This programme is designed to provide a route into one of the most rewarding and dynamic careers in teaching that there is, providing you with the tools to make the study of language stimulating for the full range of learners- http://www.gold.ac.uk/pgce/secondary-mfl/
This PGCE course comes with the choice of taking a French, German or Spanish pathway.
We seek to encourage an interactive teaching approach that builds confidence, develops understanding of how the language system works and leads to purposeful language use. You will be working with young people from a wide range of backgrounds, aptitudes and needs. This is challenging as well as exciting, so we offer a gradual and supportive introduction to the classroom.
In the College-based element, you will be given the opportunity to explore what constitutes ‘good practice’, and spend time in subject-specific groups looking at issues and resources particular to their languages. We encourage students to develop a second or third teaching language and we build in opportunities for you to teach each other.
Providing meaningful contexts for language learning is vitally important and we place emphasis on culture and creativity (use of stories, songs, drama, multimedia and art works) as well as on cross-curricular projects. We also devote attention to learner strategies that enable pupils to become more fully involved in the process of their own learning.
Motivation is a key aspect in teaching a language and we explore how we can develop engaging content and teaching strategies. We consider the growing number of alternative courses for language accreditation and the development of the 14-19 Diploma in Languages.
The introduction of language teaching in all primary schools is an exciting development. Working with our Primary PGCE colleagues we look at the implications of this in terms of policy and pedagogy. This focus is seen as particularly valuable by students and one that enriches the course.
It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.
As well as your 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.
If you have specific questions about the degree, contact Marian Carty.
In the Autumn Term, College-based sessions complement school-based work by covering issues raised in lesson planning – eg. speaking skills, group work, or using ICT. The sessions are based on workshop-type activities, but offer the opportunity to reflect on the underlying teaching principles.
They also allow you to follow up General Professional Studies by exploring equal opportunities, classroom management, Every Child Matters and Inclusion.
For the Spring and Summer Terms, you move to a second school and take on more responsibility for teaching classes; you may also continue to team-teach with your mentor in school.
Your university tutor and mentor share responsibility for assessing your teaching practice, and help you identify your strengths and work on any weaknesses.
You also work with your mentor on a curriculum development project in which you explore a current initiative in language teaching, devising teaching materials and trying them out in the classroom.
You complete one formal subject assignment during the year. This includes a review of current language teaching methodologies and how they have developed, as well as a focus on a particular issue related to current classroom practice.
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.
We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.
We offer a high level of support through a system of school and personal tutoring.
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.
Please visit http://www.gold.ac.uk/pg/fees-funding/
At least part of your degree should be in French, German or Spanish. You should also have some knowledge of one of the other languages, ideally as a subsidiary subject in your degree or at A-level, but GCSE or O-level is a help as a starting point. If you have lived outside the UK and have not worked in a British school (for example as a Foreign Language Assistant), it is very helpful if you arrange to visit a secondary school for a day to observe lessons before you submit your application.