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Goldsmiths, University of London, Full Time Masters Degrees in Education

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We offer research supervision relating to education and welcome enquiries about possible research topics, both theoretical and empirical. Read more
We offer research supervision relating to education and welcome enquiries about possible research topics, both theoretical and empirical. Many of our research students are also practising professionals carrying out research related to their work- http://www.gold.ac.uk/pg/mphil-phd-education/

The The Department of Educational Studies has over 50 research students from the United Kingdom, Europe and many other countries overseas.

We are particularly interested to hear from those who would like to work within areas such as:

action research in education
art in education
bilingualism in education
children and popular culture
comparative education and international work
comprehensive education
creativity
curriculum policy and practice
development of literacy
digital technologies and education
drama in education
early childhood education and cultural diversity
early literacy and bilingualism
English in education
equity and social justice
family learning in multilingual contexts
gender studies
history of education
identities, cultures and the curriculum
non-formal education
out-of-school learning
policy and its contestation
race and education
science in education
sexuality and education
social class and education
spatial aspects of education
teaching of reading
visual cultures and education

Research students in Education typically use a range of qualitative methods including ethnographic approaches, observation, narrative methods, discourse analysis, video analysis, and life histories.

The MPhil programme offers the opportunity for the student to continue their research to a PhD.

Contact the department

If you have specific questions about the degree, contact Martha Giles.

Programme aims

To help you:

Identify appropriate issues of educational significance for your enquiry
Select appropriate methods and methodologies by which to investigate these
Appreciate the epistemological and technical assumptions that underpin this choice
Design and execute a well-founded enquiry
Analyse and interpret findings with accuracy, rigour and originality
Identify the practical and professional implications of educational enquiry

Structure

We ensure that you are supported by highly qualified supervisors with whom you work to a mutually agreed timetable and maintain regular tutorial contact throughout your research. An induction and research training programme is provided and you are normally expected to follow this. There is an annual appraisal of your progress, and every effort is made to ensure good communication between yourself, your supervisor and other relevant members of staff.

Students have additional support from the Goldsmiths Graduate School, where there is a lively programme of interdisciplinary seminars, as well as core research training to support your studies. The Graduate School also has its own virtual research community, running in parallel to the physical School and providing online seminars and research training programmes.

All MPhil students and academic staff are invited to research seminars run by the Department’s three Research Centres: the Centre for Language, Culture and Learning (CLCL), the Centre for the Arts and Learning and the Centre for Identities and Social Justice. In addition to academics from inside and outside the University, research students also have an opportunity to contribute to seminars on work in progress.

Facilities

In addition to the facilities available in the Graduate School the Department has good facilities for research students including a study room with networked computers, scanner and printers.

Assessment

Thesis and viva voce.

Department

Education at Goldsmiths is ranked 8th in the UK for the quality of our research**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We see education as a window through which to view the world, and as something with the power to define who we are and how we live.

That’s why our research delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

How to apply

Before you start at Goldsmiths, the actual topic of your research has to be agreed with your proposed supervisor, who will be a member of staff active in your general field of research. The choice of topic may be influenced by the current research in the department or the requirements of an external funding body.

If you wish to study on a part-time basis, you should also indicate how many hours a week you intend to devote to research, whether this will be at evenings or weekends, and for how many hours each day.

Research proposals

Along with your application and academic reference, you should also upload a research proposal at the point of application.

This should be in the form of a statement of the proposed area of research and should include:

delineation of the research topic
why it has been chosen
an initial hypothesis (if applicable)
a brief list of major secondary sources

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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These CPD modules will enable you to extend and develop your initial capabilities in supporting the professional learning of others and develop specific knowledge, skills and values in relation to particular practice areas- http://www.gold.ac.uk/pg/cpd-practice-education/. Read more
These CPD modules will enable you to extend and develop your initial capabilities in supporting the professional learning of others and develop specific knowledge, skills and values in relation to particular practice areas- http://www.gold.ac.uk/pg/cpd-practice-education/

This programme has been endorsed by The College of Social Work as working to an agreed set of quality criteria and offers provision that meets the CPD learning needs of social workers.

Where do you see yourself in five years' time?

Do you see yourself moving into a more experienced, advanced or strategic social work role? If so, Goldsmiths can support you in developing your professionalism by enhancing your skills, expanding your knowledge and reflecting on values. The modules of the MA in Advanced Social Work (Practice Education), for qualified social workers and MA in Practice Education, for other professions, can be taken as standalone Continuous Professional Development modules.

As the modules of the Practice Education pathway are designed to build on previous learning, we recommend that you take these in the suggested sequence.

CPD at Goldsmiths offers a whole range of modules designed to further your capabilities in all of the Professional Capability Framework (PCF) domains, but it focuses especially on practice education and professional leadership.

The CPD modules are supporting you in your development on the Practice Education and Leadership pathways of the PCF.

Contact the department

If you have specific questions about the degree, contact Adi Staempfli.

Modules & Structure

The first two modules support you in meeting the requirements of the Practice Educator Professional Standards (PEPS). This allows you to become a practice educator for social work students on their first (PEPS stage1) and last placement (PEPS stage 2).

The next two modules focus on planning, implementing and evaluating a learning intervention and help you to develop your skills as a Practice Development Educator.

If you are going to work with NQSW as an ASYE mentor and assessor, module five is designed for you.

In all these modules you will develop your capabilities in relation to teaching, mentoring, supporting and assessing of Social Work students, social care staff, qualified Social Workers and other allied professionals.

Professional leadership also involves developing the learning organisation through working not only with individuals but also with groups, whole organisations and in interagency practice.

The last two modules specifically address these leadership skills and enhance your capabilities in working with teams and groups and in supporting workforce development through reflective practice and learning within and across organisations.

If you want to further develop your leadership in social work education and research capabilities and evidence informed practice skills you can apply to the MA and conduct your own research.

We also offer CPD modules on interpersonal skills for direct work with adult service users and on the Care Act, including adult safeguarding.

The modules have an academic and professional component. They support you in learning from your work, your reading and your interaction with others and by developing practice, skills and values, always aiming to enhance the experience of students, service users and carers you are working with.

Other entry requirements

You should have obtained initial competence in teaching and assessing the practice of professional students and mentoring and supporting students or colleagues. You should be working or intending to take up employment (usually in a paid, but exceptionally in a voluntary capacity) in a setting that will enable you to demonstrate competence in practice education at the required level. If you already hold the Practice Teaching Award or another equivalent qualification, or have MA level credits, you can apply for accreditation of prior accredited learning.

What support can I expect?

Once you have started with the module you will receive a handbook for the CPD modules. This handbook lists all the relevant dates (see chapter on curriculum). In the handbook you can also find all the relevant information on your module(s), including module outlines, learning outcomes, assessment requirements, reading lists, additional support available to practice educators with a learning disability, etc. In addition, we offer an induction workshop, where you will be supported with your enrolment, receive information on the virtual learning environment (VLE) and be given an induction to the library. In relation to your assessment we are running portfolio preparation workshops for some modules and are also offering sessions on how to upload your portfolio. You are entitled to 1 hour individual tutorial time per 60 credits, or 30 minutes, if you are doing 30 credits. Tutorials can either be face to face, phone or via email.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This MA is designed for anyone working in education or a related field. Read more
This MA is designed for anyone working in education or a related field. It aims to enhance your understanding of educational theory and practice by focusing upon issues of culture, language and identity, and it is taught by internationally-renowned experts- http://www.gold.ac.uk/pg/ma-education-culture-language-identity/

The programme aims to develop an inclusive and inter-cultural approach to teaching and learning across a wide range of educational styles, by interrogating current educational policies, curriculum frameworks, teaching practices and theoretical perspectives.

Its modular structure allows for specialisation in the areas of equity and social justice, curriculum policy and practice, language and culture in education, and the arts in education.

Contact the department

If you have specific questions about the degree, contact Carrie Paechter.

Modules & Structure

You'll develop new perspectives on education through a process of reasoned critical reflection, and you will be encouraged to apply your developing understanding of educational practices and issues in your own institution and elsewhere.

You have to complete 180 credits, made up from:

-a compulsory core module, Culture, Language and Identity in Education (30 credits)
-option modules (30 credits each)
-Dissertation (60 credits)

All sessions run in the evenings to accommodate professional teachers and educators with substantial existing commitments and workloads.

You may be awarded a Postgraduate Certificate if you exit after completing two modules (one third of the programme) or a Postgraduate Diploma if you complete four modules (two thirds of the programme).

Practitioners who already have existing M-level credits from any institution may transfer these on to the MA.

Assessment

Assignments; dissertation.

The programme will enable you to develop:

-enhanced understanding and critical awareness of educational theory and practice
-critical reflection skills
-research skills

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This new MA is a unique combination of linguistics and educational studies. It provides a solid understanding of the theoretical and practical issues that arise in multilingual and intercultural educational settings- http://www.gold.ac.uk/pg/ma-multilingualism-linguistics-education/. Read more
This new MA is a unique combination of linguistics and educational studies. It provides a solid understanding of the theoretical and practical issues that arise in multilingual and intercultural educational settings- http://www.gold.ac.uk/pg/ma-multilingualism-linguistics-education/

The MA draws on expertise from two departments, the Department of Educational Studies and the Department of English and Comparative Literature, to offer students a wide-ranging interdisciplinary programme. The programme is targeted at students working or planning to work in education in diverse contexts, and those interested in exploring intercultural and multilingual communication.

It'll be of particular interest if you have or wish to gain experience in teaching second and foreign languages (for example in multilingual classrooms, in bilingual education settings internationally, or English as a foreign language) and aim to achieve a wider theoretical knowledge base. This MA will add value to your professional life, whether as managers, teachers or researchers, or in other careers related to language and education.

[[What you study: ]]
You learn how the English language and other languages are structured and used in a range of cultural settings, and how to support the literacy and learning development of students from multilingual backgrounds. The course offers critical engagement with theory, policy and practice, and students benefit from intellectual debates in the disciplines of both education and linguistics. You complete two compulsory modules, two option modules and a 15,000-word dissertation.

Assessment:

Coursework; essays; examinations; dissertation.

Careers:

Teaching (especially language teaching or teaching in multilingual environments), administration and/or management of educational and language policy, publishing, the civil service, the media.

Skills:

You will acquire a wide-ranging understanding of educational and linguistic policy and research, especially with respect to multilingual settings. You will also develop your critical thinking, communication and research skills.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

Read less
This new MA is a unique combination of linguistics and educational studies. It provides a solid understanding of the theoretical and practical issues that arise in multilingual and intercultural educational settings- http://www.gold.ac.uk/pg/ma-multilingualism-linguistics-education/. Read more
This new MA is a unique combination of linguistics and educational studies. It provides a solid understanding of the theoretical and practical issues that arise in multilingual and intercultural educational settings- http://www.gold.ac.uk/pg/ma-multilingualism-linguistics-education/

The MA draws on expertise from two departments, the Department of Educational Studies and the Department of English and Comparative Literature, to offer students a wide-ranging interdisciplinary programme.

The programme is targeted at students working or planning to work in education in diverse contexts, and those interested in exploring intercultural and multilingual communication.

It will be of particular interest if you have or wish to gain experience in teaching second and foreign languages (for example in multilingual classrooms, in bilingual education settings internationally, or English as a foreign language) and aim to achieve a wider theoretical knowledge base.

This MA will add value to your professional life, whether as managers, teachers or researchers, or in other careers related to language and education.

Contact the department

If you have specific questions about the degree, contact Alessia Cogo.

Modules & Structure

You learn how the English language and other languages are structured and used in a range of cultural settings, and how to support the literacy and learning development of students from multilingual backgrounds.

The course offers critical engagement with theory, policy and practice, and students benefit from intellectual debates in the disciplines of both education and linguistics.

Modules are taught by the Department of English and Comparative Literature (ECL) and the Department of Educational Studies (ES). You complete two compulsory modules, two option modules and a 15,000-word dissertation.

For the dissertation we encourage hands-on research based on the uses of written and spoken language in a variety of institutional and informal contexts.

Where possible, we'll help you access multilingual settings relevant to you research. This will give unique insight into the practices of British classrooms and different linguistic communities.

You're also encouraged to draw on your own experience or unique cultural and linguistic background.

We run an additional MA study skills module in which we cover topics such as: using electronic resources; British academic essay writing & referencing at MA level; planning a dissertation.

Assessment

Coursework; essays; examinations; dissertation.

Skills

You will acquire a wide-ranging understanding of educational and linguistic policy and research, especially with respect to multilingual settings. You will also develop your critical thinking, communication and research skills.

Careers

Teaching (especially language teaching or teaching in multilingual environments), administration and/or management of educational and language policy, publishing, the civil service, the media.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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Through dynamic and innovative teaching methods, we can encourage you to develop all the skills you need to become an effective science teacher and inspire a new generation of world-changers- http://www.gold.ac.uk/pgce/secondary-science/. Read more
Through dynamic and innovative teaching methods, we can encourage you to develop all the skills you need to become an effective science teacher and inspire a new generation of world-changers- http://www.gold.ac.uk/pgce/secondary-science/

This programme focuses on giving you the environment you need to develop personally and professionally, as well as teaching you to help students from a variety of cultures and backgrounds.

A professional network of school and College-based supporters will assist you throughout the entire course and engage you in both practical and theoretical enquiry in College and on a school placement.

We are committed to educating you in the highest quality of science teaching, and you will benefit from Goldsmiths’ close proximity to a number of significant science centres, museums, exhibitions and organisations.

College-based work

In College, we focus on the ideas and principles underlying teaching. You look at how children learn and develop, and the role of language in learning. You consider factors to be taken into account when developing lessons that are interesting, balanced and relevant to pupils’ needs.

You have opportunities to explore the different ways in which pupils can develop understanding in science, and become familiar with a variety of resources that can be used to support these.

A particular focus is on how to manage pupils’ behaviour using a wide range of techniques; the programme also covers the assessment of pupils’ knowledge and progress.

Prospective science teachers need to be familiar with debates about the nature of science to allow them to play a full part in decisions about the ways in which school science courses should change. The impact of the National Curriculum on what science is taught, and how, is covered in depth.

You can expect to cover topics like:

school science courses at Key Stages 3 and 4
computing, data logging, safety
how children learn science
assessment
A-levels and Vocational A-levels
language and science education

We look at techniques for helping slow and fast learners, and give guidance on topics for teaching practice.

School-based work

During the first term, you observe, participate in and take responsibility for lessons in local schools. A school-based tutor, working in close co-operation with College staff, gives you advice and support; you receive visits from a College-based tutor. You observe experienced teachers at work, and discuss their methods and any difficulties.

We ease you into teaching with plenty of support, and you take increasing responsibility for the work of particular classes under the supervision of the regular teacher.

Science teachers need to be able to teach all science up to and including GCSE level. Therefore, on this course we will integrate aspects of chemistry, biology and physics into sessions as well as providing sessions on specific topics within the sciences.

Institute of Physics Scholarships

The Institute of Physics (IOP) has teacher training scholarships available to physics trainees. To be an IOP Scholar you will need to have outstanding knowledge of school-level physics and the potential to become an inspirational physics teacher. Each scholarship also includes a package of benefits including membership and early career mentoring. Go to the bursaries and scholarships page for more information.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Department of Educational Studies.

Department

We have been training teachers since 1904, and have established a reputation for excellence in this field

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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We recognise the importance and potential of theatre as an art form, and it is our goal to use it to promote the personal, social, spiritual and cultural development of all pupils, including the ones you will go on to teach- http://www.gold.ac.uk/pgce/secondary-drama/. Read more
We recognise the importance and potential of theatre as an art form, and it is our goal to use it to promote the personal, social, spiritual and cultural development of all pupils, including the ones you will go on to teach- http://www.gold.ac.uk/pgce/secondary-drama/

This programme is designed to create teachers who will operate as artists in education, empowering young people through Drama, and encourage you to reach your full potential as a qualified teacher.

The programme integrates process and performance, teaching both through and about the art form. In this way, you’ll be able to benefit from a whole host of transferable skills, enabling you to develop personally and professionally through both practical and theoretical enquiry.

As well as focusing on the Drama curriculum in the first three years of secondary education, the programme covers Drama and performing arts courses for pupils from 14 to 19.

We pay special attention to the relationship between English and Drama in the National Curriculum.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Amanda Kipling.

Structure

In College-based sessions, you engage in practical Drama at your own level and then analyse this from the perspective of participant and teacher.

Starting to teach grows out of this, coupled with you observing Drama in schools, re-visiting the work of key practitioners, and beginning to develop the conceptual underpinnings of classroom practice.

School-based tutors are heads of department or experienced Drama specialists. In addition, you will be supported by alumni as ‘buddies’.

In the Autumn Term, you have an intensive introduction to Drama in education at the College, and begin weekly induction visits to your first teaching practice school.

As the term develops, you spend four days a week in school beginning to develop teaching skills, and return to Goldsmiths on the fifth day for support in lesson planning, managing behaviour, and assessing and recording pupils’ progress.

At the start of the Spring Term there is a similar pattern of College-based work, with an induction visit to your second teaching practice school. This enables you to build on everything you have learned in the first term and to plan for your second block of school experience.

You then spend four days a week in this school until the spring half-term.

After this you are in school five days a week gaining a sense of what it means to be a full-time Drama teacher. In the final weeks you return to College and complete your Career Entry Development Profile. You also engage in a review and evaluation of the programme as a whole.

Department

We have been training teachers since 1904, and have established a reputation for excellence in this field

Educational Studies

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

Read less
This programme aims to develop all the skills, knowledge and understanding you’ll need to become a responsible and effective teacher in your chosen age phase- http://www.gold.ac.uk/pgce/primary/. Read more
This programme aims to develop all the skills, knowledge and understanding you’ll need to become a responsible and effective teacher in your chosen age phase- http://www.gold.ac.uk/pgce/primary/

This full-time Primary PGCE (QTS) programme is available in conjunction with any of the following age phases:

3-7 year olds (Lower Primary)
5-11 year olds (Upper Primary) or
7-11 year olds (Upper Primary)

Why train with Goldsmiths?

We have a strong and longstanding partnership with a range of schools in London and south-east England and work closely with them to plan and implement our PGCE (Primary) programme.
In 2015 98% of student who were recommended for QTS with Goldsmiths were employed in schools. This figure is higher than the national average. Almost nine out of ten Goldsmiths graduates obtained teaching posts in London schools and about two thirds are employed within partnership schools.
The programme covers all the National Curriculum subjects, and in each curriculum area, you will have the opportunity to develop understanding of the teaching and learning process, and to learn about effective classroom practice
In addition, Core PGCE students will be able to choose from a range of enhancements as part of your training. These have been chosen through discussions with school partners and reflect what they are looking for in prospective NQTs.

These enhancements include:

Children Literature
Maths in Action
Modern Languages
Early years (Chosen at application)

We really care

We offer personalised support and enrichment activities for all of our students, as we recognise that this is a strong factors in helping them achieve their goals. Our students told Ofsted that the response they got from tutors is ‘amazing’, with help always forthcoming.

You will be prepared to enter the world of teaching

A recent Ofsted inspection found that trainee teachers at Goldsmiths were well prepared for the world of teaching, with exceptional subject knowledge across the curriculum.

Additional costs

You will have to cover your travel costs to your school placements. We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Contact the department

If you have specific questions about the degree, contact Una Coyne.

Structure

Our integrated, dual pathway method of teaching means that for 24 weeks of this programme you will be working full-time in a school while being supported professionally by a system of school and personal tutoring.

During the Autumn Term and Spring Term you undertake block placements in a relevant age phase, and then in the Summer Term you will be given responsibility for the whole class. For the 3-7 age range programme, extra sessions relevant to teaching in the Foundation Stage are given.

Two modules are offered at Masters (M) level. These are Studies in Professional Issues and Research in Education (SPIRE) – a classroom-based research project with a pedagogic focus – and Curriculum Studies, which has an integrated focus in which there are a number of options. School Experience is offered at Higher (H) level.

For the award of Qualified Teacher Status (QTS), you are also formally assessed on your competence in the classroom and your ability to meet Department for Education Professional Standards including computer-based tests in literacy and numeracy which are now a condition of entry to the programme.

Department

We have been training teachers since 1904, and have established a reputation for excellence in this field

Educational Studies

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

Read less
This programme will enable you to teach across the curriculum in two consecutive primary school age ranges, with either French, German or Spanish as a specialist subject. Read more
This programme will enable you to teach across the curriculum in two consecutive primary school age ranges, with either French, German or Spanish as a specialist subject. Our exciting and challenging course aims to develop both competence and confidence- http://www.gold.ac.uk/pgce/primary-modern/

In this course you will follow an innovative structure combining three strands that will help you develop the knowledge, skills and understanding you need in teaching and learning modern foreign languages at primary level. You will be engaged in practical and theoretical enquiry, both in College and on a school placement, to enable you to reach your full potential as a qualified teacher.

You follow the same programme as other PGCE (Primary) students, but also take these modern languages elements as part of curriculum studies:

-theories of second language learning and some aspects of bilingualism
-pedagogical approaches to modern language learning
-impact of parents, teachers and socio-cultural context on language learning
-critical and analytical approach to teaching strategies and resources
-curriculum design for primary modern language teaching (QCA guidelines for KS2, linguistic progression, differentiation, assessment)
-planning of modern languages in conjunction with other curricular areas (cross-curricular links with literacy, numeracy, citizenship, ICT, etc)
-planning the implementation of modern languages into primary school and the transition from primary to secondary education
-a linguistic component to support the development of your own language skills
-a cultural component (awareness and understanding)
-school experience in England. As part of your school placement, you teach French, German or Spanish alongside all other curriculum areas

Additional costs

You will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Department of Educational Studies.

Structure

Two modules are offered at Masters (M) level. These are General Professional Studies – a classroom-based research project with a pedagogic focus – and Curriculum Studies, which has an integrated focus in which there are a number of options. School Experience is offered at higher (H) level.

For the award of Qualified Teacher Status (QTS), you are also formally assessed on your competence in the classroom and your ability to meet Department for Education Professional Standards including computer-based tests in literacy and numeracy, which are now a condition of entry to the programme.

Research

We have been training teachers since 1904, and have established a reputation for excellence in this field

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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What kind of learning emerges from art practice, and how does such learning further impact upon art practice? This reflexive question lies at the heart of the MPhil in Art Practice & Learning- http://www.gold.ac.uk/pg/mphil-phd-art-practice-learning/. Read more
What kind of learning emerges from art practice, and how does such learning further impact upon art practice? This reflexive question lies at the heart of the MPhil in Art Practice & Learning- http://www.gold.ac.uk/pg/mphil-phd-art-practice-learning/

The programme aims to promote research into dialogical relations between pedagogical and art practices; a central purpose is to expand understanding of what both can become.

The programme anticipates that through an exploration and interrogation of the dialogical relations between art practices and pedagogies, sites of practice and sites of learning you will engage with areas such as philosophical, political and aesthetic dimensions of learning and practice.

The MPhil programme offers the opportunity for the student to continue their research to a PhD.

The outcomes of the research will consist of a practice component and a written thesis of 50,000 words which articulate a coherent and integrated research study in which both components are viewed equally as contributing to the research. The written component must be able to demonstrate a clearly articulated research project and a rigorous theoretical engagement with the research focus, drawing upon, analysing and applying relevant literature.

The practice component must demonstrate an exploration and articulation of the research focus that draws upon domains of practice including visual or other practices to inform the research. The practice component could, for example, take the form of an exhibition, a film/video (approximately one hour in length), an installation, a web-based production, a performance, a participatory work, a sonic work or performance.

A key feature of the MPhil in Art Practice & Learning is that you will form a research community that meets regularly each term to discuss/share/debate research and ideas, and to discuss readings and art practice. These research meetings will be held at Goldsmiths or in galleries or other contexts and will involve invited artists, academics and other contributions.

Contact the department

If you have specific questions about the degree, contact Anna Hickey-Moody.

Structure

Supervision
You will be allocated two supervisors within the Department but joint-supervision with colleagues in other Departments who have expertise relevant to your research may also be possible. You'll be expected to attend Department research training and College research training and to participate whenever possible in Department research centre meetings.

Resources

The Department of Educational Studies has the theoretical and practical resources to support the anticipated research and it is able to draw upon important alliances and relations with cultural institutions with whom it has worked over many years, including for example, Tate, Whitechapel Gallery, Showroom Gallery, 198 Gallery and Iniva.

The programme draws upon a team of dedicated staff in Educational studies who are committed to developing this research; it will also draw upon part-time contributions from artists of national and international standing who already contribute to the

The programme can be studied full or part-time, and appropriate facilities will be provided.

Assessment

A practice component and a written thesis of 50,000 words.

Department

Education at Goldsmiths is ranked 8th in the UK for the quality of our research**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We see education as a window through which to view the world, and as something with the power to define who we are and how we live.

That’s why our research delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

How to apply

Before you apply for a research programme, we advise you to get in touch with the programme contact, listed above. It may also be possible to arrange an advisory meeting.

Before you start at Goldsmiths, the actual topic of your research has to be agreed with your proposed supervisor, who will be a member of staff active in your general field of research. The choice of topic may be influenced by the current research in the department or the requirements of an external funding body.

If you wish to study on a part-time basis, you should also indicate how many hours a week you intend to devote to research, whether this will be at evenings or weekends, and for how many hours each day.

Research proposals

Along with your application and academic reference, you should also upload a research proposal at the point of application.

This should be in the form of a statement of the proposed area of research and should include:

delineation of the research topic
why it has been chosen
an initial hypothesis (if applicable)
a brief list of major secondary sources

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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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- http://www.gold.ac.uk/pgce/secondary/. Read more
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- http://www.gold.ac.uk/pgce/secondary/

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:

PGCE (Secondary): Art & Design
PGCE (Secondary): Design & Technology
PGCE (Secondary): Drama
PGCE (Secondary): English
PGCE (Secondary): Mathematics
PGCE (Secondary): Media Studies with English
PGCE (Secondary): Modern Languages
PGCE (Secondary): Science Education: Biology, Chemistry or Physics
Why train with Goldsmiths?
We have a strong and longstanding partnership with a range of schools in London and south-east England and work closely with them to plan and implement our PGCE (Secondary) programmes.

In 2015, 98% of students who were recommended for QTS with Goldsmiths were employed in schools. This figure is higher than the national average.

Our recent Ofsted inspection found that:

Schools and NQTs testify that the course provides trainees with a solid pedagogical understanding of teaching in their subject area. They rightly believe this is due to an effective balance between practice and pedagogy. School Direct trainees are able to attend the same academic sessions at the university as trainees on the traditional PGCE courses.

All trainees feel these sessions equip them with a range of teaching strategies. They comment that they are encouraged to develop their reflective skills and this further enhances the quality of their teaching over time.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Department of Educational Studies.

Structure

Autumn Term

The first four weeks of the Autumn Term are usually College-based, although you may begin regular visits to your first teaching experience school from the fourth week onwards.

In College, you spend most of your time in a subject group with your subject tutor, who has overall responsibility for your professional development. These sessions introduce you to the basic principles and approaches to teaching and learning in your subject.

There is also a block lecture programme, General Professional Studies (GPS), which explores issues common to all teachers. Within GPS you have an opportunity to study an option in more depth.

From around the fifth or sixth week until the end of the term, you are based for four days a week in a school, working largely within your specialist subject department.

Your school-based tutor is responsible for a programme in school that enables you to relate what you have learned in College to the context of the particular school, and to gradually build up your confidence and expertise in teaching.

Throughout the term, you continue to come into College on Fridays to work with your subject tutor and group to reflect on your experience in school and develop particular areas of expertise.

Spring and Summer terms

The first two weeks of the Spring Term are usually based in College, where you build on the experiences of the Autumn Term to develop your expertise further so that you will be ready to undertake an extended block of teaching.

From around the third week of term until the spring half-term holiday, you spend four days a week in your second school, coming into College on Fridays to reflect on your experiences and develop your expertise with your subject tutor and fellow students. Between the spring and summer half-term holidays you are based full-time in the school.

In effect you work as a full member of a school team, with responsibility for all aspects of planning, teaching and assessing the learning of a number of classes. During this period, you have the opportunity to investigate in greater depth one of the areas introduced in the Autumn Term lecture programme, and to relate it to the specific context of the school in which you are based.

The three or four weeks at the end of the Summer Term are used flexibly for both school and College activities to ensure that all aspects of your professional development have been addressed.

Department

We have been training teachers since 1904, and have established a reputation for excellence in this field

Educational Studies

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

Read less
This programme prepares you to teach art and design in secondary schools. You are shown how to plan, resource and organise art lessons, and how to monitor, record, evaluate and assess the art practices of students- http://www.gold.ac.uk/pgce/secondary-art-design/. Read more
This programme prepares you to teach art and design in secondary schools. You are shown how to plan, resource and organise art lessons, and how to monitor, record, evaluate and assess the art practices of students- http://www.gold.ac.uk/pgce/secondary-art-design/

We encourage you to create exciting, questioning and stimulating learning environments.

You'll explore how young people develop their own forms of exploration, expression and communication.

You'll learn about current educational initiatives and agendas and wider political and conceptual issues related to art and design education and how to design, develop, resource and organise art and design lessons, and how to monitor, record, evaluate and assess the art and design practices of young people.

A central philosophical position of the Goldsmiths PGCE is the importance and essential element of your practice as an artist/designer/craftsperson and how this can contribute to your development as an educator.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Department of Educational Studies.

Structure

College-based work
There are practice-based Art and Design workshops, lectures and seminars and individual and group tutorials, which are conducted by Goldsmiths lecturers, artist teachers and gallery/arts educators.

The content of the lectures and seminars focus on current issues including:

contemporary art and design practices
learner identities
visual and place-based pedagogies
inclusive strategies for learning
political and conceptual issues in art and design
artist teacher identities
assessment and evaluation of Art and Design
designing and developing opportunities for learning

School-based work

During the Autumn Term you are placed in a secondary school Art and Design department to observe, participate in and teach alongside experienced teachers.

You'll visit a primary school to develop an understanding of younger children’s work and how the Art and Design curriculum is taught.

During the Spring and Summer terms you are placed in a second school, where you will experience a sustained experience of teaching in which you develop competence in the Professional Standards.

Throughout the course you will develop and implement Art and Design practices in all Key Stages of the curriculum including post-16.

Department

We have been training teachers since 1904, and have established
a reputation for excellence in this field

Educational Studies

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

Read less
Our aim is to develop teachers whose vision, imagination and professionalism takes them beyond the realities of current educational policy, and encourage them to continually seek to evolve new and better models of practice- http://www.gold.ac.uk/pgce/secondary-design-technology/. Read more
Our aim is to develop teachers whose vision, imagination and professionalism takes them beyond the realities of current educational policy, and encourage them to continually seek to evolve new and better models of practice- http://www.gold.ac.uk/pgce/secondary-design-technology/

Goldsmiths' Department of Design runs the PGCE (Secondary) in Design & Technology. The curriculum includes working with resistant materials (product design), systems and control (electronics, CAD/CAM), textiles, and food technology. What unifies these is the subject of Design, and the development of designing competence.

This programme is aimed at preparing you to teach in two broad areas.

You’ll be given the opportunity to specialise in one area to Key Stage 3 (age 11-14), and another to Key Stage 4 and beyond (age 14+). Key Stage 3 specialist fields are Materials; Textiles; Electronics and Communications Technology; and Food. The two Key Stage 4 specialist fields are Materials and Textiles.

Through an integrated course that involves both a practical and theoretical approach, you’ll be encouraged to reach your potential as a fully qualified teacher.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as the PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Alan Bright.

Structure

College-based work
There are seminars examining the nature of Design and Technology education, and workshops designed to develop your subject expertise. By the end of the programme you must offer a second area of competence to teach to the end of Key Stage 3, as well as your specialist area at Key Stages 4 and 5.

You engage in two design activities: one in the first term, and the second throughout the year.

The first activity is mirrored by the same project being undertaken by Year 9 pupils in a local school, and culminates in a shared presentation.

The second activity culminates in a presentation of a personal design-and-make project to your peers, to consider and reflect on the nature of the process of designing.

School-based work

During the Autumn Term you are placed in your first school, usually with a partner Design and Technology student teacher. The aim is induction, both into schooling and the teaching of design and technology, and into learning and teaching practices.

You do this by:

-observing teachers working and pupils participating in learning activities
-learning about whole school policies and practices
-studying the Design and Technology curriculum at Key Stages 3 and 4 (examinations)
-progressively taking on teaching activities, initially in tandem with the class teacher
-Spring and Summer terms are devoted to teaching practice in a second school, developing your competence to meet the Professional Standards.

You design a scheme of work for the Key Stage 3 curriculum, and develop your understanding of pupil learning styles, National Curriculum requirements, assessment and examinations.

Department

Design

Study in a department that's been ranked 1st in the UK for this subject.

Through design, we'll encourage you to bring about change, propose new visions of the future, and engage with sustainability. And we'll prepare you to become a teacher whose vision and imagination can inspire the next generation of young designers.

Design at Goldsmiths is ranked:

1st in the UK (The Guardian University Guide 2016)
12th in the world (QS World University Rankings by subject 2015)
We’ve also been ranked by LinkedIn as one of the top graduate universities for designers, because so many of our graduates go on to find jobs in the industry.

Educational Studies

We have been training teachers since 1904, and have established a reputation for excellence in this field

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

Read less
This programme offers you a balance of theory and practice, giving you the opportunity to more fully explore and understand the key concepts of Media Studies at secondary school and at post-16 level- http://www.gold.ac.uk/pgce/secondary-media-studies-english/. Read more
This programme offers you a balance of theory and practice, giving you the opportunity to more fully explore and understand the key concepts of Media Studies at secondary school and at post-16 level- http://www.gold.ac.uk/pgce/secondary-media-studies-english/

This programme offers you a route into teaching a subject that is dynamic and constantly changing. Our experts will teach you, through a diverse and integrated course, everything you need to know about the place of Media Studies within the school curriculum.

You’ll learn through a number of Subject Studies and School Experience modules in the areas of Media Studies (75%) and English teaching at Key Stage 3 (25%). You’ll learn hand-on media skills through a programme of practical media training sessions.

Elements of teaching and assessments will be shared with the highly regarded English and Media Centre.

You’ll gain an understanding of the place of Media Studies within the school curriculum, while exploring the key concepts involved in media studies including:

-Media languages
-Media audiences
-Media institutions
-Media representation

You’ll also develop your practical skills, gaining expertise in teaching pre-production, production and post-production.

With a focus on Key Stage 3, you’ll explore the teaching, learning and assessment of English.

To underpin your Media and English studies, you’ll gain an understanding of pedagogy including:

-assessment and marking
-public examinations
-classroom organisation and management
-inclusion
-planning a rigorous and creative curriculum to meet the requirements of school and examination specifications
-using social media in the classroom

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your PGCE fees, you will be expected to cover your travel costs to your school placements.

Contact the department

If you have specific questions about the degree, contact Pete Fraser or Vicky Macleroy.

Department

We have been training teachers since 1904, and have established
a reputation for excellence in this field

Educational Studies

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

Read less
This programme offers a balance of theory and practice to give you a thorough grounding in all aspects of the National Curriculum for English, including post-16 teaching- http://www.gold.ac.uk/pgce/secondary-english/. Read more
This programme offers a balance of theory and practice to give you a thorough grounding in all aspects of the National Curriculum for English, including post-16 teaching- http://www.gold.ac.uk/pgce/secondary-english/

You will learn how to make use of a wide range of teaching approaches through practical workshop sessions and seminars with trained professionals, and also through your direct involvement with one or more culturally diverse London schools.

Through practical and theoretical application, you will be taught all aspects of the planning and evaluation of lessons, assessment, marking and examination syllabuses.

By the time you reach Qualified Teacher Status you will have developed the knowledge, skills and understanding needed to become a responsible professional who can make positive and informed contributions to educational policy.

After an introduction to the National Curriculum and other recent developments, you explore issues around:

-writing, reading, speaking and listening
-culture and prejudice
-assessment and marking
-public examinations
-classroom organisation and management
-bilingualism
-the place of Drama, Media Studies and IT in the English classroom
-teaching English to different age ranges
-literacy
-language awareness teaching
-how best to meet different needs and interests in mixed-experience classrooms, including those of bilingual and bidialectal pupils, and pupils with Special Educational Needs

A key feature is the inclusion of specialist Drama, Voice and Media Studies workshops, enabling you to develop a broad repertoire of teaching skills and experiences.

Methods of assessment in English focus primarily on individual written work, but also take into account group tasks, presentations and video work.

Formal assignments explore aspects of: planning and selection of resources; assessment practices; and current debates about English as an academic/school subject.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Dr Vicky Macleroy.

Structure

In the Autumn Term, two days of most weeks are devoted to the College-based English Method programme. These subject sessions have a seminar/workshop format.

Teaching practice is in two main blocks, each in a separate school. During the school-based weeks of the Autumn Term, there are opportunities to observe teachers, to ask questions, and to speak with your school-based mentor – either the head of the English department in the school or another experienced member of staff.

Much of the Spring and Summer Terms are devoted to school-based work. Normally, two English students are located at each school so that, as well as teaching classes on your own, you may also be able to undertake joint teaching, including joint preparation and marking.

Department

We have been training teachers since 1904, and have established a reputation for excellence in this field

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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