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Masters Degrees (Teaching Children)

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Immerse yourself in exploring professional and practical approaches to children’s illustration as well as engaging in the academic study of children's literature, to gain an in-depth understanding of the relationships between image, text, readers and context in the world of children’s literature. Read more

Immerse yourself in exploring professional and practical approaches to children’s illustration as well as engaging in the academic study of children's literature, to gain an in-depth understanding of the relationships between image, text, readers and context in the world of children’s literature.

Developed and taught by leading teaching staff including children’s authors, this degree draws on both professional and critical perspectives from art and education, cultural studies, design and sociology to deliver a comprehensive and interdisciplinary approach to the subject.

Guidance from tutors and a choice of modules and assignments will enable you to develop personal projects, culminating in a practice-based dissertation. At the end of the programme you will have the opportunity to exhibit your work.

Illustration skills

Throughout the programme you will develop and refine your practical illustration skills and ideas, working within short and longer project formats. These projects focus on materials and their combination, colour, tone, creating atmosphere, addressing the reader and the relation of illustration to text. You will have the opportunity to work in collaboration with students on the MA in Children’s Literature. This is an opportunity to develop and refine your work and ideas within the project format.

The sociopolitical context of children’s illustration

This degree not only develops your practical skills, but also challenges you to question the context in which children’s books are produced and interpreted, and how they can challenge or reinforce dominant ideologies. You will interrogate the power relations that determine what is published, distributed and selected to be read by children in schools.

Understanding the publishing landscape

You will gain knowledge and insight into the professional world of children’s publishing through exposure to professional networks such as the Association of Illustrators, guest lectures from established illustrators, studio visits, and a bespoke module in Children’s Publishing. This module develops an in-depth understanding of the children’s publishing landscape and your skills in self-publishing and establishing dialogue with designers, editors and agents.

Modules & structure

The core modules of this degree cover both the theoretical and the practical aspects of illustrating for children’s literature, with a module dedicated to learning the skills needed to successfully navigate the world of children’s publishing as a freelance illustrator.

Core modules

The core modules you will study are:

  • Children’s Literature and Cultural Diversity (30 credits)
  • Children’s Book Illustration Practice (30 credits)
  • Children’s Publishing (30 credits)
  • Children’s Book Illustration Final Project – portfolio and reflective essay (60 credits)

Option modules

In addition to the core modules, you will also have the opportunity to tailor your studies to your personal interests by choosing a 30 credit option module from the Department of Educational Studies, such as:

  • Children’s Literature in Action
  • Race, Culture and Education
  • Early Childhood Education for a Diverse Society
  • Revisiting Practice

Skills & careers

As a graduate of the MA in Children’s Literature: Children’s Illustration you will have the skills and knowledge to succeed as a freelance children’s illustrator. In addition to honing your understanding and practice of children’s illustration, this degree will provide you with the professional skills to enter the industry with confidence.

Throughout the course you will benefit from the expertise and networks of renowned practitioners. The Children’s Publishing module will develop your knowledge of the sector and your professional skills, while the degree show and visits to London book fairs to meet publishers and agents will provide you with a platform to build professional relationships in the industry. You will also benefit from Goldsmiths’ networks with other institutions such as the Association of Illustrators.



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Immerse yourself in exploring professional and practical approaches to children’s illustration as well as engaging in the academic study of children's literature, to gain an in-depth understanding of the relationships between image, text, readers and context in the world of children’s literature. Read more

Immerse yourself in exploring professional and practical approaches to children’s illustration as well as engaging in the academic study of children's literature, to gain an in-depth understanding of the relationships between image, text, readers and context in the world of children’s literature.

Developed and taught by leading teaching staff including children’s authors, this degree draws on both professional and critical perspectives from art and education, cultural studies, design and sociology to deliver a comprehensive and interdisciplinary approach to the subject.

Guidance from tutors and a choice of modules and assignments will enable you to develop personal projects, culminating in a practice-based dissertation. At the end of the programme you will have the opportunity to exhibit your work.

Illustration skills

Throughout the programme you will develop and refine your practical illustration skills and ideas, working within short and longer project formats. These projects focus on materials and their combination, colour, tone, creating atmosphere, addressing the reader and the relation of illustration to text. You will have the opportunity to work in collaboration with students on the MA in Children’s Literature. This is an opportunity to develop and refine your work and ideas within the project format.

The sociopolitical context of children’s illustration

This degree not only develops your practical skills, but also challenges you to question the context in which children’s books are produced and interpreted, and how they can challenge or reinforce dominant ideologies. You will interrogate the power relations that determine what is published, distributed and selected to be read by children in schools.

Understanding the publishing landscape

You will gain knowledge and insight into the professional world of children’s publishing through exposure to professional networks such as the Association of Illustrators, guest lectures from established illustrators, studio visits, and a bespoke module in Children’s Publishing. This module develops an in-depth understanding of the children’s publishing landscape and your skills in self-publishing and establishing dialogue with designers, editors and agents.

Modules & structure

The core modules of this degree cover both the theoretical and the practical aspects of illustrating for children’s literature, with a module dedicated to learning the skills needed to successfully navigate the world of children’s publishing as a freelance illustrator.

Core modules

The core modules you will study are:

  • Children’s Literature and Cultural Diversity (30 credits)
  • Children’s Book Illustration Practice (30 credits)
  • Children’s Publishing (30 credits)
  • Children’s Book Illustration Final Project – portfolio and reflective essay (60 credits)

Option modules

In addition to the core modules, you will also have the opportunity to tailor your studies to your personal interests by choosing a 30 credit option module from the Department of Educational Studies, such as:

  • Children’s Literature in Action
  • Race, Culture and Education
  • Early Childhood Education for a Diverse Society
  • Revisiting Practice

Skills & careers

As a graduate of the MA in Children’s Literature: Children’s Illustration you will have the skills and knowledge to succeed as a freelance children’s illustrator. In addition to honing your understanding and practice of children’s illustration, this degree will provide you with the professional skills to enter the industry with confidence.

Throughout the course you will benefit from the expertise and networks of renowned practitioners. The Children’s Publishing module will develop your knowledge of the sector and your professional skills, while the degree show and visits to London book fairs to meet publishers and agents will provide you with a platform to build professional relationships in the industry. You will also benefit from Goldsmiths’ networks with other institutions such as the Association of Illustrators.



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Why study at Roehampton. This MA is taught by children’s literature specialists from the award-winning National Centre for Research in Children’s Literature. Read more

Why study at Roehampton

  • This MA is taught by children’s literature specialists from the award-winning National Centre for Research in Children’s Literature.
  • A Creative Writing Pathway allows you to study writing for a child audience from a practitioner’s perspective.
  • We provide a supportive online learning environment, within a flexible study format.
  • Roehampton is ranked in the top three in London and top 20 in the UK for English and Creative Writing (Guardian University Guide 2016).

Course summary

This unique course allows you to study children’s literature in a flexible, part-time format. You’ll engage with staff working in the UK’s leading centre in the field and explore a range of landmark texts for young people, from fairy tales and picturebooks to classics and graphic novels.

This programme invites you to explore the exciting and varied world of children’s literature, and to examine how texts aimed at young people convey and challenge ideas about childhood. You will be taught by a team of staff with international reputations and expertise in areas such as philosophy, popular fiction, adolescence, critical theory, landscape, and memory. 

As a distance learner you will have access to specialist services, and a wide range of e-books and digitised items from the Children’s Literature Collection at the University Library which contains 3,000 critical, theoretical, bibliographical and reference works and approximately 40 specialist children's literature journals. 

As a Children’s Literature student, you will become a member of the National Centre for Research in Children’s Literature (NCRCL), regarded as the premier institution for children’s literature research in Britain. The NCRCL has close links with organisations that work to further the study and teaching of children's literature, including The International Board on Books for Young People (IBBY), Seven Stories (The National Centre for Children’s Books), and Booktrust. The University is also the exclusive Creative Partner of Barnes Children’s Literature Festival, London’s largest event dedicated to children’s writing. You can stay up-to-date with the NCRCL by following their blog.

Content

This programme asks you to think about children’s literature in new ways. In your first year you will be introduced to essential critical approaches, from feminist theory, psychoanalysis, and reader-response criticism, to new ideas about the child, power and ethics. Using these tools, you’ll study fairy tales such as 'Snow White' and 'Puss in Boots,' classic children’s literature including Kenneth Graham’s The Wind in the Willows and Judith Kerr’s landmark picturebook The Tiger Who Came to Tea, and the contemporary innovations of authors like Melvin Burgess, Shaun Tan and Jackie Kay. 

In optional modules you can study the history of British children’s literature from its origins to the present day, as well as texts in translation, and visual and verse forms. Throughout the course you will gain knowledge of literary works produced for children, and the social, cultural and historical contexts of their production. The eclectic and rigorous nature of the programme allows you to contribute original work from a variety of perspectives, particularly in the extended critical Dissertation. The creative writing modules, ‘Writing for a Child Audience’ and ‘Creative Dissertation’ represent exciting additions to the programme, recognising the fact that many of our students have ambitions to write for children. 

The Distance Learning MA is taught through a mixture of independent study, tutor feedback, and peer support. Most modules on offer include a course pack, with digital materials and links to an online learning environment. You will work through the materials, undertake learning activities, and discuss ideas with other students through online discussion boards and online seminars. At the end of each module, you will complete a piece of coursework, usually an essay, to demonstrate your understanding of the subject.

Modules

Here is some of the varied range of modules we currently offer:

  • Critical and Theoretical Perspectives
  • Visual Texts
  • Origins and Development of Children's Literature
  • British Children's Literature 1900-1960
  • British Children's Literature 1960-2000
  • Writing for a Child Audience
  • Research Methods 
  • Dissertation
  • Creative Dissertation
  • Poetry Written for Children

Career options

Possible careers include teaching and librarianship, children’s publishing and arts management.

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Children's nurses care for children and young people from birth to 18 years old in hospital and in the community. Children and young people can present with a range of conditions, from birth defects, accidents and injuries, to life-limiting or critical illnesses or which can result in the death of a child. Read more
Children's nurses care for children and young people from birth to 18 years old in hospital and in the community. Children and young people can present with a range of conditions, from birth defects, accidents and injuries, to life-limiting or critical illnesses or which can result in the death of a child. Children's nurses work in partnership with the child/young person, their parents and carers, involving them in the planning and delivery of their child's care and treatment. Children's nurses, in collaboration with other professionals, strive to promote health in children and young people to ensure they enter into adulthood in good health.

This innovative and intensive two-year course aimed at students with an existing degree (2:2 or above) will equip you with the knowledge and skills to assess and manage the nursing care needs of children and families, including those with acute and long-term conditions. The course will also develop your abilities to consider the wider aspects influencing children's health needs, preparing you for future leadership in a changing and challenging health care system.

You'll experience a variety of clinical settings such as NHS acute Trusts, community placements, independent sector and voluntary sector organisations. You'll also have a placement within a community healthcare setting.

Practice experience is gained in several world-renowned central and outer London hospitals including:

• Evelina London Children's Hospital
• Great Ormond Street Hospital for Children NHS Foundation Trust
• Variety Children's Hospital at King's College Hospital NHS Foundation Trust
• University College London Hospitals NHS Foundation Trust

You will be allocated one of these hospitals as your host Trust during the course.

Success on this course makes you eligible to register as a children's nurse with the Nursing and Midwifery Council (NMC).

Modules

You will be taught separately from the three-year undergraduate students and will study the following:

Year 1

Improving quality, change management and leadership
Applied anatomy and physiology for children and young people
Fundamental concepts of caring for children, young people and families
Building practice skills for children’s nursing

Year 2

Enhancing practice skills for children’s nursing
Care of the critically ill child and young person
Applied pharmacology and medicine optimisation in children’s nursing
Research in health and social care

Placements

Time spent on placement
During the course you will spend 50% of your time involved in academic study and 50% in clinical practice within a broad variety of healthcare settings. A clinical practice placement allows you to put theory into practice by working with a range of health professionals in clinical situations to develop the skills, knowledge and experience required to become a competent nurse. Although sometimes initially challenging, practice learning is one of the most interesting and exciting aspects of learning to be a nurse.

Clinical Settings
LSBU is affiliated with the top teaching hospitals and Trusts in London, including Great Ormond Street Hospital (GOSH). At LSBU you will experience a variety of clinical settings such as NHS acute Trusts, community placements, independent sector and voluntary sector organisations. You will also undergo a placement within the community.

We're proud to partner with:

Great Ormond Street Hospital for Children NHS Trust
University College London Hospitals NHS Foundation Trust
Chelsea and Westminster Hospital NHS Foundation Trust
Evelina London Children's Hospital at Guy's and St Thomas' NHS Foundation Trust
Variety Children's Hospital at King's College Hospital NHS Foundation Trust
Barking, Havering and Redbridge University Hospitals NHS Trust
Barts Health NHS Trust

Structure of placements
Placements are spread over the two years:

Your initial placements are designed to introduce you to working in a professional setting and to develop essential care and basic assessment skills, infection control and learn about safeguarding vulnerable people.

You will then build on the experience gained from Year one and will begin to take on more responsibility, progressing your clinical reasoning skills and begin to look after small groups of patients making confident, proactive decisions for their health and management with less supervision.

You will also have the opportunity to choose a four week elective placement in which you can pick a speciality (e.g. working with Clinical Nurse Specialists, specialist services or independent and 3rd sector providers), or a different context of care (e.g. prison, private health care facility, social care, charity, hospice etc.), or a lived experience of a certain condition (e.g. charity work, carer shadowing, etc.) During your final year, you will require less supervision and will be responsible for a small group of patients.

Support from a mentor
Whilst in the clinical placement we ensure our nursing students receive continuous support and guidance from a dedicated mentor and practice learning teams made up of lecturers and practitioners.

Find out more about nursing placements through our student and graduate testimonials.

Facilities

Children's skills laboratories
We have two Children's skills laboratories which are set up like nursing wards. The skills labs are used by all student nurses throughout their on-campus study time at LSBU. They learn manual handling of patients, basic life support skills and skills specific to the field of nursing.

SimMan
The nursing wards have simulator mannequins; SimMan, SimBaby and SimMom. These life-size mannequins are computer controlled and can be programmed with various clinical conditions. These are operated by a computer in real-time and so respond to a students' actions. They also allow students to see the outcome of specific interventions in certain scenarios, which could make the patient better or deteriorate quite quickly.

The mannequins are used to teach students how to recognise clinical signs, and to also associate those clinical signs with the actions they are taking to care for the patient. SimMan can be male or female with fully accurate anatomy and can breathe, blink, sweat, speak and groan in pain as well as have a pulse.

Professional links

Children's nurses work in a child-centred and multi-professional team, which is reflected in the variety of people who contribute to the course. Expert speakers include service users, such as parents and charitable organisations, expert practitioners and other lead professionals in child health and children's nursing.

Career progression

All graduates are offered the opportunity to apply for employment with the NHS Trusts and hospitals where they gained experience during training when posts are available. The course has an excellent record in graduate employment, including working overseas, and covering a range of qualified nurse positions.

Successful graduates of the PgDip can top-up to an MSc in one year and will be qualified to study a range of further specialist postgraduate pathways. With additional experience, advanced practice is available at masters level with the potential to progress to doctorate studies. Find out more about professional development opportunities through our online CPPD prospectus.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

direct engagement from employers who come in to interview and talk to students
Job Shop and on-campus recruitment agencies to help your job search
mentoring and work shadowing schemes.

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This exciting new programme is ideal if you have an interest in the academic study of children’s literature, or work in education (e.g. Read more

This exciting new programme is ideal if you have an interest in the academic study of children’s literature, or work in education (e.g. as a teacher or librarian), publishing or children's media. It's also aimed at authors who want to create texts for children.

Award-winning author Michael Rosen is just one of the leading teaching staff on this programme, which is taught mainly in the Department of Educational Studies at Goldsmiths, although those pursuing the Creative Writing pathway will also study modules in the Department of English and Comparative Literature.

From classic works to contemporary texts

You will deepen your familiarity with the range and diversity of genres for children from ‘classic’ works to contemporary texts and develop detailed knowledge and critical understanding of issues and debates in the field. Studying children’s literature at Goldsmiths will also involve examining how texts for children reflect contested constructions of childhood.

Creative writing opportunities

If you are already a committed writer, although you may not have experience of writing for children/young adults, the MA in Children's Literature offers a Creative Writing pathway which is taught in partnership with the Department of English and Comparative Literature. You can select modules that will support creative writing practices and enable you to work with practising and published creative writing lecturers and education lecturers to study and explore the nature of writing for children/young adults, creating original texts in the genres of short story, novel and poetry (but not script/screen writing or picture books/graphic novels).

The sociopolitical contexts of children's literature

Goldsmiths' MA in Children’s Literature is unique in its focus on inclusive practices and social justice. We will question the sociopolitical contexts in which texts are produced and interpreted and you will be encouraged to explore how texts for children can challenge or reinforce dominant ideological constructions. We interrogate the power relations that determine what is published, distributed and selected to be read by children in schools.

You will explore the relationship between reader, writer, text and context, and consider the processes that underpin those interactions. We will also examine the inherent paradox that studying children’s literature will involve adults' writing, selecting and responding to texts that are normally intended for children.

Modules & structure

Core modules

  • Children’s Literature: Theory and Reading Practice
  • Children’s Literature and Cultural Diversity

Dissertation

  • Research Methods
  • Researching Culture, Language and Identity in Education

Optional modules

  • Children’s Literature in Action (project-based module)
  • An optional module in the Department of Educational Studies

Creative writing pathway

  • Workshop in Creative and Life Writing
  • Writing for Children/Young Adults

Assessment

Coursework, essays, project, dissertation, creative writing (optional).

Careers

Graduates will be well placed to specialise in children’s literature in a range of careers:

  • Teaching
  • Publishing
  • Children’s media
  • Writing texts for children
  • Librarianship
  • Academic study
  • Youth and community work

Skills

You will acquire a wide-ranging understanding of the field of children’s literature and the social, political cultural processes that surround it. You will also develop your critical thinking, communication and research skills.

Find out more about employability at Goldsmiths



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Why study at Roehampton. Work with internationally-renowned scholars at the NCRCL and Roehampton's Chancellor, Professor Dame Jacqueline Wilson. Read more

Why study at Roehampton

  • Work with internationally-renowned scholars at the NCRCL and Roehampton's Chancellor, Professor Dame Jacqueline Wilson.
  • Option to specialise in creative writing on the MA/PGDip by taking a creative pathway.
  • The Department is ranked in the top three in London and top 20 in the UK for English and Creative Writing (Guardian University Guide 2016).

Course summary

Now running for over twenty five years, the MA in Children’s Literature is recognised internationally as a benchmark programme in the field and is delivered by the award-winning National Centre of Research in Children’s Literature.

On this acclaimed MA/PG Dip in Children’s Literature you will explore landmark books such as The Lion, the Witch and the Wardrobe or The Railway Children, alongside the contemporary innovations of Patrick Ness or Emily Gravett. 

You will work alongside staff with international reputations in areas such as adolescence, critical theory, landscape, and philosophy. Plus, many of you will have the chance of working with Roehampton's Chancellor and renowned author Professor Dame Jacqueline Wilson.

As a Children’s Literature student you will become a member of the National Centre for Research in Children’s Literature (NCRCL), regarded as the premier institution for children’s literature research in Britain. NCRCL has close links with organisations that work to further the study and teaching of children's literature, including The International Board on Books for Young People (IBBY), Seven Stories (The National Centre for Children’s Books) and Booktrust. The centre also hosts and co-organises an annual one-day British IBBY/NCRCL MA Conference and runs a biennial NCRCL Conference, showcasing themes from members' research interests. Keynote speakers have included Michael Rosen, Matthew Grenby, Emer O’Sullivan, Neil Gaiman, and Julia Eccleshare. 

The University is the exclusive Creative Partner of Barnes Children’s Literature Festival, London’s largest event dedicated to children’s writing. The partnership provides paid and voluntary work experience opportunities for students at the festival, as well as opportunities to attend events for free. 

Roehampton also hosts a number of Children’s' Literature collections in our library containing 3,000 critical, theoretical, bibliographical and reference works and approximately 40 specialist children's literature journals. We are also home to the Richmal Crompton Collection. This includes her personal library, editions and translations of her famous Just William stories and scripts including short stories and radio plays.

Content

This stimulating programme allows for the exploration of a range of literary texts from medieval learning materials, through landmark books such as Treasure IslandThe Tale of Peter Rabbit or The Eagle of the Ninth, to the contemporary innovations of Mark Haddon, Shaun Tan or Jackie Kay.

Although this is a literature programme, study is not limited to children’s books. You will also examine the relationship (both historical and ongoing) between children’s books and social constructions of childhood. 

The creative writing modules, which currently include ‘Writing for a Child Audience’ and ‘Creative Dissertation’, represent exciting additions to the programme, recognising the fact that many of our students have ambitions to write for children.

MA students will complete the course by undertaking either a dissertation or creative dissertation. The dissertation is a supervised research project involving an in-depth study of an aspect of children’s literature that interests you. For the creative dissertation, you will produce a creative portfolio that could include short stories, picturebook scripts, poems, or a novella, alongside a critical reflections of your work.

Modules

Here is some of the varied range of modules we currently offer:

  • Critical and Theoretical Perspectives
  • Visual Texts
  • Origins and Development of Children's Literature
  • British Children's Literature 1960 to the Present Day
  • Time and History in Children’s Literature
  • Travels in Children's Literature
  • Verse and Voice
  • Writing for a Child Audience
  • Screening the Child
  • Creative Arts in the Community: Literature in Action
  • Research Methods
  • Fiction for Young Readers

Career options

Teaching, children’s publishing and arts management.

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Course Outline. Read more
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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The University of British Columbia offers a Master of Arts in Children’s Literature (MACL) program, jointly offered by the Departments of English and Language and Literacy Education, the Creative Writing Program, and the School of Library, Archival & Information Studies. Read more
The University of British Columbia offers a Master of Arts in Children’s Literature (MACL) program, jointly offered by the Departments of English and Language and Literacy Education, the Creative Writing Program, and the School of Library, Archival & Information Studies. The Program Chair and administrative support of the MACL program are housed at the School of Library, Archival & Information Studies.

MACL Overview

The MACL program provides specialized education for graduate students in the study of children’s and young adult literature and media using a multi-disciplinary approach. It provides each student with the opportunity to study the creative writing and publishing of this literature, to examine models of sharing its rich heritage with the young, and also to facilitate the literary, social, historic, and psychological analyses of children’s literature as literature. This multi-disciplinary approach exposes students to many schools of literary criticism, educational theory, and professional and creative practice. It acquaints students with the broad literary canon of children’s literature across a spectrum of languages and cultures, and with a variety of critical perspectives and professional application. Across various disciplines, departments, and faculties, a broad range of courses provide disciplined, academic study of children’s and young adult literature and media.

The MACL Program is the only one of its kind in the world offered from such a broad, multidisciplinary perspective and the only Master’s program in children’s literature in Canada. The program is unique in that the two faculties and the four academic units jointly provide faculty, courses, thesis supervision and committee support to give the graduate academic study of children’s literature a perspective on the full life cycle of the literature – the creation of the literature (through Creative Writing), its critical analysis (through English) and pedagogical approaches to the literature in interaction with children in schools, homes and libraries (Language and Literacy Education; School of Library, Archival & Information Studies).

Faculty in these departments are authors of both acclaimed children’s books and scholarly guides to the literature. They serve on national and international children’s book juries, lead national research studies, and have received awards for scholarship, service, and teaching.

The University Library's collections in historical and contemporary children’s books and the critical study of children’s literature are considered among the strongest such collections in an academic library in Canada, including some 4,000 early and rare children’s books and some 50,000 modern children’s books. As well, the Library maintains a large collection of research materials on children’s literature, including histories, criticisms, bibliographies, catalogues, and biographies.

Students in the MACL Program have come from China, England, Hong Kong, Japan, Korea, Mexico, the United States, and from across Canada. The program provides specialized study of children’s books to those who are, or who intend to be, involved in teaching, school and public library services, writing, editing/publishing, theatre/film, storytelling, or affiliated fields.

The Master of Arts in Children’s Literature Program extends beyond its four departments and two faculties in a strong outreach to the community across and outside the University. Members of all departments involved in the program sit on the Steering Committee of the Vancouver Children’s Literature Roundtable which plans a series of annual events and conferences to bring award-winning authors, illustrators, editors and publishers such as Philip Pullman, Gregory Maguire, Shaun Tan, Katherine Paterson, and Lois Lowry to speak with students and Vancouver’s dynamic children’s literature community.

Quick Facts

- Degree: Master of Arts
- Specialization: Children's Literature
- Subject: Arts, Social Sciences and Humanities
- Mode of delivery: On campus
- Program components: Coursework + Thesis required
- Faculty: Faculty of Arts
- School: School of Library, Archival and Information Studies

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This exciting new programme is ideal if you have an interest in the academic study of children’s literature, or work in education (e.g. Read more

This exciting new programme is ideal if you have an interest in the academic study of children’s literature, or work in education (e.g. as a teacher or librarian), publishing or children's media. It's also aimed at authors who want to create texts for children.

Award-winning author Michael Rosen is just one of the leading teaching staff on this programme, which is taught mainly in the Department of Educational Studies at Goldsmiths, although those pursuing the Creative Writing pathway will also study modules in the Department of English and Comparative Literature.

From classic works to contemporary texts

You will deepen your familiarity with the range and diversity of genres for children from ‘classic’ works to contemporary texts and develop detailed knowledge and critical understanding of issues and debates in the field. Studying children’s literature at Goldsmiths will also involve examining how texts for children reflect contested constructions of childhood.

Creative writing opportunities

If you are already a committed writer, although you may not have experience of writing for children/young adults, the MA in Children's Literature offers a Creative Writing pathway which is taught in partnership with the Department of English and Comparative Literature. You can select modules that will support creative writing practices and enable you to work with practising and published creative writing lecturers and education lecturers to study and explore the nature of writing for children/young adults, creating original texts in the genres of short story, novel and poetry (but not script/screen writing or picture books/graphic novels).

The sociopolitical contexts of children's literature

Goldsmiths' MA in Children’s Literature is unique in its focus on inclusive practices and social justice. We will question the sociopolitical contexts in which texts are produced and interpreted and you will be encouraged to explore how texts for children can challenge or reinforce dominant ideological constructions. We interrogate the power relations that determine what is published, distributed and selected to be read by children in schools.

You will explore the relationship between reader, writer, text and context, and consider the processes that underpin those interactions. We will also examine the inherent paradox that studying children’s literature will involve adults' writing, selecting and responding to texts that are normally intended for children.

Assessment

Coursework, essays, project, dissertation, creative writing (optional).

Careers

Graduates will be well placed to specialise in children’s literature in a range of careers:

  • Teaching
  • Publishing
  • Children’s media
  • Writing texts for children
  • Librarianship
  • Academic study
  • Youth and community work

Skills

You will acquire a wide-ranging understanding of the field of children’s literature and the social, political cultural processes that surround it. You will also develop your critical thinking, communication and research skills.

Find out more about employability at Goldsmiths



Read less
Providing children with a quality early childhood education experience contributes to their education success in later years. If you are passionate about equipping young children with the skills to be engaged lifelong learners, then a career in early childhood education is for you. Read more
Providing children with a quality early childhood education experience contributes to their education success in later years. If you are passionate about equipping young children with the skills to be engaged lifelong learners, then a career in early childhood education is for you. Work with infants and young children to inspire and stimulate their learning and skill development.

This specialisation will qualify you to teach infants and children from birth to eight years of age in childcare, kindergarten and preschools, and to support children's transition to school.

You will gain an understanding of learning at the heart of teaching by examining the learning process and the aspects that influence it, while building a repertoire of strategies to manage young children's learning. Drawing on contemporary theories and practices of early childhood education you will gain an appreciation of the positive impact and power teaching can have on influencing young children's learning and development.

You will engage with current education policies and priorities, at the local and international level, and learn to apply these in practice. You will learn to develop the required skills to create sustainable partnerships across networks.

You will examine the importance of literacy and numeracy in early childhood education as well as the importance of play in a young child's development. By gaining an understanding of how young children learn scientific and technological concepts in everyday contexts, you will be equipped to explore ways in which digital technologies can enhance learning.

You will gain professional experience through 60 days of supervised teaching placements in early childhood settings.

Graduates of this course are prepared for leadership in early childhood educational settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/teaching-d6001?domestic=true

Course Structure

The course is structured in three parts. Orientation studies, relevant across all specialisations, and specialist education studies come together and are applied in context in professional experience and inquiry.

Part A: Orientation studies
These studies provide an orientation to the field of Education. You will consider the nature of learning and the influences upon it, and the nature of teaching and teachers' work within the broader family and community context within which children's and young people's learning takes place. You will also develop your understanding of literacy as the basis of how we learn, both formally and informally, across the age span.

Part B: Specialist education studies
These studies will provide you with advanced knowledge and skills relevant to thoughtful, innovative and evidence-based practice within your chosen specialisation. You will acquire both the broad principles of curriculum, pedagogy and assessment that underpin the teaching and learning of children and young people in varied education settings, and the specific knowledge required to apply these principles in particular school learning areas.

Part C: Applied professional practice
Professional experience placements in educational settings relevant to your teaching specialisation will enable you to connect the theoretical components your course with practical aspects of teaching and learning under the valuable guidance of practitioners. You will also study the complex and powerful role that teachers have as leaders in classroom, school, and community settings, with the power to change, and develop strategies to enable you to take your place as an active contributor to shaping education locally and globally. If you are in a single sector specialisation, you will also have the opportunity to undertake an extended professional project.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/teaching-d6001?domestic=true#making-the-application

Read less
Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

Generic Course Structure and Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

Mathematics is one of the three core subjects in the National Curriculum along with English and Science. As such, it is accorded a high status and there are ample opportunities for the promotion of good teachers.

Attitudes among pupils to the subject are extremely varied. The challenge for you is to bring Mathematics to life and inspire pupils of all abilities to explore the subject's potential at an appropriate level.

You have to be able to encourage and support pupils who struggle with Mathematics or lack enthusiasm for the subject, and learn how to make it accessible to them. You also have to be able to extend those who enjoy and are successful in the subject.

The PGCE Secondary Mathematics Education course is very popular, drawing on outstanding expertise and experience in Education to
build upon your commitment to the teaching profession and the subject area.

The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.

Throughout the course, theory and practice are integrated in both the University and school contexts. The course is planned and delivered in partnership with Mathematics colleagues in local schools.

The Teachers’ Standards are mapped to every aspect of course provision to facilitate the best possible opportunities to support the process of your professional learning.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children.

We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Learning and Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of Qualified Teacher Status. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

Read less
Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

The aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they are doing. The outcome, physical literacy, is as essential as literacy and numeracy to ensure the holistic educational development of young people in our society.

The PGCE Secondary Physical Education course at Brunel University London has a long standing national reputation for high quality teacher education in our subject area. The course is very popular, drawing on outstanding expertise and experience in this field from both academic and school staff. Many of our alumni have gone on to become school leaders, not only within Physical Education, but also as members of senior management teams in school at an early stage in their career because of the high standards and expectations we have for our student teachers. We retain very close links with our community of Physical Education alumni and many of them go on to be mentors for our student teachers, are involved in selection and recruitment of the next generation of PE teachers from Brunel or contribute to aspects of teaching on the programme where they have specific expertise.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list.

The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.
We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

Read less
This programme for experienced TESOL teachers, advisors and teacher trainers focuses on the teaching of English or other languages to children between 5 and 12 years old. Read more

This programme for experienced TESOL teachers, advisors and teacher trainers focuses on the teaching of English or other languages to children between 5 and 12 years old.

You’ll study core modules alongside students on our other TESOL programmes, exploring how people learn languages and the strategies teachers use to develop the key skills of reading, writing, listening and speaking. A specialist module will focus on foreign language learning in children and how theories of learning and pedagogy have contributed to TESOL practice in the classroom.

In addition, you’ll choose from optional modules allowing you to build your knowledge of topics such as the potential for technology in language learning, materials development and TESOL teacher education.

Taught by leading researchers and experienced practitioners in TESOL, you’ll benefit from a wide range of resources and support. You’ll gain valuable skills to inform your teaching practice in a stimulating, friendly environment.

Research and professional insight

The Language Education team in the School of Education is nationally and internationally recognised for its range of teaching, research, knowledge transfer and consultancy work in TESOL, ELT, EFL, ESOL, EAL, Modern Foreign Languages, and Applied Linguistics.

We’re one of the largest Language Education teams in the UK. As education practitioners, we have a wide range of experience of teaching and teacher education work in many contexts in the UK and around the world, and as researchers, we have a broad range of expertise across the discipline.

Course content

In Semester One you’ll deepen your understanding of the foundations of TESOL – you’ll focus on how people learn languages, how to describe and explain language to learners and the approaches you can take to teaching reading, writing, speaking and listening skills.

You’ll then expand your knowledge in Semester Two in more specialist areas. You’ll take a further core module that focuses on the theory and practice of teaching foreign languages to children aged 5-12 – including theories of children’s language learning, activities, key skills, story and theme-based courses, designing tasks and materials and appropriate ways of assessing the progress of young learners.

In addition, you’ll choose from a range of optional modules on topics like the use of technology in language learning, teacher education and learning and teaching vocabulary.

In the final part of the year, you’ll use your newly-acquired knowledge and skills to carry out a small-scale piece of research. Your critical study can be related to your own interests within the field of education. To support your work on the project, you will take a non-assessed research methods course, while help with your academic writing is available throughout the year.

If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.

Course structure

Compulsory modules

  • Dissertation 60 credits
  • Learning and Teaching in TESOL 30 credits
  • Investigating Language for TESOL 30 credits
  • Teaching Languages to Young Learners 30 credits

For more information on typical modules, read Teaching English to Speakers of Other Languages for Young Learners MA Full Time in the course catalogue

For more information on typical modules, read Teaching English to Speakers of Other Languages for Young Learners MA Part Time in the course catalogue

Learning and teaching

You’ll generally have around 8-10 hours of classes per week including seminars, tutorials and lectures. However, independent study is an important aspect of this programme, either alone or in a group, since it allows you to develop key research, analysis and communication skills and develop your own ideas.

Assessment

Most of our taught modules are assessed through written assignments, which you’ll choose from a range of topics. To help you prepare, you’ll be able to submit a draft to your tutor for comment beforehand, and we offer other forms of support as well. You’ll also complete a portfolio of work such as materials and activities as part of the module Teaching Languages to Young Learners.

Career opportunities

There is a worldwide trend towards introducing English at earlier stages of national curricula, while parents often seek out private tutoring for their children at even younger ages.

The MA TESOL for Young Learners encourages participants to take a critical perspective on these developments, but also equips them with the skills and understanding to participate more fully in young learner pedagogy in their home or other international contexts.

Recent graduates of the programme for example have become teacher trainers, others have found more rewarding classroom positions, and those who do particularly well are encouraged to consider continuing to doctoral study.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.



Read less
This unique, two-year degree provides an interdisciplinary study of the interaction between children, texts and media, along with the opportunity to study and live in at least two European countries. Read more

This unique, two-year degree provides an interdisciplinary study of the interaction between children, texts and media, along with the opportunity to study and live in at least two European countries. You will be able to engage with an array of cultural events related to children’s literature and media, and participate in a placement with a practitioner organisation.

Why This Programme

  • This is a unique programme that draws on the recognised strengths of the consortium partners to offer a joint degree that engages in children’s literature, media and culture.
  • Glasgow is the leading partner in the consortium of universities that have developed this programme. The other universities are Aarhus University, Tilburg University and the Autonomous University of Barcelona.
  • Rather than focus either on the literary, media or educational aspect on their own, the programme looks at the interaction between them in a flexible framework that allows for the incorporation of constantly changing format (e.g. digital technologies that affect reading and viewing) and input into creative initiatives around literature and learning. 
  • The programme includes the study of a wide variety of genres and considers new developments in the production of texts and media for children, including multimodal forms and digital technologies.
  • You will receive a theoretical grounding in children’s literature and media as well as the opportunity to complete bespoke placements.
  • You will be supported by a friendly, internationally acclaimed team of scholars who work in both the arts and humanities and the social sciences.
  • You will have access to world class libraries, teaching and research facilities, as well as museums and other cultural organisations.

Programme Structure

The programme is structured around a series of mobility periods across two years where you study at the programme universities for one semester. The periods of mobility are designed to enable you to engage with a variety of perspectives on the three core themes of the programme and promote valuable knowledge and practical skills based outcomes that will feed into future career opportunities.

During year 1 you will undertake a series of core courses which reflect the main themes of the programme and methods of enquiry delivered in Glasgow. In year 2 you will choose a specialist pathway in either Barcelona or Tilburg and will complete a work-based learning placement. The final mobility period can be spent with either partner, depending on your chosen topic of dissertation. The programme also includes an optional summer school at the University of British Columbia in Vancouver at the end of year 1.

  • Semester 1: September - December (Glasgow): Historical and critical perspectives
  • Semester 2: January - May (Glasgow, delivered by Aarhus): Children’s Literature in a mediatised world
  • Summer (optional): June-August (Vancouver)
  • Semester 3: September – January: Pathway 1 (Barcelona) – Promotion of reading OR Pathway 2 (Tilburg) - Transcultural trajectories
  • Semester 4: February - July (Glasgow, Tilburg or Barcelona): independent study; dissertation

Core courses

Year 1 - semester 1

University of Glasgow

  • Children’s literature: critical enquiry
  • Children’s literature: from the printing press to virtual reality
  • Cross boundaries: children’s literature and other media (delivered online by Tilburg)

Year 1 - semester 2

University of Glasgow (delivered by Aarhus)

  • Children's literature and childhood
  • Children's literature text and media
  • New media for children & young adults (delivered online by Barcelona).

Year 2 - semester 3

Universidad Autónoma de Barcelona

  • Developing reading programmes for different contexts
  • Literature and picture books for the early years
  • Placements with publishers/libraries
  • Promoting of reading through cultural activities
  • Research on literary education

Tilburg University

  • Canon formation
  • Children’s literature in translation
  • Life writing and fan fiction
  • Placements with publishers/libraries
  • Reviewing children’s and young adult books.

Summer school (optional)

  • Historical and archival children’s literature
  • Illustrated literature and other materials for children 
  • Writing, publishing and the book trade for children.


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COURSE OVERVIEW . Develop your writing voice through weekly workshops and tutor support. Participate in the creation and publication of an anthology. Read more

COURSE OVERVIEW 

  • Develop your writing voice through weekly workshops and tutor support
  • Participate in the creation and publication of an anthology
  • Receive advice and feedback from published writers, editors and agents
  • Specialise in a range of genres within children’s writing
  • Recent graduates have gone on to become published writers – some award winning. These include: Ally Sherrick, Mark Lowery, Sarah Rubin, Sarah Lean, Meaghan McIsaac and David Owen

Develop your writing skills in a challenging and stimulating environment, supported by teaching staff who are published writers and experts in their field. Explore the dynamic relationship between creative production and critical awareness of literature for children and young adults, and discuss a range of work by established writers and consider the theoretical, social and cultural contexts of contemporary writing for children and young adults.

This well-established programme encourages you to develop new creative work, to give and receive feedback in weekly workshops and to experiment with new forms, audiences and voices. The academics teaching on the programme are all professional novelists, scriptwriters, poets, critics, playwrights or non-fiction writers. They are supported by guests – most recently, children’s writers Marcus Sedgwick, Mark Lowery, Tanya Landman and Andrew Weale, Editorial Director Emma Layfield (Hodder), and literary agents Ella Kahn (DKW) and Jenny Savill (Andrew Nurnberg).  

You complete five core modules: Fiction for Children, The Writer as Researcher, The Publishing Project and two modules on independent study. In The Publishing Project, you develop a personal writing project to the point of submission for publication, such as the development of a publishing proposal, initial chapters and a letter to an agent or publisher.

You also choose one optional module from a selection including Fantastic Fiction for Children, Writing Non-fiction for Children, Contemporary Scriptwriting for Film and Television, and Advanced Contemporary Poetry. After the taught modules, you complete an independent study with tailored supervisory support leading to the dissertation – usually an extended piece or pieces of fiction for children amounting to 20,000 to 30,000 words.

Careers

Many graduates of the course have gone on to become published writers – some award-winning. These include, most recently: Ally Sherrick, Mark Lowery, Sarah Rubin, Sarah Lean, Meaghan McIsaac and David Owen. Others have careers in teaching, storytelling, publishing and the arts.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Work Placements

The annual University of Winchester Writers' Festival provides volunteering and hosting opportunities for students.

Learning and Teaching

The academics teaching on the programme are all professional novelists, scriptwriters, poets, critics, playwrights or non-fiction writers. They are supported by guests - most recently, children's writers Marcus Sedgwick, Mark Lowery, Sarah Lean and Andrew Weale, Editorial Director Emma Layfield (Hodder), and literary agents Ella Kahn (DKW) and Sallyanne Sweeney (Mulcahy Associates). Weekly workshops develop students' own writing through constructive critical feedback.

Location 

Taught elements of the course take place at King Alfred or at our West Downs, Winchester. 

Assessment

Modules are assessed by a combination of creative and critical work. Students undertake a dissertation of 20,000-30,000 words (or an appropriate equivalent) as part of their independent study, with full tutorial support. This comprises a creative piece, or pieces, of work for children or young adults in the form of fiction, poetry, script, creative non-fiction or picture books.

At the University of Winchester, validated programmes may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances. The University is committed to ensuring that all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used in the programme you are interested in can be found on the course page, by attending an Open Day/Evening, or contacting our teaching staff.

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information 

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures



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