Based on A True Story: Writing scripts inspired by real events drafted draft
Program start date | Application deadline |
2023-09-18 | - |
2023-05-02 | - |
2023-09-26 | 2023-07-17 |
2024-01-16 | - |
Program Overview
Course overview
Through a series of lectures and in-class workshops, this live online 10-week course will provide you with the tools to develop a 'based on a true story' script for a feature film or a multi-part television series. Our skilled and knowledgeable tutor, Ellin Stein, has a wealth of experience to share with you.
It was a fantastic group of people and the zoom element meant it could be open to all! The course was so well structured and the pacing was perfect. Ellin is very thorough and great at explaining topics. I really felt as though I learnt so much!
Cydney, Spring 2023
This course is for anyone currently writing a film or television script based on real events, or anyone thinking about starting one and exploring scriptwriting, however previous scriptwriting experience is not required.
Through a staged development process, you'll explore techniques for representing the 'truth' of a true story while at the same time creating compelling drama. You'll learn about basic story structure, identify your main plot points, and create a detailed step outline that will give you a scene-by-scene map of the story. You'll learn how to work with images and dialogue and the basics of script formatting. Finally, you'll discuss the next steps in terms of getting your script made.
By the end of the course, you'll have a document that you can further develop into a finished 'based on a true story' script, and a knowledge of how to move forward.
You'll develop your script editing skills through the practice of giving constructive feedback to fellow participants and in turn receive feedback on your own work in guided sessions.
Course structure
Learning outcomes
By the end of this course, you'll:
You’ll receive a digital certificate of completion if you attend 80% of the course.
Program Outline
Course content
Year 1
Year 2
Year 3
Year 4
Understanding Education in the 21st Century
This class is designed to be stimulating with a key aim of introducing Education as a discipline; one that goes beyond schools and children.
For example, you consider adults’ learning and begin to explore the different contexts in which Education is situated. Furthermore, you'll examine Education from different perspectives including: history; politics; philosophy; psychology and sociology.
By undertaking this class , you're able to discuss relevant topics and ideas; explain why the idea of the curriculum is a difficult one; develop their skills in managing their own learning; develop their skills in working effectively in group and class situations and show that they are beginning to read and write critically. This class provides a good introduction to the study of Education that will support students in their potential future roles, whether that is as a teacher, parent, community educator, lawyer, psychologist, journalist, civil servant or human resources manager.
Placement & Curriculum
Placement learning is one of the most powerful learning experiences for you on initial teacher education programmes at the University of Strathclyde. The seventy-hour first year placement allows you to work with children 0 – 14 years in a setting out-with a mainstream primary classroom. This class allows for real diversity and student choice in selecting a placement. In the past students have worked in prisons, with families, in community projects and in a whole range of settings that have helped them understand more about the development of children.
The on-campus programme for this class offers students from across disciplines the opportunity to work together to learn about children and the communities in which they live; children's health and wellbeing; child protection; children's voice; children's play and play places. The notion that the health and wellbeing of children and young people is central to the advancement of society is a seminal theme in this class .
Children’s Language, Literature & Literacy
In this class we introduce you to the key knowledge and key understandings that you will need to become a successful teacher of language, literacy and literature in the primary school. It will help you to understand the role of the teacher of language in three ways:
The class is taught by means of lectures and tutorials. You will be expected to attend all of these, to read in order to extend your thinking and to take part in study groups.
You will be asked to complete a number of tasks in school to help consolidate your understanding of the complexities of teaching language, literature and literacy.
Learners & Learning
This class is designed to provide students taking the BA Hons Education degree with an essential understanding of human learning processes and the needs of learners.
Learning involves fundamental psychological processes, such as cognitive, emotional, interpersonal and linguistic processes. Learning starts before birth and is continuous as learners develop and experience the world. Contextual influences also impact on learners, learning processes, and learning outcomes. In any educational setting, it's essential that fundamental human learning processes are understood and supported, and that learners can grow in conceptual understanding and experience emotional wellbeing.
This module will examine the processes involved in human learning, individual learners’ needs, and contextual influences upon learners and learning.
The following key themes will build the class content:
Year 2 Pedagogy Placement
You'll look at developing rationales for planning and sequence planning format. You'll also be expected to relate your learning to Curriculum for Excellence and to discuss the issues arising from each lecture.
Lectures and tutorials will involve preparing reading, undertaking independent and collaborative study and leading tutorial discussions and activities. You'll be expected to work both independently and collaboratively with peers. Comments and questions in addition to dialogue will be encouraged during tutorial sessions.
This class will encourage you to self-regulate your learning. This is an active process where knowledge about topics is researched by individuals or in groups. You'll monitor and self regulate your ability to use this knowledge. The class views learning as a proactive activity rather than something that happens in response to teaching by the tutor.
In addition to the overarching theme of effective learning and teaching, the following key themes will build the class content:
Mathematics in the Primary School
This class will provide opportunities for student teachers to consider how children learn about mathematics and numeracy as well as helping student teachers to develop their own understanding of key mathematical processes.
You'll explore a variety of approaches to teaching and learning in mathematics and numeracy, and consider the implications of these approaches for classroom practice. You'll consider how to develop children’s skills in numeracy and mathematics and will study the progression of specific aspects as described in Curriculum for Excellence mathematics outcomes. You'll identify and make effective use of appropriate selected contexts and resources to stimulate children’s interest in, and enthusiasm for, mathematics.
Furthermore, student teachers will use their school placement experience as a context through which to further develop their knowledge and skills, and to consolidate their understanding of curriculum content and teaching methodologies, in mathematics and numeracy in the primary school.
Interdisciplinary Learning
A wide range of interdisciplinary classes are offered in Year 2 and students can choose to continue with either their Year 1 subject or an IDL. Course options include: Learning for Sustainability, Child Protection, Exploring Moral Ethical Issues, Digital Learning, and Creative Contexts for Music.
Social Research Methods
The purpose of this module is to provide students with a solid grounding in current approaches to designing and conducting social research. Before embarking on a chosen area of study for the dissertation project in fourth year, it is important that an understanding of the common techniques of academic inquiry and practitioner research is developed. This module will enable student teachers to conceptualise and design a worthwhile and achievable project, and to develop and support their understanding and application of research methods, with consideration for ethical issues. The acquisition of these skills will enhance their ability to employ methodologies appropriate to their research needs in fourth year, and as a teacher in the years beyond.
Religious and Moral Education and Health & Wellbeing
This module is positioned to build on key concepts and issues that underpin and develop thinking in relation to both Religious and Moral Education and Health and Wellbeing. Issues such as relationships, resilience, emotional literacy, grief and loss education, multicultural education, critical and 'philosophical' thinking, exploring morality, and Education for Sustainability, all of which are important in the development of beliefs, values, and attitudes in a world in which our children and young people inhabit, will be explored. This module is designed to support student practitioners in providing a specific focus on health education and promoting the mental and emotional wellbeing of children.
Science and Technology in the Primary School
The module covers five main topics within the computing, science and technologies sphere and is designed to give students the knowledge, confidence and skills to become an effective teacher in these areas. The five curricular areas are:
The rationale for the module comes from several government policy and research documents which emphasise the need for a coherent plan or strategy in these areas in order to provide our children and society with the requisite skills to flourish in a modern and technological world. This module will not involve the teaching of mathematics as this is covered elsewhere in the degree, but aspects of these curricular areas relating to numeracy will be explored where appropriate.
Teaching Social Studies Creatively
The purpose of this module is to help students gain an understanding of how social subjects can be taught in a creative fashion. Social Studies includes topics related to the past, modern day, environmental concerns and location. In Scottish primary schools the following terms are used to organise the Social Studies curriculum:
As well as focusing on these topics, the purpose of the module is to incorporate Learning for Sustainability into teaching practice. Learning for Sustainability (LfS) is concerned with knowing and understanding our world and about equipping children and young people with the values, knowledge, attitudes, capabilities, and skills that will enable them to contribute effectively to the common good. To replicate the school and early learning and childcare settings experience, we focus on global citizenship, outdoor learning, children’s rights, sustainable development education, international education and education for heritage.
Language Learning and Teaching in the Primary School
The aim of this module is to help students develop an understanding of language learning and teaching, and the ways in which language knowledge, attitudes and skills are developed in practice. This module will look at the wider national and international policy contexts, including the pluralistic and pluriliteracies approaches to learning. Issues such as social justice, inclusion, English as an Additional Language (EAL), language immersion, and interdisciplinary approaches such as Content and Language Integrated Learning (CLIL), will be explored.
This module aims to raise awareness of cultural diversity in a multilingual classroom, to equip student teachers with the core skills required for the teaching and learning of languages, and to develop their confidence so that language learning can be embedded within and across the curriculum.
Year 3 Pedagogy & Placement Learning
This module builds on students’ existing knowledge and understanding of the important elements of effective learning and teaching. Students will be encouraged to work both independently and in collaboration with others. The programme focuses on enabling students:
Year 4
Student choice is key to the 4th year experience. In this year of the programme, you’ll undertake core Education classes, while developing an area of professional expertise through your Professional Specialisation option. You’ll have a choice of dissertation topic and will be able to select one option to allow you to study one aspect of the profession in greater depth. For your final school placement, you’ll be able to choose the stage at which you are placed. Your choices should be based on your personal and professional development needs:
My main highlight from the course has definitely been the placements I have embarked on. Each year you feel yourself growing in strength and actually envisaging yourself as a teacher.
Leah Monk Leah's experience of Primary EducationLearning & teaching
Alongside traditional lectures and tutorials, our learning methods include:
Professional development is an important aspect of the work of all teachers in Scotland. Our students have many opportunities to participate in Continuing Professional Development (CPD) beyond their core classes and have the opportunity to develop and lead their own CPD projects.
Education students currently work with educators across the course, across Scotland, across the UK and across the globe to provide the very best CPD for their peers. This culture of student-led professional development for education students has been described as ‘sector leading’ by our external stakeholders.
Guest lectures
Students have lectures every year from members of the education community who share information on schools, education policy and new and innovative practice in education.
Assessment
Our assessment methods include:
Formal assessment is mainly by written submission or practical work. There are four exams across the four years of the course.
Careers
Most of our graduates go on to work as primary school teachers, working for the social and personal development of their pupils. A primary school teacher develops, plans, implements and evaluates teaching programmes in all areas of the curriculum. The role also involves working with parents and fellow professionals within and outwith the school.
Many graduates from Strathclyde also enjoy the benefits of the Teacher Induction Scheme, which provides the offer of a one-year post in a local authority school to all Scottish students who have paid Home fees. The GTCS, in partnership with the Scottish Government, is responsible for the administration of the scheme. More information on the TIS can be found on the GTCS website.
Teachers who work in Scotland are required to register with the General Teaching Council for Scotland (GTCS).
With experience, teachers in Scotland can apply for posts as Principal Teacher, Deputy Head or Head Teacher. A number of graduates will become lecturers on initial teacher education courses, HM Inspectors or take on other development roles at Education Scotland or with the General Teaching Council for Scotland. While the course is directed mainly to the Scottish education system, the qualification is widely recognised in the rest of the UK, Ireland and in schools across the globe.
Chat to a student ambassador
If you want to know more about what it’s like to be a Humanities & Social Sciences student at the University of Strathclyde, a selection of our current students are here to help!
Our Unibuddy ambassadors can answer all the questions you might have about courses and studying at Strathclyde, along with offering insight into their experiences of life in Glasgow and Scotland.
Chat to a student ambassador
Having started my career as a student at Strathclyde, I have done a full 360° by returning here to work. What drew me to the University then is what still attracts me now – an ambitious vision and a sense of dedication to improving society. I’m a true Strathclyder at heart!
Angela de BritosTeaching Fellow in Primary Education Find out more about Angela's Strathlife
Goldsmiths, University of London
Overview:
Goldsmiths, University of London is a public research university located in South East London. It is known for its progressive teaching and world-leading research, particularly in the arts, humanities, and social sciences. The university prides itself on fostering a space for self-discovery and offers a single-site campus experience.
Services Offered:
Student Support:
Goldsmiths provides a range of support services for students, including a library, IT support, and a dedicated Graduate School for postgraduate research students.Learning Resources:
The university offers access to the Learn.gold virtual learning environment (VLE) and the Teaching and Learning Innovation Centre (TALIC).Campus Life:
Goldsmiths offers a vibrant campus experience with accommodation options, campus tours, and opportunities to connect with students through the Unibuddy platform.Student Life and Campus Experience:
Goldsmiths offers a unique campus experience in the heart of South East London. Students can explore the campus through virtual tours and learn about the local area through area guides. The university also hosts a variety of events and activities throughout the year.
Key Reasons to Study There:
Progressive Teaching:
Goldsmiths is known for its innovative and forward-thinking teaching methods.World-Leading Research:
The university boasts a strong research reputation, particularly in the arts, humanities, and social sciences.Vibrant Campus Community:
Goldsmiths fosters a diverse and inclusive campus community with a strong sense of belonging.Career Success:
A high percentage of Goldsmiths graduates move on to highly-skilled work after their studies.Academic Programs:
Goldsmiths offers a wide range of undergraduate and postgraduate programs across various disciplines, including:
Arts:
Fine Art, Design, Music, Theatre, Film, and MediaHumanities:
English, History, Philosophy, Languages, and LiteratureSocial Sciences:
Sociology, Psychology, Politics, and EconomicsComputing:
Computer Science, Digital Media, and Information TechnologyOther:
Entry requirements
Required subjects are shown in brackets.
Highers |
Standard entry requirements*:
1st sitting: AAAB2nd sitting: AAAAB(Higher English B, and Maths/ Applications of Mathematics National 5 B, or equivalent). **In addition to Higher English, at least one Higher should come from the following list below. Minimum entry requirements*** :
1st sitting: AABB2nd sitting: AAABB(including English B and Maths/ Applications of Mathematics National 5 B) |
---|---|
A Levels |
ABB-BBB (GCSE English language 6/B and English literature 6/B, GCSE maths 6/B) |
International Baccalaureate |
36 (Maths SL5) |
HNC |
Early Education & Childcare/Childhood Practice:
Year 1 entry: A in Graded Unit, plus two Highers at B (including English) and Mathematics National 5 B, or equivalentSocial Sciences:
Year 1 entry: A in Graded Unit; two Highers at B (including English); Mathematics National 5 B, or equivalentOther HNC or HND qualifications will be considered in accordance with the strength of the overall application. |
International students |
View the entry requirements for your country. |
Deferred Entry |
Not normally accepted |
Additional Information
Students are required to register with the Scottish Government’s Protecting Vulnerable Groups scheme (PVG)
**Higher subject list
Foundation Apprenticeship: Social Services Children and Young People (award is equivalent to a Higher at B grade)
*Standard entry requirements
Offers are made in accordance with specified entry requirements although admission to undergraduate programmes is considered on a competitive basis and entry requirements stated are normally the minimum level required for entry.
Whilst offers are made primarily on the basis of an applicant meeting or exceeding the stated entry criteria, admission to the University is granted on the basis of merit, and the potential to succeed. As such, a range of information is considered in determining suitability.
In exceptional cases, where an applicant does not meet the competitive entry standard, evidence may be sought in the personal statement or reference to account for performance which was affected by exceptional circumstances, and which in the view of the judgement of the selector would give confidence that the applicant is capable of completing the programme of study successfully.
***Minimum entry requirements
Find out if you can benefit from this type of offer.
Our Primary Education degree has been rightly recognised for the input of its talented faculty, popularity with students as well as its ability to create practitioners that are expert in reflective practice, professional enquiry, affordance learning and pedagogical knowledge. It sits at the cutting edge of teaching innovation and may be considered sector-leading in its approach.
Robert CollinsProgramme Leader, BA Primary Education
Widening access
We want to increase opportunities for people from every background. Strathclyde selects our students based on merit, potential and the ability to benefit from the education we offer. We look for more than just your grades. We consider the circumstances of your education and will make lower offers to certain applicants as a result.
Find out if you can benefit from this type of offer.
Degree preparation course for international students
We offer international students (non-EU/UK) who do not meet the academic entry requirements for an undergraduate degree at Strathclyde the option of completing an Undergraduate Foundation year programme at the University of Strathclyde International Study Centre.
Upon successful completion, you'll be able to progress to this degree course at the University of Strathclyde.
International students
We've a thriving international community with students coming here to study from over 100 countries across the world. Find out all you need to know about studying in Glasgow at Strathclyde and hear from students about their experiences.
Visit our international students' section