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We've been helping students find the right postgraduate course for over a decade.
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:
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A month after graduating from my BA degree in Acting Studies I gave birth to my son and began to look at other alternative options that would continue to enrich my understanding of drama and its ability to affect change. After a year at home, I decided to focus on the access to learning and opportunity of marginalised groups, which developed as a direct result of my own rather negative and unsuccessful experience of secondary education as an African Caribbean unobserved dyslexic student.
I gained employment in a FE college, where I worked for a year as a Learning Support Assistant and voluntary learning mentor to BAME pupils following expressive arts courses. I learnt much about the teaching and support offered to pupils with SEN and EBD, but recognised a significant difference in the motivation of students who were marginalised and those who were not. I felt inspired by the stories and development of the young people I helped to coach and motivate, and decided to train as a teacher.
I conducted research and applied to two universities, one of which being Goldsmiths, and was quickly drawn to the international recognition and local recommendations given to me by people from both the arts and education sectors. I remember the audition and interview at Goldsmiths was rigorous and the competition high amongst the candidates, so I was pleasantly surprised when I received an unconditional offer from Goldsmiths in addition to my other choice. There was no comparison and I started in September 2005. My apprehensions about being dyslexic and not being able to access the work were soon laid to rest as I received unparalleled support and guidance from the outset. What was nice also is I always felt that there was also a focus on my personal development rather than just the skills and knowledge required for the profession. There was a unified process in which you could scaffold, experiment and analyse various situations, which I feel truly prepared me for the educational environment. This was crucial in my development as a practitioner and has allowed me to confidently explore, deliver and reflect on my practice both in and outside the classroom.
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