Do you want to share your passion for foreign languages by teaching French or Spanish? If so, our PGCE Secondary Modern Foreign Languages (MFL) is the course for you. We also support German if you have an A Level in French or Spanish (and could therefore offer these as a second language).
By teaching languages you’ll introduce your pupils to other cultures they may not have experienced before as well as improving their language skills. In an increasingly global jobs market, people who have abilities in foreign languages are in demand, so your ability to inspire a love of language in pupils will also provide them with the skills they need have every opportunity to succeed in the future.
Assignments and school-centred activities are structured around the development of your School Experience Progress Journal (SEPJ) which demonstrates your progress against the nationally agreed competences (the Teachers’ Standards), which all teachers must meet throughout their career. A system of continuous review and assessment of progress in the SEPJ will support your growing ability to take responsibility for your own development.
In addition to the above, for entry onto a teaching course you will also be required to pass the Skills Tests in Literacy and Numeracy.
Pre-Interview School Experience
For secondary teacher training there is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.
As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge of languages and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.
Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the Standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Standards is verified by mentors..
All applications need to be made via the UCAS Teacher Training website.
Course code: 338H
We work in close partnership with schools in designing, delivering and assessing our course. You will have the opportunity to work with tutors who are actively engaged in research as well as expert classroom practitioners.
Our PGCE MFL course offers four language
Our course emphasises learning through critical reflection on theory, practice and research. We maintain close links with partnership schools and colleagues. A unique feature of the course is the Erasmus opportunity to spend time teaching in the country of your second language in the summer term. We encourage ongoing development of subject knowledge through peer support and our e-learning platform designed in conjunction with colleagues from the King’s Modern Language Centre to develop your linguistic competence and pedagogical awareness. Our course is delivered by tutors who have extensive teaching experience and are actively involved in research of international quality.
University based: You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of educational issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are cross-curricular research tasks and assignments.
School based: For 24 of the 37 weeks the training takes place in schools, mainly in two complementary secondary schools but a short primary school experience. This introduces you to recognising key constituents of good teaching, helps develop your own teaching skills and gain an understanding of how schools work and how children learn. Some trainees undertake part of their teaching practice in France, Spain or Germany, funded by the Erasmus programme.
You can typically expect:
*This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.
**Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary.
The types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement.
The study time and assessment methods detailed above are typical and give you a good indication of what to expect.
The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.
For MFL students, there is the option of spending four weeks of the overall school experience in a placement abroad teaching in their chosen language.
We currently offer placements for speakers of French (teaching in French-speaking Belgium) and Spanish (teaching in Tenerife).
A typical pattern of school experience would be:
Autumn term - Eight weeks paired school experience (school A)
Spring term - Four weeks school experience abroad plus a two week enhanced placement focusing on the teaching of English
Summer term - Ten week school experience (school B)
Students will teach their foreign language for a minimum of one hour per week in school B.
Over the past few years, we’ve redeveloped both of our campuses so that you have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students.
At Bognor Regis campus there is an integrated approach to the provision of learning resources and support. We offer a substantial collection of books, journals and other materials to help you further your research.
A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas. We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time.
Our award winning Learning Resource Centre is at the heart of the campus. It hosts a modern library service with areas for quiet and silent study on both floors.
Also situated in the LRC is the Support and Information Zone, Costa Coffee and over 80 open access work stations. An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans.
The course is assessed through observation during teaching placements and written assignments. To gain a Postgraduate Certificate in Education (PGCE) students need to complete three 4,000 word assignments at FHEQ level 7 (Masters), and two blocks of School Experience.
Do you have a passion for educating children, supporting their academic and personal growth at a key stage in their development? Is your aim to become a reflective, critical and enquiring primary school teacher? Then our PGCE Primary and Early Years course is for you.
Our aim is to help you become a committed, confident and creative teacher so we’ll train you in the essential tools you need to kick-start your career in education. You’ll increase your ability to handle the ever-evolving teaching environment, and by the time your course is complete, you’ll be in a position to continue developing your understanding, knowledge and skills throughout your professional life.
Applicants will have (or expect to achieve before enrolment) a Bachelor's Honours degree, at upper Second Class level or above from a UK higher education institution or a recognised equivalent in a subject that provides the necessary foundation for work as a primary teacher. Trainees expecting to take a specialist module in a core subject, Modern Foreign Languages (MFL) or Early Years must have an appropriate degree or be able to demonstrate equivalent understanding and experience.
GCSE at grade C or above (or its equivalent) in English, mathematics and a science subject is also necessary at the point of application. For entry onto a teaching course you will also be required to pass the Skills Tests in Literacy and Numeracy.
It is essential for applicants to have spent time in British state primary schools and have some familiarity with the current National Curriculum before submitting an application.
Applicants must also meet The National College for Teaching and Leadership requirements for Initial Teacher Training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).
All applications need to be made via the UCAS Teacher Training website.
3-7 age phase: X110
5-11 age phase: 338B
This full-time PGCE (Secondary) programme is available in conjunction with any of the following teaching subjects: Art and Design; Biology; Chemistry; Design and Technology; Drama; English; Media with English; Mathematics; Modern Languages and Physics.
This programme aims to develop all the skills, knowledge and understanding you’ll need to become a responsible and effective secondary school teacher in your chosen subject. Find out about the programmes:
We have a strong and longstanding partnership with a range of schools in London and south-east England and work closely with them to plan and implement our PGCE (Secondary) programmes.
In 2015, 98% of students who were recommended for QTS with Goldsmiths were employed in schools. This figure is higher than the national average.
Our recent Ofsted inspection found that:
Schools and NQTs testify that the course provides trainees with a solid pedagogical understanding of teaching in their subject area. They rightly believe this is due to an effective balance between practice and pedagogy. School Direct trainees are able to attend the same academic sessions at the university as trainees on the traditional PGCE courses.
All trainees feel these sessions equip them with a range of teaching strategies. They comment that they are encouraged to develop their reflective skills and this further enhances the quality of their teaching over time.
It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.
As well as your your PGCE fees, you will have to cover your travel costs to your school placements.
We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.
The first four weeks of the Autumn Term are usually College-based, although you may begin regular visits to your first teaching experience school from the fourth week onwards.
In College, you spend most of your time in a subject group with your subject tutor, who has overall responsibility for your professional development. These sessions introduce you to the basic principles and approaches to teaching and learning in your subject.
There is also a block lecture programme, General Professional Studies (GPS), which explores issues common to all teachers. Within GPS you have an opportunity to study an option in more depth.
From around the fifth or sixth week until the end of the term, you are based for four days a week in a school, working largely within your specialist subject department.
Your school-based tutor is responsible for a programme in school that enables you to relate what you have learned in College to the context of the particular school, and to gradually build up your confidence and expertise in teaching.
Throughout the term, you continue to come into College on Fridays to work with your subject tutor and group to reflect on your experience in school and develop particular areas of expertise.
Spring and Summer terms
The first two weeks of the Spring Term are usually based in College, where you build on the experiences of the Autumn Term to develop your expertise further so that you will be ready to undertake an extended block of teaching.
From around the third week of term until the spring half-term holiday, you spend four days a week in your second school, coming into College on Fridays to reflect on your experiences and develop your expertise with your subject tutor and fellow students. Between the spring and summer half-term holidays you are based full-time in the school.
In effect you work as a full member of a school team, with responsibility for all aspects of planning, teaching and assessing the learning of a number of classes. During this period, you have the opportunity to investigate in greater depth one of the areas introduced in the Autumn Term lecture programme, and to relate it to the specific context of the school in which you are based.
The three or four weeks at the end of the Summer Term are used flexibly for both school and College activities to ensure that all aspects of your professional development have been addressed.
A range of teaching methods are employed across the PGCE programmes, including:
As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.