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Course Outline
If you...have a passion for children's books, love reading literature for children, have written or would love to have a go at writing children's literature, have a desire to learn what books children like reading, would love the chance to explore your own ideas about childhood and learn how different societies, histories and critics have defined it, want to learn how publishers produce children's books and produce one yourself, want to be involved in a rapidly growing area of academic study, and need to learn about different careers in writing for children...then this exciting new programme is for you.

You will have the chance to study classic and contemporary children's literature and writing and produce your own, with input from some of the most well known authors and publishers of today.


Course Content
7 taught modules plus a Dissertation:

Histories of Children's Literature
An introduction to Children's Literature You will investigate Classic British, American and International Children's literatures before choosing an individual topic on any historical selection of Children's literature to research.

Reading Crossover Fiction
You will explore contexts of crossover fiction such as age-banding, genre, education and new ways of marketing fiction in this relatively new field.

Creative Writing for Children Workshop
A chance to develop your own voice and style by producing creative writing for children in any genre, including the fairy-tale, fantasy, social realism, non-fictional prose, drama or poetry with help from established authors.

Scriptwriting for Children
Run by professionals with experience in commissioning work for children's television and in partnership with the BBC (the BBC Children's Division will shortly be moving to Salford), these workshops will show you how to write for children's television and film and how to present your work to the industry.

Reading the Child
This module will seek to understand what we mean by the "child" and "childhood" by exploring the theoretical approaches to the study and practice of writing for children over the last 100 years.

Children's Writing and Publishing
An opportunity to work in a group to produce/publish a new children's book with the help of experts. You will begin by focusing on the age ranges, educational edicts, series fiction, niche markets, "pester power" and digital and online publishing, ebooks and downloads.

Planning Your Career in Writing for Children
You will be given access to career case studies and trends in publishing, writing, teaching, academia and other areas of graduate recruitment which will enable you to produce your own action plan.

Writing for Children Dissertation
You will be able to choose between a traditional literature dissertation, a creative writing dissertation, one that combines literature and creative writing, or a work-related dissertation.

The programme uses a wide range of teaching and learning strategies. As well as interactive lectures all modules have seminar or workshop elements where you will be encouraged to engage in critical reading and writing exercises. Seminar discussion and, in some modules, formal presentations, will enable you to further develop your subject-specific knowledge and understanding, strengthen your communicative skills, and pursue research projects either independently or in teams. Tutorials enable you to discuss issues and ideas with your tutors either individually or in small groups.

Creative Writing Workshops will offer you the opportunity to give and receive peer critique and support. As an individual you will keep learning journals or logs for some modules. You will spend a substantial amount of time on independent research but you will be supported by one-to-one supervision from tutors.

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Take advantage of one of our 100 Master’s Scholarships to study English Literature 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 English Literature 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 English Literature offers an exciting array of modules from the traditional core of English studies in the context of contemporary approaches to the subject.

Key Features of MA in English Literature

The MA in English Literature allows you to range widely across English studies rather than confine yourself to a narrow field and draws on the individual research expertise of members of staff.

From the student’s point of view the MA in English Literature is openly structured. As a student enrolled in the English Literature programme, you define your own pathway through the Department’s MA provision. This means that as well as choosing modules from the MA in English, you can select modules in any combination from the other specialist MAs offered by the Department, such as the MA in Welsh Writing in English and the MA in Gender and Culture.

As a MA in English Literature student, you develop your dissertation project on a topic of your own choosing in consultation with a supervisor.

The full-time English Literature course comprises three modules taken in each academic semester (a total of six modules) and then a dissertation over the summer. The dissertation component draws on issues and themes developed throughout the year, or emerges from a topic of the student's proposing in English Literature. Part-time study is available for the MA in English Literature.

Students of the MA in English Literature will benefit from the College of Arts and Humanities' Graduate Centre. The Graduate Centre fosters and supports individual and collaborative research activity of international excellence and offers a vibrant and supportive environment for students pursuing postgraduate research and taught masters study. The Centre provides postgraduate training to enhance academic and professional development and facilitates participation in seminar programmes, workshops and international conferences.

Modules

Modules on the MA in English Literature typically include:

• Practising Ideas: Advnaced Research Skills
• ‘The Unsex’d Females’: Women Writers and the French Revolution
• Women Writing India
• The Romantic Sublime
• Gender and Culture: An Introduction
• The Modernist Novel: James Joyce
• Angela Carter
• Dylan Thomas and the Idea of Welsh Writing in English
• Locating Wales: Comparative Perspectives
• ‘American Wales’: Writing the Transatlantic
• Welsh Identities: Literature and Nationhood
• Saints and Sinners in Christian Late Antiquity
• Fin’Amor and Marriage in the Medieval English Secular Lyric
• Gender and Humour in Medieval and Early Modern Europe
• Lost in Europe: History, Biography, Ideology through the Short twentieth Century (1914-89)
• Neo-Victorian Mutinies: Gender & Racial Trauma in Neo-Victorian Fiction (& Film)
• Writing Poetry
• Writing the Self

Careers

Career expectations are excellent for English Literature graduates. Our Graduates enter careers in education, professional and creative writing, publishing, global marketing and advertising, media, international and national recruitment, heritage and tourism, and relief/humanitarian organisations. Some Graduates go on to pursue further postgraduate study leading to a PhD and a career in Academia.

Research Interests

The Department of English Language and Literature is home to three research centres and groupings:

• the Centre for the Research in the English Literature and Language of Wales (CREW)
• the Centre for the Research into Gender in Culture and Society (GENCAS)
• the Centre for Medieval and Early Modern Research (MEMO)

All staff in the Department are research active and publish books and articles in their areas of expertise. Books published by staff in recent years include studies of medieval women’s writing, William Blake, Dylan Thomas, American fiction, Walt Whitman, narratives of the European border, Angela Carter, contemporary English language studies and many other areas. Regular research seminars
and lectures are run through these groups and also through the Research Institute for Arts and Humanities (RIAH) which students are encouraged to attend.

Student Quote

"The MA in English Literature at Swansea offers students a unique opportunity to expand their intellectual horizons in an environment that brings people together from across the globe. I've had the chance to study with people from Ireland, England, America, and Germany and the differing views and experiences that each of us bring to our classroom discussions have been an invaluable part of my education here. One of the other enormous benefits of studying in Swansea is its location. In few other places can a student read a poem by Dylan Thomas or William Wordsworth and then walk through the same streets and countryside that inspired that poet. At Swansea University a student can find a learning experience that breaks free of the confines of the classroom and that may lead them out into all the beauty and history of the city and its surrounding areas. To top it off the small class sizes create an intimate and informal atmosphere where passionate professors challenge you to make the most of your love of literature. In all I'd describe my time here at Swansea as an experience that has both deepened my love of literature while allowing me to come to view it from a more global perspective."


Robert Tretin, English Literature, MA

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Train to teach English with media to 11 to 16-year-olds with our National College for Teaching and Leadership (NCTL)-accredited course and begin your fulfilling career as a secondary school teacher. Read more
Train to teach English with media to 11 to 16-year-olds with our National College for Teaching and Leadership (NCTL)-accredited course and begin your fulfilling career as a secondary school teacher. You’ll learn the principles of effective English teaching and how to develop school pupils’ love of literature. A dedicated tutor will provide you with support throughout your training, while school placements will provide you with hands-on practical experience in the classroom. Successful graduates of our PGCE Secondary courses achieve high results, with 95% receiving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with one of their placement schools.

More about this course

This NCTL-accredited PGCE Secondary English with Media course leads to Qualified Teacher Status and prepares you to teach 11 to 16-year-olds, while also giving you the opportunity to teach at a college level.

You’ll learn to equip pupils with a strong command of the spoken and written word, and to promote high standards of language and literacy. This will also help develop school pupils’ love of literature and reading for their own enjoyment.

We run this course in collaboration with the English and Media Centre (EMC), an award-winning educational charity. EMC tutors will provide you with support throughout the course, drawing on their extensive experience of consultancy for schools and running Continuing Professional Development (CPD) for teachers. You’ll continue to receive support from a dedicated EMC tutor throughout your school experience.

This PGCE course benefits from our London location and will broaden your understanding of teaching in multicultural and diverse urban environments. Through study, discussion and teaching you’ll develop an understanding of how children learn and the methods you can use to help them to effectively develop their English and media skills.

We place great emphasis on sharing feedback with your peers and colleagues. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a secondary teacher.

Although this PGCE course is directed at teaching 11 to 16-year-olds, we seek to provide opportunities for teaching older children wherever possible.

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio, which is compiled across the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

Professional accreditation

This course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that students take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the secondary curriculum
-Sessions on pedagogy, English language and literature, mathematics, science and foundation subjects
-Training to assess school pupils’ progress in each of the these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for the wider professional development of each student teacher
-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
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days spread across two London placements learning to teach with a mentor in secondary schools

In both university and classroom contexts, your self-directed study is extremely important in order to support your development of purposeful educational enquiry, preparing effective teaching resources and ensure your subject knowledge is up-to-date.

After the course

This intensive PGCE School Direct course leads to Qualified Teacher Status (QTS), which enables you to teach 11 to 16-year-olds. Our trainees have gone on to secure secondary teacher roles at schools including Ark Academy, East Barnet School, Kingsford Community School and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

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Do you love your subject, but want the breadth of teaching that primary teaching offers? Do you love working with the primary age range, but also want to develop a specialist subject which will enable you to teach in both primary and secondary schools? If so, then this may be the PGCE course for you. Read more
Do you love your subject, but want the breadth of teaching that primary teaching offers? Do you love working with the primary age range, but also want to develop a specialist subject which will enable you to teach in both primary and secondary schools? If so, then this may be the PGCE course for you.

The PGCE 7-14 trains teachers to teach in both primary and secondary schools. It will train student teachers to:

• be primary subject specialists who can also teach across the curriculum at a time when many primary schools are utilising subject specialists in their timetabling and teaching at Key Stage 2;
• be secondary subject specialists with a sound knowledge of primary practice, matching the direction in which curriculum at Key Stage 3 is traveling
• be specialists who can teach across the whole age range (e.g. as required in international or independent schools)
• understand and manage transition from Key Stage 2 to Key Stage 3;
• be flexible enough to move between phases of education.

We believe that the course offers an exciting opportunity for those who qualify to make a unique contribution to the education of children and young people. Indeed, part of the mission of the course is to enable teachers who qualify to ease the transition of pupils between these two stages, and to help policy and practice in both stages come closer together.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/pgce-7-14-years.aspx

Course detail

This is a one year, full-time course that aims to enable student teachers to become confident, competent classroom practitioners. The 7-14 PGCE is ideal for those students who are particularly interested in this particular age group which spans the older years of primary education i.e. 7-11 and the younger years of secondary education i.e. 11-14. It is ideal for those who:

• have a strong interest in their specialist subject, but also like the idea of working with primary children;
• are concerned about the smoothing the transition of pupils from primary to secondary education;
• are interested in working across this age group such as in innovative state models of schooling; continental or independent schools;
• want to train as a teacher, but do not want to specialise in a particular phase of education at this stage.

The course has been designed for all students to meet the Teaching Agency (TA) Standards for Qualified Teacher Status.

The course runs in partnership with local primary and secondary schools. Students spend 120 days in school as part of this course and 60 days at the University.

Content

All PGCE courses cover three main areas: Curriculum Studies, Professional Studies and Enhanced Studies. However, all learning on the course is designed to complement professional practice and the academic study will be informed by and inform practice. PGCE students will be placed in two schools for a mixture of blocked time and serial (e.g. one day a week) time adding up to meet the current Government requirement for a minimum 120 days in school.

Format

University time is spent in lectures, seminars, workshops and tutorials. Tutors model methods that they would expect students to adopt in school. School placements demand full attendance in school during each day, Monday to Friday, with additional time devoted to assessment and preparation. You will need to make arrangements to ensure you can be in school by 8.15am at the latest.

Across the PGCE year there is the equivalent of 24 weeks spent in school. Student teachers will learn in a variety of ways in school, including from experienced mentors, through observing others and through experience. There is also a degree of individual support for learning offered in this course provided by mentors in school and the university tutors.

Tutors and mentors who lead the learning on this course are all qualified teachers.

Assessment

Students will be assessed in two main ways ­via academic assignments and assessment of their teaching.

Students will submit academic assignments for 20 credits in each curriculum, professional and enhanced studies modules. Each submission will include a written element, but students may also be assessed via presentations or practical performances as relevant to their chosen subject options.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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Take advantage of one of our 100 Master’s Scholarships to study Health Informatics 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 Health Informatics 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 Health Informatics programme is designed for healthcare professionals and those who want to increase their knowledge and skills in health informatics. Accredited by the UK Council for Health Informatics Professions (UKCHIP), the programme uses state-of-the-art technologies and has a strong focus on practical experience is strongly linked with National Health Service (NHS) organisations, other research institutes and industry within the Life Science sector in Wales, UK.

Key Features of the Health Informatics Programme

- A one year full-time taught masters programme in Health Informatics that has been running successfully since 2001 and has an international reputation.
- The Health Informatics course is also available for three years part-time study with minimum attendance requirements.
- Accredited by the UK Council for Health Informatics Professions Education Quality Assurance Scheme.
- Uses state-of-the-art technologies and has a strong focus on practical experience.
- Strongly linked with National Health Services organisations and industry within the Life Science sector in Wales, UK.
- The Health Informatics course is based within the award winning Centres for Excellence for Administrative Data and eHealth Research of Swansea University, awarded by the Economic and Social Research Council (ESRC) and Medical Research Council (MRC), enhancing the quality of the course.

Who should study MSc Health Informatics?

The Health Informatics course is suitable for current informaticians, those working in the health and healthcare sector, and graduates preparing for a career in health informatics. Applicants from non-graduates with domain experience are welcome.

Course Structure

Health Informatics students must complete 6 modules (5 core and 1 further module from a choice of two) to earn a minimum of 120 credits in total in Part One and produce a dissertation of not more than 20,000 words on a relevant health informatics topic in Part Two to graduate. Each module for this course requires five days of intensive study in Swansea. This will be augmented by preparatory and reflective material supplied via the course website before and after your visit.

Attendance Pattern

Health Informatics students are required to attend the University for 1 week (5 consecutive days) for each module in Part One. Attendance during Part Two is negotiated with the supervisor.

Modules

Modules on the Health Informatics programme typically include:

• Health Informatics in Context
• Communications and Coding
• Using Secondary Health Data
• Systems and Technologies
• Knowledge Management
• Understanding Health Informatics Research

The Health Informatics course introduces two pathways for health informaticians who wish to specialise in one of the following areas:

1. Health Informatics Research

2. Leadership in Project Management

Research Opportunities

In partnership with the National Health Service (NHS) Wales Informatics Service and Health Boards in Wales, the Health Informatics course is able to offer NHS research opportunities within local NHS facilities and the NHS Wales Informatics Research Laboratories based at Swansea University.

Industry Links

In collaboration with the e-Health Industries Innovation Centre UK, this course offers you a unique opportunity to work with the industries to develop your work-based project that will give you the competitive edge and enhance your future employability.

Career Prospects

Health Informatics remains one of the fastest growing areas within healthcare in the UK and US.

In the UK working as a professional health informatician, you could be introducing electronic health records for every person in the country or exploring patient data to identify trends in disease and treatment. If you love working with computers or have an analytical and inquisitive mind, then there is a job for you in health informatics as the NHS Careers in Health Informatics has demonstrated.

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This course will help and encourage you to bring a novel, book of poems, book of short stories or work of literary non-fiction as near to publishable quality as possible. Read more
This course will help and encourage you to bring a novel, book of poems, book of short stories or work of literary non-fiction as near to publishable quality as possible. The programme, located in the School of Humanities and Cultural Industries, has become established as one of the leading courses of its kind.

COURSE STRUCTURE AND CONTENT

The course is modular and is currently offered for full-time study only.

The MA in Creative Writing is concerned with imaginative writing, which includes novels, short stories, poetry and non-fiction. The emphasis is upon encouragement, to help you to find and pursue a direction in your writing, and to understand the process of offering a manuscript for publication.

Because of the reputation of the MA in Creative Writing, we are able to recruit excellent students who, every year, form an exciting and mutually supportive community of writers. Frequent visits by other writers, literary agents, publishers, broadcasters and other professionals connected with writing ensure that students are given plentiful advice about how to place work and make decisions about their careers as writers.

The course is not for the writer whose only interest is in their own work, but rather for the writer who can benefit from working closely with fellow students and with tutors, many of whom are practising and published writers.

In recent years, several current or former students have been awarded excellent contracts for novels; Two were long-listed for the Man Booker Prize, three for the Orange Prize, one for the Costa Prize and one for the Guardian First Book Award. One received the Betty Trask Prize; another the Manchester Book Award; another a W.H. Smith New Talent Award. One reached the best-seller lists. Student poets have had their poetry accepted for publication in numerous literary journals, including Ambit, Magma, London Magazine, Poetry Wales, PN Review and The Reader, among others, and have been placed in such competitions as the Bridport, the Frogmore, Mslexia, and Writers Inc. Janklow and Nesbit Ltd, a leading literary agency, awards an annual prize for the best novel or novel in progress by a student on the course.

It is implicit in the course philosophy that critical reading aids the development of writers. Workshops, in which you look constructively at each other’s writing, and context modules, to study the ways in which writers meet certain challenges, are integral parts of the course.

MODULES

The full MA programme consists of two writing workshops, two context modules and the Manuscript (a double module):

Workshop One - You can either start with a general writing workshop in which you experiment with a range of forms, or a specialist workshop in prose fiction or poetry.

Workshop Two - This is a specialist workshop in prose fiction or poetry.

Context Modules - These modules examine genres and look at ways in which writers meet challenges from the public world. At least five of the following are offered each term:

• Writing and the Environmental Crisis
• Suspense Fiction
• Contemporary American Writing
• The Writer and Place
• Modernism and Postmodernism
• Writing and Gender
• The Short Story
• Writing and Politics
• Reviewing and Journalism
• Narrative Non-Fiction
• Genres of Television Drama
• The Love Story
• Writing for Young People

The Manuscript - For this module each student brings a manuscript as near to publishable quality as possible. You are assigned a specialist tutor.

TEACHING METHODS AND RESOURCES

Students take two three-hour seminars a week for the workshop and context modules. The Manuscript is completed between June and September. Students meet tutors regularly during this period. A residential writing weekend is an essential part of the course.

TUTORS

Tutors include prestigious, best selling and award winning writers, such as Gerard Woodward (novelist and poet); Tim Liardet (poet); Tessa Hadley (novelist); Andrew Miller (novelist); Carrie Etter (poet); Samantha Harvey (novelist); Steve May (radio dramatist, playwright and novelist); Richard Kerridge (nature writer); Paul Evans (nature writer); Lucy English (novelist and poet); Mimi Thebo (novelist); Jonathan Neale (novelist, dramatist and non-fiction writer); Tricia Wastvedt (novelist); Celia Brayfield (novelist); Jenni Mills (novelist); Neil Rollinson (poet). In addition you will have the opportunity to meet a wide range of writers, publishers and literary agents.

VISITING WRITERS

Readings and seminars conducted by writers are built into the programme. Visiting writers have included Moniza Alvi, John Burnside, Stevie Davies, Helen Dunmore, Roy Fisher, Peter Flannery, Nick Hornby, Michael Hulse, Emyr Humphreys, Kathleen Jamie, Mimi Khalvati, Toby Litt, Tony Lopez, Benjamin Markovits, Les A. Murray, Tim Pears, Ashley Pharoah, D.B.C. Pierre, Jem Poster, Philip Pullman, Fiona Sampson, Michael Schmidt, Matthew Sweeney and Fay Weldon. There will also be visits from publishers, literary agents and broadcasters. Every year there are opportunities to show work to agents and editors who visit.

ASSESSMENT METHODS

Assessment is by coursework only. Each writing workshop is assessed on the basis of a folder of creative writing and an early draft of part of the Manuscript. Each context module is assessed on the basis of an essay and a folder of creative responses. The Manuscript is 35,000–40,000 words (or the equivalent for poetry and scriptwriting).

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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 MAPT (previously Translation with Language Technology) 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

The MA in Professional Translation belongs to the European Master's in Translation Network which currently has 64 members throughout Europe with Swansea University being the only EMT member in Wales.

At the core of the MA in Professional Translation lies advanced translation work on general, administrative and technical text types, and training in industry-standard Computer-Assisted Translation (CAT) tools. Part 1 of the Professional Translation degree also includes opportunities to develop specialised skills in Public Service Interpreting, audiovisual translation, machine translation (MT) and software localization, terminology management, video making or digital publishing, while in the Translation Work Experience module students form simulated translation companies, working with local translation businesses, and undertake real commissions to professional standards and deadlines.

These different skills come together in a choice of Part 2 projects: either two Extended Translations of the student’s choice, or an academic Dissertation, or a 13-week Internship in a translation company, in the UK or abroad.

Course Content

Part One – Full-time Professional Translation students take three 20-credit (10 ECTS) modules in each of two academic semesters, while part-time students can distribute the same work flexibly over four semesters. There are three compulsory modules: Foundations of Translation and Interpreting, Translation Tools, and one Advanced Translation module from the range of language pairs listed above. Professional Translation students then choose three optional modules. These include: a second Advanced Translation module, History and Theory of Translation, one or two modules in Interpreting, Translation Technologies, Audiovisual Adaptation (subtitling, dubbing, audio description), Terminology Management, Translation Work Experience, or (subject to numbers) Video and Documentary Making, or Visual Communication and Media Design. There is also the option to study a new language intensively (French, German, Italian, Mandarin or Spanish), or to pick up again at intermediate level a language (French, German, or Spanish) not studied since secondary school.

Part Two - An individual project of 60 credits (30 ECTS) which full-time Professional Translation students undertake over the summer (by 15 September), while part-time students have up to a further year. The project can take three forms:

- Two Extended Translations with commentary. These are chosen by the Professional Translation student and offer the opportunity to develop domains of specialisation. At least one must be technical and must be performed using a major CAT tool; or

- Dissertation (15,000-20,000 words). This can be, for instance, on a topic in Translation Studies, a comparison of two or more published translations, terminology research in a specialised domain, or an investigation into aspects of translation technology. The dissertation offers excellent preparation for PhD work, but can also be a valuable indicator of professional expertise (e.g. in terminology or CAT tools); or

- Internship (13 weeks full time, part time pro rata). This is the most vocational option and can be undertaken either in the UK or abroad. We make our extensive list of professional contacts available to students but they must make their own application to companies and pass admissions tests. A successful internship may turn into a first job.

Modules

Modules on the MA in Professional Translation 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

Student Quote

“After graduating from Swansea University with a First Class Honours BA Translation degree, I decided to study the MA in Professional Translation (previously Translation with Language Technology) and I also set up a translation business, Veritas, with a fellow graduate. Our business was successful from the outset, and we have experienced high rates of growth year on year. Veritas has won numerous awards, including the HSBC International Business Award in 2010, and we work with companies such as the British Red Cross, Nokia and the NHS. We now employ 9 members of staff and are still growing rapidly. Companies love to work with us, as they can see our passion for language and communication with other cultures. For me, it was a dream to study near the sea, and I loved Swansea so much that I made it a permanent home for my family”.

Rachel Bryan, Professional Translation, MA

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This unique and stimulating programme allows you to explore crucial concepts in the development of film theory and film-philosophy with an emphasis on auteur cinema. Read more

Programme description

This unique and stimulating programme allows you to explore crucial concepts in the development of film theory and film-philosophy with an emphasis on auteur cinema.

We aim to give our students the opportunity to engage seriously with the analysis of film.

No prior philosophical training is necessary, but a love of cinema and an appreciation of its importance as an art form and critical medium is crucial. Edinburgh is an ideal environment for the study of cinema: we are home to the world-renowned Edinburgh International Film Festival, first-rate art house cinemas, a lively film culture and many job opportunities.

The MSc Film Studies is designed to make you familiar with the major concepts and theories of film but also to explore the burgeoning field of film-philosophy.

The programme will provide you with the analytical and critical tools for the investigation of individual films and the opportunity to discuss these in relation to specific movements and genres as well as contexts of production and reception.

Programme structure

Over two semesters, taught in small seminars, you will complete two compulsory and two option courses, and will be trained in research methods and skills. You will then complete a dissertation project under individual supervision.

Compulsory courses:

Film Theory
Film-Philosophy

Option courses may include:

Cinema Auteurs
Cinema and Society in South Asia
Contemporary Japanese Cinema
Film Adaptation
Film and Gender
Film and Religion
Gender, Revolution and Modernity in Chinese Cinema
Mediating Film
Music on Screen

Career opportunities

This programme is an excellent chance to develop your cinematic interests and knowledge and to build your CV with a view to a career in academia, or in any film or media related field.

You will be introduced to Scotland’s lively film culture, with exceptional opportunities to network within the field.

You will also gain transferable skills in communication, research and project management that can be applied to any career you decide to pursue.

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The MA in English and American Studies prepares students for undertaking further research in the discipline, but it is also aimed at those who wish to broaden and deepen their critical engagement with English and American literature and culture. Read more
The MA in English and American Studies prepares students for undertaking further research in the discipline, but it is also aimed at those who wish to broaden and deepen their critical engagement with English and American literature and culture. The structure of the MA is flexible, which means that you can choose to combine your interests in English and American culture, or you can choose to focus more exclusively on one or the other . The division of English, American Studies and Creative Writing at the University of Manchester provides a thriving environment, with its vibrant research culture, its close links to the Centre of New Writing, its involvement in the Manchester Literature Festival and its access to the world-class John Rylands research library.

While this MA offers you a range of exciting modules that are chronologically or geographically specific, all modules are informed by recent theoretical and historical developments that allow you to think about categories like `literature', `culture' and `history' in nuanced and fresh ways.

You can also choose 30 credits from our MA Modern and Contemporary Literature (subject to availability) to further extend the scope of your study.

Teaching and learning

In your first semester, you will choose 2 of 3 core modules (30 credits each), which will lay the groundwork for your coursework as well as preparing you to think about your dissertation. The core modules address questions that are at the heart of literary and cultural studies, and will give you conceptual tools relevant to all of the modules offered in the second semester. The core modules are entitled:
-The Times of Literature
-Space, Place and Text
-American Studies: Theories, Methods, Practice.

In the second semester, you will choose 4 out of 6 modules, each of which is weighted at 15 credits, allowing you the choice of a greater number of courses. You diversify your engagement with the field with these courses, each of which tackles a range of periods and literary/cultural productions. Some of the courses offer you the chance to engage with the holdings of the John Rylands Library. Each focuses on a body of work, or on a topic or critical question, situated in a particular context. The courses are:
-Treacherous Love: Translating the Medieval Past
-Shakespeare: Theory and Archive
-Before Sexuality: Bodies, Desires and Discourses, 1660-1900
-Revolutionary Poetics: 1789-1840
-Radical Subcultures
-Doing History in Public: Struggling over the American Past.

Students with an interest in American Studies take 6 modules in total, including, in semester one, the core course 'American Studies: Theories, Methods, Practice' plus the choice of one of the other core courses (as listed above).

Finally, students will write a 15,000-word dissertation, worth 60 credits, supervised by an academic member of staff.

Coursework and assessment

Students are required to take 180 credits of units as listed above.

The list of units on offer will be updated annually. Students may also choose up to 30 credits worth of units from another MA programme in place of one of their optional units, subject to the approval of the Programme Director.
Students will also attend seminars on such topics as how to study at MA level, how to research and write a Master's thesis, and career options.

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You explore the close links between Irish and Scottish history and immigrant groups as far back as 1286. If you love history and want to find out more about your heritage this is an ideal subject to study. Read more
You explore the close links between Irish and Scottish history and immigrant groups as far back as 1286. If you love history and want to find out more about your heritage this is an ideal subject to study.

COURSES
First Semester
Nations and Unions: Writing Irish and Scottish History
Research Preparation in Historical Studies

Second/Third Semester
Dissertation in Historical Studies
Research Paper
Independent Reading in Historical Studies

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Pursue your love of literature at an advanced level, study modules on topics from the Renaissance to the modern day, and gain research skills that will help you stand out to employers or progress to a PhD. Read more
Pursue your love of literature at an advanced level, study modules on topics from the Renaissance to the modern day, and gain research skills that will help you stand out to employers or progress to a PhD. Our Master’s course is ideal if you want to advance your teaching career or begin the move into academia.

Overview

This course will extend your knowledge of English literature, focusing on the Renaissance, the 'long' 19th century, and the 20th and 21st century.

On each of these period-based modules, you’ll explore canonical and non-canonical texts and investigate their social and cultural contexts.

Meanwhile, on our research methods module, you’ll examine topical literary issues, such as the role of archives and digital editions, and develop essential research skills like how to formulate research questions and methodologies.

You can tailor the course to meet your own interests, with optional modules from novel writing to publishing.

You’ll study in a lively and intellectual department with a long tradition of teaching excellence and an international reputation for research.

Teaching times: Mondays and Thursdays from 6-8pm (full-time); Mondays 6-8pm or Thursdays 6-8pm during semester 1 and 2, depending on whether you are in Year 1 or 2 (part-time)

Careers

This course will give you the higher-level skills to stand out in today’s competitive job market.

If you’re a teacher, you could study with us to update your knowledge and further your existing career, or even move into another discipline. Or, if you’re hoping to move on to an academic post, this course will give you the research skills you’ll need to take a PhD, such as our PhD English Literature.

We think you’ll benefit from our links with industry and professional bodies, including Cambridge University Press, Windhorse Publishing, Sayle Literary Agency, Bloomsbury, CAMPUS (the Cambridge Publishing Society), and the Cambridge Literary Festival.

Modules

Core modules:
Major Project

Optional modules:
Renaissance Drama and Cultures of Performance
Re-reading Modernism, Practising Postmodernism
Workshop: the Short Story
Research Methods - English Literature
The Long 19th Century: Controversies and Cities
Workshop: the Novel
Special Topic in Creative Writing/English Literature
Independent Learning Module

Assessment

You’ll show your progress through a combination of essays, critical reviews and presentations, as well as a 15,000-word dissertation.

You can get advice on essay writing at consultation workshops which are built into the course.

Specialist facilities

You’ll be able to access the world-class library at the University of Cambridge as well as our own campus library, plus electronic resources including Early English Books Online and JSTOR, an interdisciplinary archive of academic journals, books and primary sources.

Activities and events

Our many extra-curricular activities include an annual three-day trip to Stratford-upon-Avon, poetry and writing evenings, Literary Society events, and research symposia and conferences. You’ll also be able to take some of our publishing and editing short courses at a discounted price.

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The main formative objective of the Master Course in Fashion Design is to acquire an in-depth knowledge of the fashion sector in all of its aspects, through an integrated approach between creative, cultural, productive marketing and communication aspects. Read more

Overview

The main formative objective of the Master Course in Fashion Design is to acquire an in-depth knowledge of the fashion sector in all of its aspects, through an integrated approach between creative, cultural, productive marketing and communication aspects.

The path of the Master in Fashion Design is a path of experience, research and project making, created combining the theoretic patrimony of innovative and expert didactics with the fundamental contribution of a close and concrete collaboration with prestigious companies and professionals, who chose to follow the students during their training.

Studying Fashion Design in Italy is a unique experience that allows being in direct contact with this world, its protagonists and events, and the constant dialogue with professionals, contribute to the development of professional characters able to successfully express their creativity and to face effectively the evolution of the challenges presented by the field.

The Master is patrocinated by the Camera Nazionale della Moda Italiana (National Chamber of Italian Fashion).

The program includes an internship in a company working in the disciplinary field.

Audience

Candidates holding a first-level academic diploma or BA degree, or about to graduate and with a knowledge of the English language (IELTS 5.0 academic or equivalent certificate).
The program is addressed to graduates in fashion design, architecture and art schools as well as to people with a suitable background and professional experience in the fashion field.

Job Opportunities

The aim of the Master is to train professionals who have the ability to combine their creativity and their organizational skills with theoretical and knowledge with the world of production. Among employment opportunities: Fashion Designer, Art Director, Textile Designer, Trend Searcher and Product Manager, Cool Hunter or Fashion Editor in fashion brands, design offices, magazines or establishing their own business.

Companies

A network of professionals and leaders of different areas of interest are in constant and proficient interaction and collaboration with the Master in Fashion Design at Domus Academy, actively participating in educational programming, workshops and international competitions organized by the department.

The Master has worked with:

Trussardi, Muuse, 7 For AllMankind, Alessandro Dell’Acqua, Antonio Berardi, Costume National, Eastpak, Fay, Fiorucci Love Therapy, Fondazione Gianfranco Ferrè, Frankie Morello, Havaianas, Hogan, Maurizio Galante – Tal Lancman, Interware, Meltin ’Pot, Napapijri, Neil Barrett, Nike, SAOBC (South AfricanOstrich Business Chamber), Stefanel, Ter et Bantine, Versace, Veuve Clicquot, Ermenegildo Zegna.

For more information please visit http://www.domusacademy.com/

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The MA in Classics is our core research training degree, suitable for anyone wishing to pursue doctoral work in a branch of Classics. Read more
The MA in Classics is our core research training degree, suitable for anyone wishing to pursue doctoral work in a branch of Classics. The programme places a strong emphasis on language training, on theoretically informed approaches to Classical texts, and on practical engagement with your chosen specialism. The course is composed of a core research training module, a module in a relevant language (ancient or modern), a 15,000 word dissertation, and two elective modules, which are offered in the areas of current research interests of members of staff.

Course Structure

For information on the structure of the course, please see our department web pages (https://www.dur.ac.uk/courses/info/?id=9532&title=Classics&code=Q8K307&type=MA&year=2016#coursecontent)
Core Modules:
-Dissertation
-Classical Research Methods and Resources
-Compulsory language module (Latin for research/Ancient Greek for research/another ancient language/modern language)

In previous years, optional modules available included:
-Forms After Plato
-Latin Text Seminar
-Greek Text Seminar
-Akkadian
-Latin Love Elegy
-Religious Life in The Roman Near East
-Monumental Architecture of The Roman East
-Vitruvius, On Architecture: The First Treatise On Architecture, Its Significance and Legacy
-Greek Sacred Regulations
-Ancient Philosophers On Necessity, Fate and Free Will
-The Classical Tradition: Art, Literature, Thought
-Comparative Approaches to Homeric Epic
-Greek Text Seminar On Homeric Epic
-Latin Text Seminar On Roman Epic
-Life and Death On Roman Sarcophagi
-Juvenal's Satires in Context
-Ancient Philosophers On Origins
-Animals in Graeco-roman Antiquity
-The Queen of The Desert: Rise and Decline of Palmyra's Civilization
-The Roman Republic: Debates and Approaches
-Rewriting empire: Eusebius of Caesarea and the First Christian History

Not all modules will be offered every year, and new modules (both elective and core) are added regularly. Students may also substitute modules offered in other departments, such as Theology, Philosophy, English, Archaeology, or History.

Learning and Teaching

The MA in Classics is principally conceived as a research training programme which aims to build on the skills in independent learning acquired in the course of the student’s first degree and enable them to undertake fully independent research at a higher level. Contact time with tutors for taught modules is typically a total of 5 hours per week (rising to 7 for someone beginning Latin or ancient Greek at this level), with an emphasis on small group teaching, and a structure that maximises the value of this time, and best encourages and focuses the student’s own independent study and preparation. On average, around 2 hours a week of other relevant academic contact (research seminars, dissertation supervision) is also available.

At the heart of the course is a module focused on the range of research methods and resources available to someone working in the field of Classics. This is run as a weekly class, with a mixture of lectures and student-led discussions. Four further elective modules deal with particular specialised subjects. Students must choose one module involving work with a relevant foreign language (ancient or modern). All those offered will form part of the current research activity of the tutor taking the module. Numbers for each module are typically very small (there are rarely more than five in a class). Typically, classes are two hours long and held fortnightly, and discussion is based on student presentations. (Modules for those beginning ancient Latin or Greek are typically more heavily subscribed, but their classes also meet more often: 3 hours per week.) All students write a 15,000-word dissertation, for which they receive an additional five hours of supervisory contact with an expert in their field of interest.

All staff teaching on the MA are available for consultation by students, and advertise office hours when their presence can be guaranteed. The MA Director acts as academic adviser to MA students, and is available as an additional point of contact, especially for matters concerning academic progress. MA students are strongly encouraged to attend the Department’s two research seminar series. Although not a formal (assessed) part of the MA, we aim to instil the message that engagement with these seminars across a range of subjects is part of the students’ development as researchers and ought to be viewed as essential to their programme. In addition, MA students are welcomed to attend and present at the ‘Junior Work-in-Progress’ seminar series organised by the PhD students in the Department. Finally, the student-run Classics Society regularly organises guest speakers – often very high-profile scholars from outside Durham.

Other admission details

*Note that this need not be 'Classics' (so named). If your plan is to specialise in ancient history, literature, or philosophy, for example, it might be perfectly natural to apply with a first degree in History, or English, or Philosophy; or you might just have taken a substantial range of Classical options along the course of your previous studies.

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Train to teach Modern Languages to 11 to 16-year-olds with London Metropolitan University and begin your fulfilling career in secondary schools. Read more
Train to teach Modern Languages to 11 to 16-year-olds with London Metropolitan University and begin your fulfilling career in secondary schools. You’ll learn the principles of effective Modern Languages teaching and how to develop school childrens’ love of the foreign word. Your placements at our partnership schools will back up what you have learnt with hands-on practical experience. Attendees of our National College for Teaching and Leadership (NCTL) accredited PGCE Secondary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with their placement schools.

More about this course

This NCTL accredited PGCE Secondary Modern Languages course leads to Qualified Teacher Status (QTS) and prepares you to teach 11 to 16-year-olds (Key Stages 3 and 4) in a secondary school environment. It also gives you the opportunity to teach the 16-18 age range.

The modern languages included are French, Spanish and German, and you will be developing pupils’ skills in speaking, reading, listening and writing the language they choose to learn.

If you only speak German or Spanish, we offer a 12-week Subject Knowledge Enhancement (SKE) in French, enabling you to teach French up to Key Stage 3. The SKE is fully funded and bursaries are available to eligible applicants.

At the University, you’ll study teaching methodology, pupil assessment and how children learn. There will also be collaborative and school-based projects with other trainees.

Based in London, this PGCE course will broaden your understanding of teaching in multicultural urban environments. Through your two school placements, you’ll learn how to help 11-16-year-olds develop their foreign languages effectively and fluently.

This commitment to high standards has led to positive reviews from Ofsted:

"Headteachers are particularly complimentary about the fact that the trainees and Newly Qualified Teachers are well prepared to meet the specific challenges of teaching pupils in the London environment."
Ofsted 2015

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment which allows you to explore an educational issue

There are no examinations.

You'll share feedback with your peers and colleagues on the placement, completing weekly reflections and contributing to online discussions in order to further develop your understanding of the secondary teacher role.

Modular structure

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:
-Curriculum Studies (core, 30 credits)
-Professionalism and Inclusive Practice (core, 30 credits)
-School Experience to Progress Point 2 (core, 15 credits)
-School Experience to Progress Point 5 (core, 45 credits)

What our students say

"I personally believe that London Met is an excellent PGCE course provider and the Modern Languages course prepares students very well for a teaching career in this subject. What I appreciated the most was the tutors and the relationships they were able to build with the students. The PGCE year can be a stressful one and it is very important for student teachers to feel supported. The tutors at London Met do this. They teach that in order to be a good teacher you have to encourage pupils and they do it with their student teachers as well. Excellent!" Former PGCE Secondary Modern Languages trainee

After the course

This intensive PGCE leads to Qualified Teacher Status (QTS), which enables you to teach Modern Languages to 11 to 16-year-olds. Our trainees have gone on to secure secondary teacher roles at schools including Ark Academy, Ralph Allen School, Bushey Academy and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teachng subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

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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Learn how to teach science and biology to 11 to16 -year-olds with these National College for Teaching and Leadership (NCTL)-accredited academic sessions at London Met and hands-on practical experience at our partnership schools. Read more
Learn how to teach science and biology to 11 to16 -year-olds with these National College for Teaching and Leadership (NCTL)-accredited academic sessions at London Met and hands-on practical experience at our partnership schools. You’ll explore the principles of teaching biology the most up-to-date methods of how to develop pupils’ love of this scientific field. Trainees on our PGCE Secondary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with their placement schools.

More about this course

This NCTL-accredited PGCE Secondary Science with Biology course will help you gain the skills to become a competent teacher of science for students up to 14 years old, biology for 15 to 16-year-olds and achieve Qualified Teacher Status (QTS). You’ll also have the opportunity to work with the 16 to 18 age range.

In the sessions at London Met you’ll develop your teaching strategies and pedagogical techniques, as well as discovering the fundamentals of how children learn. These sessions include collaborative projects and school-based projects with other trainees, as well as learning the principles of teaching and pupil assessment.

This PGCE School Direct course takes advantage of its London location to broaden your understanding of teaching in multicultural and diverse urban environments. Through your two placements at one of our partnership schools, you’ll help develop lesson plans and contribute to the development of pupils’ scientific skills and knowledge. London Met also provides you with the opportunity for post-16-year-old teaching experience where possible.

Our commitment to high standards that has lead to high quality reviews from Ofsted:

"Headteachers are particularly complimentary about the fact that the trainees and Newly Qualified Teachers are well prepared to meet the specific challenges of teaching pupils in the context of London schools."
Ofsted 2015.

There are four formal elements:
-School placement A
-School placement B, where your teaching ability is assessed in relation to the Standards for Qualified Teacher Status
-The Educational Research Assignment, which allows you to explore an educational issue
-The Professional Practice Portfolio, which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience

There are no examinations.

We place great emphasis on feedback from your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a secondary teacher.

Modular structure

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:
-Curriculum Studies (core, 30 credits)
-Professionalism and Inclusive Practice (core, 30 credits)
-School Experience to Progress Point 2 (core, 15 credits)
-School Experience to Progress Point 5 (core, 45 credits)

What our students say

“I get so much support from my tutor, colleagues and the London Met team. The University itself has a great vibe, is highly social and very welcoming. I’m grateful to everyone at the University for all their help.” Zeinab Al-Ali, PGCE Secondary Science with Biology trainee

After the course

This intensive PGCE leads to Qualified Teacher Status (QTS), which enables you to teach biology to 11 to 16-year-olds. Our trainees have gone on to secure secondary teacher roles at schools including Ark Academy, Harris Girls Academy and more. Whether you have applied through London Met or School Direct, you’ll have the same opportunities for employment upon successful completion of the course.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

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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