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Masters Degrees (Yorkshire)

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Northern England has an extraordinary diversity of landscapes and geological features, and as the largest county, Yorkshire preserves a large proportion of them. Read more
Northern England has an extraordinary diversity of landscapes and geological features, and as the largest county, Yorkshire preserves a large proportion of them. From the rugged North York Moors and the limestone pavements of the Yorkshire Dales to the coalfields of South Yorkshire and the shifting coastlines of Holderness, it is in many respects a microcosm of the region.

In The Geology of Yorkshire and Northern England, students will obtain a regional geological understanding with which to interpret larger-scale Earth processes and structures. The programme will provide students with training in advanced palaeoenvironmental analysis and science communication skills. Students will also assess Yorkshire and Northern England's importance to current controversies in Earth sciences, from fracking to climate change, and acquire an understanding of the region's vital role in the history of geology.

This is a part-time Postgraduate Diploma delivered wholly online in a fully supported learning environment. The programme starts in late September/early October each academic year, and places are limited to ensure a constructive atmosphere for discussions. Students can exit with a Postgraduate Certificate after successful completion of the first year if their circumstances change.

Overview

The programme will aim to:
-Introduce the key tenets and sub-disciplines of geology, focussing particularly on the geological evolution of northern England
-Provide students with a holistic understanding of the geological origins and history of Yorkshire and northern England
-Introduce students to field and laboratory geological analysis, and the skills and techniques required to interpret geological features accurately
-Describe the main geological units present in Yorkshire, their composition, distribution and formation
-Explore the geological history of Yorkshire and its global significance in the development of Earth Sciences
-Examine and interpret the Palaeozoic and Mesozoic geology of Yorkshire
-Explain the scientific importance of Yorkshire's rocks, and the role they have played in our understanding of the evolution of the Earth.
-Further develop students' palaeoecological and palaeoenvironmental interpretation skills
-Examine the Cenozoic and recent geological history of Yorkshire
-Provide students with an understanding of human interactions with, and exploitation of, the geological resources and landscapes of Yorkshire and northern England
-Further develop students’ knowledge of Yorkshire's role in the evolution of global geological hypotheses

Structure

This part-time two-year programme will comprise six 20-credit modules:
Year One
-Origins – the Development of Geology in Northern England
-Dales and Vales – the Palaeozoic of Yorkshire and Northern England
-Moors and Coast – the Mesozoic of Yorkshire and Northern England

Year Two
-Advanced Palaeoenvironmental Analysis
-Fire and Ice – the Cenozoic of Yorkshire and Northern England
-People and Landscape - The Human Geology of Yorkshire and Northern England

Students will be required to complete all these modules in the first instance, though additional modules may be added in the future to accommodate future programme growth and offer a broader learning experience.

It is anticipated that assessments will comprise a balance of short and long critical essays, laboratory-based projects and project work.

Online Study

Our approach to e-learning is distinctive and may be different from your general perceptions about online study:
-Flexible, fully supported, modular delivery
-Taught exclusively online
-Two stages: Certificate and Diploma. Each stage typically takes 12 months
-Comprises six distinct modules
-Part-time study (approximately 15 hours per week) allows participants to structure their learning around the other life circumstances

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The programme develops trainees' school experiences in order to explore some of the wider concers of Biology and Science teachers today, and provides opportunities to broaden professional experiences. Read more
The programme develops trainees' school experiences in order to explore some of the wider concers of Biology and Science teachers today, and provides opportunities to broaden professional experiences. There are sessions that are particularly important for Biology teachers: teaching ethics, teaching evolution and handling controversial issues such as intelligent design and teaching reproduction.

An effective Biology teacher must also develop his/her pedagogical subject knowledge specifically related to teaching Biology; for example, the effective use of practical work in Biology, the teaching and learning of key Biology ideas, and the teaching and learning of Biology beyond the classroom. Sessions are provided that focus on these areas for Biologists as well as other sessions in the other two Sciences. Subject knowledge is provided via a peer teaching programme.

Want to apply?

Trainees come to the course with a range of qualifications, employment backgrounds and interests. Throughout the course you will be encourages to work collaboratively, sharing this wealth of experience, knowledge and technical expertise.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

Course aims

The primary aim of the course is to enable trainees to meet the Teachers Standards and be recommended for Qualified Teacher Status (QTS) . The course also aims to encourage trainees to examine, in a critical but constructive way, the current educational system and practice.

The intention is that trainees should become skilled members of the teaching profession, able to make a full contribution to educational debate and innovations of the future.

The programme is assessed at Masters (M) level.

Read less
The programme develops trainees' school experiences in order to explore some of the wider concerns of Chemistry and Science teachers today, and provides opportunities to broaden professional experiences. Read more
The programme develops trainees' school experiences in order to explore some of the wider concerns of Chemistry and Science teachers today, and provides opportunities to broaden professional experiences. There are sessions that are particularly important for Chemistry teachers: teaching the concept of acids and pH, elements, mixtures and compounds and exothermic and endothermic reactions.

An effective Chemistry teacher must also develop his/her pedagogical subject knowledge specifically related to teaching Chemistry: for example, the effective use of practical work in Chemistry, the teaching and learning of key Chemistry ideas, and the teaching and learning of Chemistry beyond the classroom. Sessions are provided that focus on these areas for Chemists as well as other sessions in the other two Sciences. Subject knowledge is provided via a peer teaching programme.

Want to apply?

Trainees come to the course with a wide range of qualifications, employment backgrounds and interests. Throughout the course you will be encouraged to work collaboratively, sharing this wealth of experience, knowledge and technical expertise.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

Course aims

The primary aim of the course is to enable trainees to meet the Teachers Standards and be recommended for Qualified Teacher Status (QTS) . The course also aims to encourage trainees to examine, in a critical but constructive way, the current educational system and practice.

The intention is that trainees should become skilled members of the teaching profession, able to make a full contribution to educational debate and innovations of the future.

The programme is assessed at Masters (M) level.

Read less
Our English PGCE programme prepares you to become an effective, creative and reflective teacher of English. The course integrates theory and practice both on school placements and in university sessions. Read more
Our English PGCE programme prepares you to become an effective, creative and reflective teacher of English. The course integrates theory and practice both on school placements and in university sessions. Sessions at University, which are of a highly practical and interactive nature, are led by tutors with current and recent school experience; they are closely linked to a programme of classroom experience in our Partnership schools. All aspects of your training are focused around supporting you to meet the Teachers’ Standards.

As the course progresses, you will learn how to apply your existing subject knowledge to secondary English classrooms and have opportunities to develop further your subject knowledge, focusing on some of the requirements of A’ Level English Literature and English Language as well as exploring how Drama, Media and ICT can enhance your professional toolkit. Key issues for teachers such as effective behaviour management, meeting the needs of a diverse pupil population and assessing pupil learning are focused on in specific training sessions but also threaded through the programme to ensure your professional knowledge and skills are well developed by the end of your initial teacher training year.During the course you will have opportunities to refine your professional expertise and pursue areas of emerging interest so that your training is a truly tailored experience. Throughout the course you will benefit from a strong system of mentoring in Partnership schools and individualised pastoral support from University Tutors.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

Course aims

The primary aim of the course is to enable trainees to meet the Teachers Standards and be recommended for Qualified Teacher Status (QTS) . The course also aims to encourage trainees to examine, in a critical but constructive way, the current educational system and practice.

The intention is that trainees should become skilled members of the teaching profession, able to make a full contribution to educational debate and innovations of the future.

Read less
The History PGCE course prepares you to become an effective teacher of History. It encourages you to work professionally and creatively in building upon the links between your work as History teachers and the development of pupils’ social understanding. Read more
The History PGCE course prepares you to become an effective teacher of History. It encourages you to work professionally and creatively in building upon the links between your work as History teachers and the development of pupils’ social understanding. The course integrates theory and practice both on school placements and in university sessions. It is taught by tutors with recent and current school experience and by staff with expertise in professional development and cutting edge research. Teachers from local schools regularly lead workshops which are grounded in up to date practice. Our History programme also enjoys good relationships with staff in local York Museums and other sites of historic importance. All aspects of your training are focused around supporting you to meet the Teachers’ Standards.

As the course progresses, you will learn how to plan lessons and design activities to promote a range of historical skills such as enquiry, interpretation and source analysis. We investigate key issues for teachers such as progression, differentiation and assessment. Sessions at University are closely linked to a programme of classroom experience in our Partnership schools; you will be introduced to citizenship, literacy, ICT, assessment for learning and thinking skills.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

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At York you will join a highly committed group of trainee teachers developing their skills in the university PGCE partnership. Read more
At York you will join a highly committed group of trainee teachers developing their skills in the university PGCE partnership. You will participate in university based session (including formal presentations, whole and small group discussions and practical workshops) led by experienced staff, guest speakers and teachers from schools. The University based course is closely linked to a programme of classroom experiences in our partnership schools and in school you will benefit from a strong system of mentor support. Your training will encourage you to reflect on what you learn and experience, so that you can make secure progress during the year. The course combines a practical approach with a strong theoretical basis and qualifies you to teach Mathematics at 11-16 (with post-16 enhancement), providing opportunities for you to develop your particular interests in the different age ranges and across the spectrum of abilities.

Why Maths?

National concern about Mathematics teaching, and developments in our knowledge about how children learn Mathematics, have led to changes in emphasis and teaching approaches to meet the needs of the whole ability range in schools. You will consider these changes as you learn to help pupils engage in mathematical thinking and how to use and evaluate different approaches to teaching Mathematics: these include practical work, problem solving and open-ended investigative work, mental methods of calculation, the use of calculators and computers and stronger links with other subjects and the world of work. You will learn how to assess both your own teaching and your pupils’ learning.

Want to apply?

Trainees come to the course with a range of qualifications, employment backgrounds and mathematical interests. Throughout the course you will be encouraged to work collaboratively, sharing this wealth of experience, knowledge and technical expertise.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

Course aims

The primary aim of the course is to enable trainees to meet the Teachers Standards and be recommended for Qualified Teacher Status (QTS) . The course also aims to encourage trainees to examine, in a critical but constructive way, the current educational system and practice.

The intention is that trainees should become skilled members of the teaching profession, able to make a full contribution to educational debate and innovations of the future.

Read less
The University and school based sessions deliver a programme which aims to provide trainees with a knowledge of the principles of language teaching and learning. Read more
The University and school based sessions deliver a programme which aims to provide trainees with a knowledge of the principles of language teaching and learning. Your training will support you in your learning, reflection and teaching in a way that integrates theory and practice at all times. The course qualifies you to teach your specialist language(s) at 11-16 (with post-16 enhancement) and will encourage you to be a reflective practitioner.

The quality of the course has been outstanding - especially the amount of CPD opportunities we have been offered.
ML trainee
The course includes formal presentations, whole and small group discussions and practical workshop sessions. Aspects of the course give you the opportunity to pursue particular areas of interest.

Why ML?

Do you have a passion for languages and culture? Have you experienced working with young people? Have you spent time living or working abroad?

Want to apply?

Trainees come to the course with a range of qualifications, employment backgrounds and interests. Throughout the course you will be encouraged to work collaboratively, sharing this wealth of experience, knowledge and expertise.

Each year we have a number of French, German and Spanish nationals on the course.

Ensure that you have undertaken some ML observation in a UK secondary school before applying.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

Read less
The University and school based sessions deliver a programme which aims to provide trainees with a knowledge of the principles of language teaching and learning. Read more
The University and school based sessions deliver a programme which aims to provide trainees with a knowledge of the principles of language teaching and learning. Your training will support you in your learning, reflection and teaching in a way that integrates theory and practice at all times. The course qualifies you to teach your specialist language(s) at 11-16 (with post-16 enhancement) and will encourage you to be a reflective practitioner.

The quality of the course has been outstanding - especially the amount of CPD opportunities we have been offered.
ML trainee
The course includes formal presentations, whole and small group discussions and practical workshop sessions. Aspects of the course give you the opportunity to pursue particular areas of interest.

Why ML?

Do you have a passion for languages and culture? Have you experienced working with young people? Have you spent time living or working abroad?

Want to apply?

Trainees come to the course with a range of qualifications, employment backgrounds and interests. Throughout the course you will be encouraged to work collaboratively, sharing this wealth of experience, knowledge and expertise.

Each year we have a number of French, German and Spanish nationals on the course.

Ensure that you have undertaken some ML observation in a UK secondary school before applying.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

Read less
The University and school based sessions deliver a programme which aims to provide trainees with a knowledge of the principles of language teaching and learning. Read more
The University and school based sessions deliver a programme which aims to provide trainees with a knowledge of the principles of language teaching and learning. Your training will support you in your learning, reflection and teaching in a way that integrates theory and practice at all times. The course qualifies you to teach your specialist language(s) at 11-16 (with post-16 enhancement) and will encourage you to be a reflective practitioner.

The quality of the course has been outstanding - especially the amount of CPD opportunities we have been offered.
ML trainee
The course includes formal presentations, whole and small group discussions and practical workshop sessions. Aspects of the course give you the opportunity to pursue particular areas of interest.

Why ML?

Do you have a passion for languages and culture? Have you experienced working with young people? Have you spent time living or working abroad?

Want to apply?

Trainees come to the course with a range of qualifications, employment backgrounds and interests. Throughout the course you will be encouraged to work collaboratively, sharing this wealth of experience, knowledge and expertise.

Each year we have a number of French, German and Spanish nationals on the course.

Ensure that you have undertaken some ML observation in a UK secondary school before applying.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

Read less
The University and school based sessions deliver a programme which aims to provide trainees with a knowledge of the principles of language teaching and learning. Read more
The University and school based sessions deliver a programme which aims to provide trainees with a knowledge of the principles of language teaching and learning. Your training will support you in your learning, reflection and teaching in a way that integrates theory and practice at all times. The course qualifies you to teach your specialist language(s) at 11-16 (with post-16 enhancement) and will encourage you to be a reflective practitioner.

The quality of the course has been outstanding - especially the amount of CPD opportunities we have been offered.
ML trainee
The course includes formal presentations, whole and small group discussions and practical workshop sessions. Aspects of the course give you the opportunity to pursue particular areas of interest.

Why ML?

Do you have a passion for languages and culture? Have you experienced working with young people? Have you spent time living or working abroad?

Want to apply?

Trainees come to the course with a range of qualifications, employment backgrounds and interests. Throughout the course you will be encouraged to work collaboratively, sharing this wealth of experience, knowledge and expertise.

Each year we have a number of French, German and Spanish nationals on the course.

Ensure that you have undertaken some ML observation in a UK secondary school before applying.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

Read less
The programme develops trainees’ school experiences in order to explore some of the wider concerns of Physics and Science teachers today, and provides opportunities to broaden professional experiences. Read more
The programme develops trainees’ school experiences in order to explore some of the wider concerns of Physics and Science teachers today, and provides opportunities to broaden professional experiences. There are sessions that are particularly important for Physics teachers: teaching forces, electricity or energy.

An effective Physics teacher must also develop his/her pedagogical subject knowledge specifically related to teaching Physics: for example, the effective use of practical work in Physics, the teaching and learning of key Physics ideas, and the teaching and learning of Physics beyond the classroom. Sessions are provided that focus on these areas for Physicists as well as other sessions in the other two Sciences. Subject knowledge is provided via a peer teaching programme.

Teaching and learning

Participation in the PGCE course is an active process. Although there are lectures and presentations, much of the course centres on workshops, seminars and school and classroom activities.

Activities emphasise team work and require trainees to share the responsibility for their learning.

Throughout the course, trainees are given guidance and support by mentors in school as well as their university tutors.

Assessment

The practical teaching requirements and formal written assignments are designed not just to provide evidence that trainees have reached the required Teachers' Standards but also as useful learning activities in themselves. Assessment is continuous, across all aspects of the course.

Trainees complete 3 Masters level assignments (60 Masters level credits).

Our secondary PGCE programmes prepare trainees to teach across the 11-16 age range. As part of the Post-16 Enhancement we offer trainees a range of experiences to develop their knowledge, understanding and skills for teaching at Post 16.

Course aims

The primary aim of the course is to enable trainees to meet the Teachers Standards and be recommended for Qualified Teacher Status (QTS) . The course also aims to encourage trainees to examine, in a critical but constructive way, the current educational system and practice.

The intention is that trainees should become skilled members of the teaching profession, able to make a full contribution to educational debate and innovations of the future.

Read less
If you want to become a produced or published writer, or to develop your writing skills, this programme will give you the chance to be tutored by leading and established writers in a supportive and creative environment. Read more

If you want to become a produced or published writer, or to develop your writing skills, this programme will give you the chance to be tutored by leading and established writers in a supportive and creative environment.

The emphasis is on different forms of scriptwriting - playwriting, screenwriting, dramatic writing, writing for film and television, and writing for radio – but you can also develop imaginative writing in other forms, especially prose fiction. Specialist pathways in screenwriting or writing for theatre are open to you.

Whether you’re an aspiring writer, a teacher or simply want to learn more about the writer’s craft, you’ll be working in an environment dedicated to developing new and emerging talent. Our students come from all over the world, and we have a powerful record for developing successful writers and creative leaders. Through our partnership with the West Yorkshire Playhouse, the course is linked to the Playhouse’s own new writing schemes.

Our tutors are professional dramatists and leading researchers with a wide range of expertise. The Programme Director for the MA is the award-winning playwright, screenwriter and producer Garry Lyons, who established the degree in 2006.

Find out more about Garry Lyons

You’ll be based in our landmark building [email protected], with two professional-standard and publicly licensed theatres that regularly host works by students and visiting theatre companies. You’ll be encouraged to use these facilities to try your work out in workshops, rehearsed readings or full productions, and gain experience of practical drama-making.

The programme also benefits from our close links with external organisations. As well as our partnership with West Yorkshire Playhouse, we work with the BBC’s new talent unit, Writers’ Room. Other partners include Opera North, ITV, Screen Yorkshire, the National Media Museum, Creative England, Red Ladder Theatre Company, True North Productions, Chapel FM Radio, Valley Press and many more.

Course content

A core module will introduce you to creative writing research, including the potential of practice-led research. This will help to equip you for the rest of the programme, giving you the tools to reflect analytically on your writing and compare it with existing writing of a similar genre or style.

In Semester 1 you’ll spend time in intensive workshops refining your own short pieces of narrative writing, exploring the principles of storytelling and more experimental approaches. You'll work in a range of forms - from theatre and radio to screenplays and prose - preparing you to specialise as you progress through the degree.

Options in Semester 2 allow you to focus on film and television writing or work on an original project of your own – individually, in collaboration with students from across the School, or based on a two-week placement with an external organisation.

All of this work will culminate with your major project, which you’ll submit by the end of the programme – this could be an extended piece of creative writing, a conventional dissertation, or performance-led research.

Working with West Yorkshire Playhouse

The MA is partnered with West Yorkshire Playhouse, one of the UK’s leading theatres outside London. This links us to the the Playhouse’s new writing schemes. Directors and associate artists from the Playhouse regularly run workshops and masterclasses for us, and we collaborate with the theatre on joint projects such as new writing events and festivals. The Playhouse occasionally offers work experience opportunities for our students to apply for.

Course structure

Compulsory modules

  • Research Project 60 credits
  • Story Workshop 30 credits
  • Research Perspectives (Writing for Performance and Publication) 30 credits

Optional modules

  • Individual Project 30 credits
  • Creative Work 30 credits
  • Performance and Collaborative Enterprise 30 credits
  • Writing for Theatre and Radio 30 credits
  • Writing for Film and Television 30 credits

For more information on typical modules, read Writing for Performance and Publication MA Full Time in the course catalogue

For more information on typical modules, read Writing for Performance and Publication MA Part Time in the course catalogue

Learning and teaching

Our tutors are professional dramatists and academic specialists in a range of genres, with experience of dealing with theatres, agents, production companies, editors and publishers. We also invite guest speakers from the worlds of theatre, broadcasting, film and publishing to share their insights into the creative industries.

You’ll be taught using a range of methods including lectures, seminars and tutorials as well as practical sessions and workshops. Independent study is also a vital component of this degree, allowing you to conduct your own research and develop your own ideas.

Assessment

You’ll be assessed mostly on the basis of your creative writing, including theatre, screen and radio scripts and short prose stories you’ll develop in your modules. To encourage you to reflect on your practice, you’ll also write commentaries on your own work. Core modules may also use assessment methods such as essays and presentations to allow you to demonstrate your knowledge.

Career opportunities

Many students will want to pursue a career as a professional writer. Although this is a fiercely competitive field, this degree is designed to try to help you realise your ambitions. Alternatively, you could use your additional experience and qualification to progress in your current career or pursue a related path within the creative arts.

You’ll also be well equipped for a future in education, arts administration, script editing, literary management, broadcasting, journalism, advertising, the media, publishing, literary agencies, marketing, PT and many other areas.

The programme has established a powerful record for developing successful writers and creative leaders, from playwrights and television writers to novelists, directors and lecturers.



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One of Britain's leading industry-accredited broadcast journalism courses it provides a very high-level of vocational training, preparing trainees for careers in radio, television and online news. Read more

About Broadcast Journalism Degrees

One of Britain's leading industry-accredited broadcast journalism courses it provides a very high-level of vocational training, preparing trainees for careers in radio, television and online news.

Leeds Trinity University was the first UK institution to introduce a postgraduate programme in Broadcast (Radio and Television) Journalism and the Diploma is accredited by the Broadcast Journalism Training Council (BJTC). The programme provides thorough training in the techniques of broadcast news and is impressively successful in providing enhanced employment prospects for graduates.

Trainees spend one month on-air where they produce radio bulletins and online material in real time for Bradford Community Broadcasting. During this period all of the Broadcast trainees gain experience in the roles of news editor, newsreader and reporter.

Working to tight deadlines trainees also produce Yorkshire Voice regional news programme, showcasing their television skills, and its associated web content. Each edition is reviewed by senior industry figures.

Our alumni are strongly represented in the BBC, commercial radio and television, and newspaper and magazine newsrooms across Yorkshire and the rest of the country.

Leeds Trinity’s continuing partnership with many of the major news organisations ensures access to placements and monitoring opportunities.

Graduate Destinations

The Postgraduate Diploma in Journalism is a highly vocational, calendar year programme which prepares trainees for roles as journalists in a multi-platform environment.

Our alumni are strongly represented in the BBC, commercial radio and television, and newspaper and magazine newsrooms across Yorkshire and the rest of the country.

The course provides a thorough grounding in the techniques of broadcast news, writing for newspapers and magazines, and website production. Trainees work in dedicated newsrooms and studios with all trainees taking roles of responsibility as editors, producers or presenters.

Trainees who follow the broadcast pathway produce Leeds Today, a regional TV news programme that showcases television skills. They also spend a month on air with Bradford Community Broadcasting during which bulletins are produced in real time against deadlines. Trainees following the Print and Magazine pathways produce the North Leeds Newspaper and MORE magazine. Trainees on all pathways are also expected to produce online video, audio and written material for the course’s main news website.

The Broadcast pathways are accredited by the Broadcast Journalism Training Council (BJTC) while the Print and Magazine pathways have National Council for the Training of Journalists (NCJT) accreditation.

Structure

The following five modules make up the diploma:

- News Skills – an intensive, practical module providing the multi-media skills needed in any newsroom, regardless of platform and including shorthand.
- Law, Ethics and Regulation – the knowledge required to be legally safe and ethical journalists, and to follow regulatory codes.
- Live Production – Producing real packages in real time for Yorkshire Voice and the BCB radio.
- Public Affairs – where public affairs embraces British Central and Local Government.
- Professional Work Placement – all trainees must complete at least four weeks of placement in a professional newsroom environment.

The MA in Journalism consists of one module which trainees may register for up to two years after completion of the Diploma.

Research Methodologies and Journalism Research Project – culminates in the production of a supervised research dissertation.

Assessment – Trainees must attend a four-day introduction session in January and submit their research proposal by Easter. Trainees have 12 months to complete their thesis.

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The Education in Primary Care PGCert is for health professionals working and teaching in primary care in the UK. It will suit any primary care educator, including nurse practitioners, GPs, community pharmacists and practice nurses, intending GP trainers and training programme directors. Read more

The Education in Primary Care PGCert is for health professionals working and teaching in primary care in the UK. It will suit any primary care educator, including nurse practitioners, GPs, community pharmacists and practice nurses, intending GP trainers and training programme directors.

The programme offers a deep understanding of education in primary care and equips you to succeed in learning and teaching at a wide range of levels and primary care disciplines, as demonstrated by our alumni.

All facilitators on the programme are GP trainers, undergraduate tutors or training programme directors. You’ll benefit from links with current practitioners and expert researchers working at the Academic Unit of Primary Care at the Leeds Institute of Health Sciences. You’ll also have the opportunity for one-to-one support from a mentor throughout the programme.

Funding for is available from Health Education Yorkshire and the Humber for those on the Intending GP Training Pathway.

You can study this programme over one or two years, so you can fit your study time around the clinical environment and other commitments.

To study this programme over one year, see the Education in Primary Care PGCert – 12 months.

Course content

You’ll study four modules, all focused on primary care. Each module consists of two teaching days alongside online activities and discussions.

You’ll reflect on education in primary care, critically examine key aspects of your work and gain skills and ideas for your own development and the development of others. Students also have the opportunity to critically evaluate current research and contribute to the evidence base in education in primary healthcare.

The programme aims to develop the skills to implement and evaluate a curriculum, as well as critically evaluate consultation models and personal consultation skills. This is the only programme approved by Health Education Yorkshire and the Humber that offers teaching on consultation skills.

Learning and teaching

The programme is taught through a blended learning approach, combining face-to-face learning (at teaching days) with online activities.

Teaching is mostly in small groups with a facilitator, ensuring a personalised learning approach. You’ll learn through lectures, practical classes, tutorials, seminars and supervised research projects. We make extensive use of IT and a wide range of materials is available to enable you to study at your own pace and to enhance and extend on the material taught formally. Besides access to online materials, the Virtual Learning Environment offers continued peer and tutor support.

Assessment

Assessment for all four modules is through written assignments, submitted approximately six weeks after the end of the module.

Career opportunities

This programme is one of the steps in the process to become a GP trainer with Health Education Yorkshire and the Humber. Many successful local educators have completed this programme.

Graduates of this programme have become GP trainers, vocational training programme directors and gone on to work in Health Education Yorkshire and Humber, in roles such as Locality Lead for GP Education and GP School Lead for Trainer Quality Management.




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Set yourself apart from the crowd by offering employers the complete package in terms of professional and academic accounting qualifications. Read more
Set yourself apart from the crowd by offering employers the complete package in terms of professional and academic accounting qualifications. This course is for aspiring professionals who want to progress towards completion of the ACCA professional accountancy qualification and gain a masters degree.

In order to study via this route, you must have passed or been granted exemption from ACCA papers F1 to F9. You will need to complete your core professional papers and a dissertation in order to be awarded the MSc Accounting.

You will also be able to study for your two optional professional ACCA papers in semester two if you wish to complete your ACCA exams. It is your choice whether you take on these additional papers ? you can decide when you receive your semester one results. There is an additional charge for these papers and a discounted rate is available to our students.

- Research Excellence Framework 2014: twice as many of our staff - 220 - were entered into the research assessment for 2014 compared to the number entered in 2008

Note: If you are a fully qualified accountant you could complete this course in one year if you choose the part-time route.

Visit the website http://courses.leedsbeckett.ac.uk/accounting_msc

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

The ACCA qualification is a globally recognised chartered accountancy qualification. Add a masters degree, and accounting and finance job opportunities really start to open up. We have a number of connections with the financial services sector, including significant links with companies such as KPMG and the Yorkshire Bank. If you wish to pursue a career in education this course provides an ideal platform for further study at PhD level.

- Accountant
- Stockbroker
- Credit Policy and Assurance Manager

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course benefits

The course develops and enhances the technical, professional and academic skills required to enable you to operate effectively in the increasingly complex and challenging financial environment.

You will gain increased knowledge of financial accounting, investment and management accounting. A key element of this course is a focus on the increasingly global nature of accounting and the financial services profession. You will have the option to attend a two week study block, with online support available to guide you. This offers greater flexibility so you can study at your own pace. Taught by professionally qualified accountants with significant experience of working in industry as accountants, auditors and tax advisers, this course receives positive feedback from students who highlight the professionalism, commitment and support offered by tutors.

We also have a number of connections with the financial services sector, including significant links with companies such as KPMG and the Yorkshire Bank.

At Leeds Business School we're dedicated to supporting your professional development - that's why we offer a guest lecture programme. Past speakers include the CEO of the London Stock Exchange, Shadow Chief Secretary to the Treasury, past Chair and President of the Academy of Marketing, Chief Executive of the British Bankers Association, the Chief Economist of Yorkshire Bank and the Editor of Cosmopolitan. To see our full programme and to register for a lecture visit http://www.leedsmet.ac.uk/guestspeakers.

Professor Christopher Prince
Dean and Pro Vice Chancellor of the Faculty of Business and Law

"We are proud of the success of our national and international graduates."

With over 20 years' experience of designing and delivering in-company education and training for private and public sector organisations in the UK and overseas, Professor Prince speaks at world-wide conferences on corporate education, his area of business expertise. In addition to his academic role within our University he also acts as an advisor to a number of leading blue-chip companies on management and organisational development. Professor Prince has also served as a member of the UK's Association of Business Schools' Executive, and as the Chair of the Management, Organisation and Community Development Steering Committee. He is a former Deputy Editor of the Journal of Strategic Change, and has served as a member of the Advisory Board of the Annual Conference of Management and Executive Development in the USA.

Facilities

- Library
Our libraries are two of the only university libraries in the UK open 24/7 every day of the year. However you like to study, the libraries have got you covered with group study, silent study, extensive e-learning resources and PC suites.

- The Rose Bowl
The Rose Bowl has impressive teaching spaces, auditoriums, conference facilities and an outstanding local reputation as a business hub. The Rose Bowl puts our students at the centre of a dynamic business community.

- Gym and Sports Facilities
Keeping fit is easy at Leeds Beckett - our fitness suites are easy to get to, kitted out with all the latest technology and available to all sports members.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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