them develop their ideas

The course advisory board includes:
-Dawson Bros – The Peter Serafinowicz Show, That Mitchell & Webb Look, Big School
-Sam Bain - Peep Show, Fresh Meat, Rev
-Richard Boden – Blackadder, 'Allo 'Allo, IT Crowd
-Gregor Cameron – Katy Brand’s Big Ass Show, Fighting Talk
-Saurabh Kakkar – Head of Development – Comedy – Big Talk
-Graham Linehan – Father Ted, IT Crowd, Count Arthur Strong
-Caroline Norris - Horrible Histories, The Armstrong & Miller Show, Dead Ringers
-John O’Farrell – Spitting Image, Have I Got News For You, Novelist
-Richard Preddy – Green Wing, Campus
-Lucy Robinson - Co-Founder Little Comet Film & TV/Head of Comedy Brothers and Sisters
-Lorna Watson & Ingrid Oliver – Watson & Oliver

"The NFTS course gave us great access to industry contacts, and we went from having no professional experience to working regularly on BBC radio and television. This diploma is a brilliant way of learning about comedy while strengthening key contacts in the TV and radio industry. It was invaluable to our career progression." Ed Amsden/Tom Coles

"I went from having a well-paid, secure, boring job in insurance, to having a badly-paid, insecure, cool job in comedy. I quit my well paid-job in insurance and ended up with a terribly-paid job in comedy. If this sounds like a good idea, then this is the course for you... Without this course I'd still just be writing jokes in my parents’ basement... Now I've got a degree they've let me move back into the main house.” Joel Pitcher

So you think you’re funny? Apply Now!

SCHOLARSHIPS AND BURSARIES

The NFTS want to encourage applications from the brightest and best talent out there….from all backgrounds. We are actively seeking to redress imbalances within the Industry by encouraging applications from under-represented groups, and have bursaries of £4650 on offer to 2 of the successful candidates. Bursaries help towards the cost of the course andwill be awarded to stand out talent who can demonstrate that without this funding they would not be able to afford the course, or who can demonstrate they bring a unique and distinct perspective and voice to the course.

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This postgraduate programme brings theory to life through its exciting work placement element and applied learning focus, enabling participants to apply acquired knowledge and competencies in a real-world workplace environment. Read more

What is the Masters about

This postgraduate programme brings theory to life through its exciting work placement element and applied learning focus, enabling participants to apply acquired knowledge and competencies in a real-world workplace environment.

This programme equips graduates with the attributes required by business, to make an immediate contribution to the organisation through the work placement experience element of the programme.

The Industrial Placement is of four months duration, from May to August, and will afford the student a unique opportunity to implement and reflect on the theories learned on the programme. It will complement the student’s education and broaden the skill set. A range of multi-national companies, together with large and medium indigenous enterprises have agreed to be part of the placement process. Work placement is recognised by prospective employers and students alike as being a very sought after aspect of an academic programme.

The other new aspect of this programme is the module ‘Communication for Professional Life’. As communication skills are generally deemed an integral element of enquiry-based learning, this module will prepare graduates for executive and leadership scenarios which require negotiation and persuasive expertise and ability with the written word.

What will I be able to do when I finish the course?
In a job market increasingly featuring primary honours degree holders, this Masters Programme with its work experience element significantly increases the graduates’ chances of recruitment by highly attractive employers. The MB is aimed at producing creative, flexible and dynamic individuals, who can take up or enhance roles as business practitioners in the business environment in Ireland or overseas. A Master of Business is an internationally recognized qualification and opens the door to many careers.

What subjects will I study?
Leadership & Strategy
Corporate Governance, Ethics and Social Responsibility
Research Methods
Financial Analysis & Investment Appraisal
Dissertation
Strategic Marketing Management
Strategic Human Resource Management
Entrepreneurship & Innovation Management
Communications for Professionals
Work Placement

Exit Award:
The MB and Postgraduate Diploma (Embedded Exit Award) programmes are designed for graduates of Bachelor of Business Honours Degrees (Level 8) or equivalent. Students who successfully complete 60 credits of the MB programme will be eligible for the Postgraduate Diploma in Business (Level 9) should they opt to leave the programme.

What are the entry requirements

Graduates of programmes in Engineering, Science, Design and other disciplines are required to have completed the Higher Diploma in Business in Management (Level 8) or equivalent to be eligible for admission to the MB programme.

All applicants will be considered on a case-by-case basis. Criteria to be considered will include academic qualifications, recognition of prior learning and or the applicant’s performance in GMAT or equivalent. Lifelong Learning reserves the right to require applicants to attend for an interview to determine their suitability for the programme.

For non-native English speakers: IELTS (6.0) or equivalent is required.

Graduate Profile:
Liviu Claudiu Dosoftei | Masters in Business

My name is Liviu, and I have successfully graduated from the Master of Business Programme. If you’re wondering how to wisely spend one year of your life, I strongly recommend that you enrol for the MB (Master of Business) Programme available at Institute of Technology Carlow. It will be the place where all the long hours of study and the tremendous effort you put in during the Bachelor Degree will start to make sense. To me, it did reveal whole new ways and a few different perspectives from which I now analyse a business. Being able to acquire a Master Degree is hugely important for my future as well as for my personal development. Therefore, I have no second thoughts in recommending the MB Programme to all of you interested in expanding your knowledge in the business area.

For further information contact

Martin Meagher
BComm, MBA, FCA, MA
Head of Department
e:
t: 059-9175303

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Within the Department for Education (DfE) School Direct framework, London Met is able to work with School Partners to offer salaried training routes to QTS. Read more
Within the Department for Education (DfE) School Direct framework, London Met is able to work with School Partners to offer salaried training routes to QTS. These are School Direct Salaried positions. Places are very limited, applications must be made through UCAS Teacher Training and will only be open for applications when Schools have places available. You should check availability with the University before applying in UCAS.

More about this course

An exciting one year PGCE course leading to Qualified Teacher Status, preparing you to teach 5 to 11 year olds (KS1 and KS2). This qualification also allows you to teach in the Early Years. Specialising in teaching within urban, multicultural, multilingual schools, we address issues of language, diversity and equality across the curriculum, with clear links to the United Nations convention on the Rights of the Child (UNCRC) and the unique London context.

The course is comprised of short blocks at University interspersed with two extended school placements of 8 and 12 weeks offering trainees the chance to reflect on the links between theory and practice and to critically reflect on their own teaching practice. School placements are supported by school based mentors and university link tutors, the latter also deliver university sessions ensuring continuity of support for trainees.

We aim to facilitate student teachers to become teachers who are of the highest quality; reflective, creative, imaginative and responsive to all children’s needs.

The course is designed to enable you to develop your understanding of the role of the Primary teacher within the broad field of education. There will be opportunities to extend your knowledge, develop your classroom practice and examine the underlying principles and values that inform current debates around educational issues. Through evaluation and reflection you will be supported in developing a clear understanding of the links between theory and practice.

We are proud to be one of the first courses to formally embed the principles of children’s rights (UNCRC) into our programme providing a universal values framework within which teachers can work to develop education which meets the needs of the children they teach.

Assessment is made during school visits by a link tutor and through regular assessment by your school-based mentor. Successful assessment leads to the recommendation of QTS.

Recommendation for Qualified Teascher Status (QTS)

On successful completion of the assessment phase the university will recommend the applicant to the National College for Teaching and Leadership for the award of QTS.

Modular structure

The School Direct salaried QTS only pathway is both rewarding and demanding. As this is an employment-based route to QTS, trainees are employed in their school setting and attend the university for a limited number of training days across the training year. The university sessions support the wider professional development of each teacher. This programme provides discussion of the role of children’s rights and how this underpins effective learning relationships; understanding of different aspects of inclusive education; introduction to the whole school and wider children’s workforce and team work and collaborative discussion across different subject areas.

The university study includes reflection on personal learning experiences and their application to the process of becoming a qualified teacher and critical examination of education policy and practices as well as national and local data.

What our students say

“London Met was very proactive in providing support and guidance for my new teaching post. The team educated me on everything necessary to prepare me for my forthcoming post; they are highly skilled professionals who were able to support me through my interview process as well as answer any queries regarding the teaching industry. With regards to course content, I felt everything covered during lectures and the professional studies sessions was relevant to my development and future prospects as a teacher as the course supported my learning over the year.” Jatinder Chohan, Year 5 teacher, Rosedale Hewens Academy, Harlington

“I really enjoyed my course at London Met. It was a very intense year, but the support and guidance from my tutor and mentors was excellent throughout, and by the end of the course I really felt I was prepared to take on my first mainstream teaching assignment. The tutors and lecturers have helped me set the right goals for my development as a teacher as well as giving me the tools to succeed. I had two great school placements arranged by the University, which I feel were key to building my confidence. Finally, I was really happy to be offered a job by one of these schools – my PGCE year couldn’t have ended better.” Maira Rodrigues, Year 4 teacher, Lloyd Williamson Primary School, Kensington

After the course

This intensive training leads to Qualified Teacher Status (QTS).

More about the course

The QTS training is delivered by a small, dynamic team of lecturers who combine their subject knowledge in areas such as English, mathematics, art, computing and working with EAL learners with recent and relevant school experience and a clear understanding of excellent classroom practice. This London Met team is fully committed to supporting trainees in their goal to become a qualified teacher that is uniquely trained to meet the challenges in modern London schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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This intensive summer programme enables graduates with one modern or community language to develop a second modern language (French) which can then be taught with confidence and accuracy to pupils during Key Stage 3. Read more
This intensive summer programme enables graduates with one modern or community language to develop a second modern language (French) which can then be taught with confidence and accuracy to pupils during Key Stage 3.

All SKE programmes in priority subjects are funded by National College for Teaching & Leadership (NCTL). Training bursaries are also available to eligible candidates.

More about this course

The course is a full-time, intensive face-to-face course running from the end of May to mid-to-late August. The course consists of whole group communicative language classes, supplemented by a mixed programme of films, small group conversation classes, cultural input and tutorials.

Integrated self-study, including London Metropolitan University's own online French programmes and virtual learning environment, will be a vital component of the course. You'll be expected to undertake 15 hours a week on this.

There is continuous assessment throughout the course.

To successfully complete the course you must:
-Attend fully and punctually
-Complete all self-study tasks set (including a weekly extended writing task)
-Complete in-class progress tests and end-of-course skills tests
-Compile a portfolio of work showing progress throughout the course and evidence of independent learning

By doing the above, students should aim to demonstrate CEFR B1/B2 (target level) in all four skills by the end of the course.

Modular structure

This is a full-time, intensive, face-to-face 12-week course running from end of May to late August, Monday to Friday, 10am-3.30pm.

The course consists of whole group communicative language classes (morning), supplemented by a mixed afternoon programme of films, small group conversation classes, cultural input and tutorials, as well as self-study.

Language level: Progression from CEFR A1/A2 to B1/B2.

After the course

Students are all expected to proceed to ITT and subsequent teaching careers in Secondary Modern Foreign Languages (MFL).

"I am currently teaching a lot of French in my Secondary School (The Heathland School). I teach nine lessons a week to students from KS3 and KS4 (this year taking Y11 for the first time). I teach classes in Year 7, Year 8, Year 9 and Year 11, so a range of ages. Without the French Extension Course, I 100 per cent would never had found the time or effort to improve my French to an ability to teach it. Therefore, without it, I definitely wouldn't be teaching it as much as I do now (if at all). I believe that it is a great way for trainee teachers to get themselves another language to be able to teach (at least to KS3)." Lewis Dodge, The Heathland School. French Extension Course 2009. PGCE St. Mary's University College 2010/11.

Quote from external assessor

"My opinion about the London Metropolitan University French Extension course remains totally unchanged: it is a highly effective, high quality motivational course. The course team does not rest on its laurels. Directors, tutors and language assistants strive to offer students a better and better product. The team's clarity of purpose, its organised approach to the implementation of the plans, its caring monitoring of students' progress, achievements and needs, its good relationships with the students (as a group and as individuals), its willingness to hear and to respond to needs, all contributes to a course of high quality". Michèle Deane, external assessor

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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