PRIMARY PGCE (QTS)

INTRODUCTORY
HANDBOOK

ACADEMIC YEAR 2023/24

PGCE Early Years

(3 – 7 Years)

PGCE General Primary

(5 –11 Years or 7-11 Years)

PGCE Primary with Modern Languages

(7-11 Years)

PGCE Primary with Maths

(5 –11 Years or 7-11 Years)

School Direct PGCE

(3-7 Years, 5-11 Years or 7-11 Years)
 EQUALITY AND DIVERSITY POLICY IN THE DEPARTMENT OF EDUCATIONAL
STUDIES
This statement is signed on behalf of all students and staff within the Department of
Educational Studies. Everyone is expected to uphold its principles through their activities in
the department in relation to module and curriculum content, participation in meetings, and
the establishment of applications and recruitment pastoral care, learning and teaching,
assessment and all other systems and procedures.
1. The department values all members of staff and every student, creating an inclusive and
representative culture in which diversity is valued, and human rights are respected so that all
members are enabled to achieve to their potential and contribute to the life of the
department.
It follows that no student or staff member of the department shall be discriminated against on the
grounds of race, ethnic or cultural identity, national origin, religious belief, disability, status
(including marital, parental or job status), age, gender and gender identity, sexual orientation, socio-
economic class, caring responsibilities, or a combination of these.
2. All students and staff in the department are entitled to the following rights:
• To work in an environment that is free from discrimination and harassment;
• To be treated with respect and dignity;
• To be treated equitably, acknowledging people's different experiences, emotions,
strengths and needs;
• To be able to express informed and supported opinions, within the law, and debate
these seriously and respectfully;
• To be given support and encouragement to develop within their role in the
department.

3. The department and its members are committed to the promotion of social justice and
equality in every aspect of their work. This work is everybody's business- not just the
responsibility of those with particular characteristics, identities or experiences.

4. In pursuit of the above, students are encouraged to make use of the opportunities
provided by the department to participate in constructive discussion about inclusion,
representation, equality and social justice in:
• Their programme of study;
• The learning environment;
• Pastoral care.

Professor Farzana Shain

Head of Department
2023

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Contents
1. Welcome to the Primary PGCE (QTS) Programme ............................................................. 4
2. Primary PGCE (QTS) Programme Information ................................................................. 5
3. Primary PGCE Term Dates 2022-23 ..................................................................................... 7
4. Supporting your Mental Health and Wellbeing ................................................................. 10
5. Overview of the Primary PGCE (QTS) Qualification ......................................................... 12
6. School Experience Module ................................................................................................ 13
7. Studies in Professional Issues and Research in Education (SPIRE) .............................. 22
8. Curriculum Studies ............................................................................................................ 23
9. Sources of Information ...................................................................................................... 28

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1. Welcome to the Primary PGCE (QTS) Programme
The Vision and Mission of the Teacher Education Partnership at Goldsmiths

Supporting the development of Exceptional Teachers for World Class Schools

The Partnership believes that to achieve this vision and to make a difference to the life
chances of young people it needs to be committed to:

• Promoting Reflection: to develop a strong sense of identity that is built upon a close
connection between research and experience.
• Recognising Inclusivity: to be rights respecting and recognise and challenge the
political, social, economic and cultural dimensions of practice.
• Celebrating Creativity: to take informed risks and use imaginative and innovative
strategies to support learning.
• Developing Confidence and Engagement: to participate fully in steering the course of
the profession locally, nationally and globally.

We would like to extend a warm welcome to all the new students joining us in September 2023. We
hope that your time here will prove to be both stimulating and rewarding.

The reputation that Goldsmiths has for educating teachers is something of which we are very proud.
Completing your teacher education at Goldsmiths means you are entering into a tradition that
centres upon issues of diversity, inclusion and equal opportunities and is one which will provide you
with a deep understanding of the realities of teaching in the current educational climate and within
an urban context.

We believe in a model of initial teacher education that focusses upon developing critical, creative
and inclusive teachers. During your time with us we will support you in developing an
understanding of what education is today and provide opportunities for you to articulate your own
views of what you believe education should be.

This booklet is designed to provide you with the information you need before starting the course and
to enable you to prepare for the challenges you might face as you begin on the path to becoming a
fully qualified teacher. We ask that you read it carefully and engage with its contents.

You need to enter the programme remembering that you will only gain in a meaningful way if you
are willing to work hard, engage fully with all activities and undertake personal independent study.
The PGCE is not something that is done to you and we ask for your full participation in all stages of
this process.

The next nine months mark the start of an amazing journey and it is one we look forward to sharing
with you.

Vicki Ryf
Primary PGCE Programme Lead

This booklet is intended for students who have either a conditional offer or a firm offer of a place on
PGCE Primary or School Direct programmes in September 2023. Please read it in conjunction with
the information you receive from Goldsmiths Admissions Office. This booklet in no way changes
the nature of your offer. You must fulfil all of the conditions set by Goldsmiths Admissions Office in
order to fully enrol.

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2. Primary PGCE (QTS) Programme Information

2.1 Curriculum Intent

To uphold our vision and mission, the Primary PGCE curriculum is committed to supporting
students to become a reflective, inclusive, creative, and engaged practitioners who are
confident to take their place in the teaching profession.

To that end our curriculum is intended to:

• Provide a broad, balanced and challenging introduction to teaching that is well matched to
the urban primary school or early years’ settings and is responsive to the needs of our
partnership of schools.
• Support the development of a well-informed understanding that recognises and challenges
the political, social, economic and cultural dimensions of professional practice.
• Deliver an appropriate breadth of experience and opportunities that are carefully designed
to support students in developing secure subject, pedagogical and curriculum knowledge.
In doing so, the curriculum will be fully compliant with the requirements of the ITT Core
Content framework.
• Encourage a sense of professional autonomy, allowing students to make choices and feel
they have a voice in the direction of their professional learning.
• Enable high standards of academic achievement, supporting students to make meaningful
connections between theory and practice that provide a foundation for future professional
learning.
• Promote the importance of good mental health and wellbeing.
• Be dialogic, providing opportunities for purposeful discussion and debate, empowering
students to see themselves as part of a community of practice and empowering them to
become agents of change.
• Be courageously creative, encouraging students to take informed risks in their professional
practice with a view to inspiring and motivating the children in their charge.

The Initial Teacher Education Core Content Framework

The curriculum that you follow at Goldsmiths is built from the Vision and Mission statement that is
presented on page 4 of this booklet and adheres closely to the needs of our partnership schools.

This curriculum also provides coverage of the entitlements outlined in the Initial Teacher Education
Core Content Framework. We will explain a lot more about this at the start of the programme but
to gain flavour of these entitlements you should look at this document:
https://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework

The Teachers’ Standards

Gaining an award of QTS requires you to provide evidence that your profession practice meets the
Teachers’ Standards. You can access information about these through this link:
https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf

11.B Curriculum Implementation

The Goldsmiths curriculum is developmental, providing students with relevant opportunities and
experiences to develop their knowledge, skills and understanding across the programme.
Curriculum coherence is ensured with the identification of three broad phases.

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 Assessment Phase 1 (Autumn Term): Introduction to the foundational and essential
knowledge and skills relevant to the student teacher and opportunity to practice and apply
these in a school context.
Assessment Phase 2 (Spring Term): Extension and development of existing knowledge,
student teachers will be given the opportunity to practice and apply learning in an alternate
setting.
Assessment Phase 3 (Summer Term): Consolidation of learning, placing a focus upon
developing confidence and competence in all aspects of professional practice. The
curriculum here will become more individualised, allowing students to focus upon areas in
which they need support to ensure that they are fully prepared to begin their induction
phase.

When on campus, but also in school, students will have the opportunity to learn with experts in
their professional field. All expert colleagues will be highly qualified to carry out their role and will
be supported through the provision of a range of relevant professional development opportunities
that are carefully designed to meet their specific needs.

The implementation of our curriculum will be based upon the mantra that all learning occurs with
you and is not something that is done to you. Students are encouraged to be actively involved in
all aspects of their learning. Centre based teaching, in the main, will be delivered in blocks with
students being taught in seminar groups. This mode of delivery has been proven to encourage
supportive communities of practice which permit students to develop a high level of reflection and
engagement with the subject matter, emphasising the importance of collaboration, dialogue, and
debate for professional learning.

In implementing our curriculum, care has been taken to ensure that the resources and materials
used are inclusive, reflecting the diversity of society. Introduced early in the programme, the
SPIRE module will encourage students to look beneath classroom practice and develop from the
start an understanding of the political, social, economic, and cultural dimensions of their practice.

Opportunities for students to develop a sense of professional autonomy is central to the

implementation of the curriculum. This can be evidenced in the selection of Curriculum Studies
specialisms and enhancements as well as the choice of focus for academic assignments. Whilst in
school, students are encouraged to see themselves as a part of the assessment process. They
are encouraged, through reflection and personal target setting to recognise that they have a voice
in their overall professional development.

2.3 Curriculum Impact

As well as assessment of written assignments, ongoing formative assessments of progress will be
made according to the published assessment schedule and will be supported by the Assessing
Student Progress booklet, designed to support effective target setting and professional dialogue.

Regular evaluation is built into programme design to elicit feedback on the quality of teaching and
learning. Impact will be monitored by leaders and managers of the programme through the careful
analysis of evaluations, assessment phase outcomes and feedback from students, mentors,
university tutors and employing schools. The programme works with three experienced external
examiners who are charged to report on the quality of our provision and who act as critical
friends.

Programme Leaders are held to account by the Partnership Strategic Management Group, who
meet termly. This group reviews impact data assures that the programme is fully compliant with
the vision and mission statement and all regulatory frameworks and that our curriculum intent is
being upheld.

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 3. Primary PGCE Term Dates 2023-24

Autumn Term 4th September 2023 to 21st December 2023

Spring Term 8th January 2024 to 29th March 2024

Summer Term 15th April 2024 to 28th June 2024*

These dates reflect the advertised term dates of Southwark and Lewisham Local Authorities. You
should be prepared to be flexible if there are differences between these and your placement school.

Students following a School Direct Salaried Pathway will be required to be in their school until the
end of the academic year. Students following a School Direct Training Route (Fee Paying) will need
to speak to their school as the programme will follow the advertised standard start and end dates.

*Please note that the end of programme date reflects the experience of students felt to be making
appropriate progress with no issues with absence. If issues arise you may be required to extend
your final school experience to ensure that you have addressed all of the standards adequately. In
case of unforeseen circumstances arising, students are advised not to book holidays/ travel etc.
until schools have finished in the summer term.

A detailed timetable will be available during the first week of term but please use the calendars on
the pages that follow when looking to organise your time. Please ensure that you look at the calendar
that relates to your specific pathway.

Primary PGCE (QTS) Provisional Programme Calendars

Calendar Key
At Goldsmiths. Please expect to be available for teaching either online or on
GS
campus between 9: 00 and 4pm
School School Experience

School Direct Only: These are the days we would expect your alternate
School (AP)
placement to take place. Please liaise with your lead school about this.

This refers to those who are following the Provider Led pathway rather than the
Provider Led
School Direct pathway.

Intensive Training and Practice weeks will spotlight key aspects of training in
ITaP
greater depth in school and in university informed by expert mentors

N.B. SD Students working with The Bridge lead school please refer to the specific calendar that is
for your pathway.

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3.4.1 Provisional Primary PGCE (QTS) Provider Led Calendar

GS
Date
week Monday Tuesday Wednesday Thursday Friday
4 04/09/2023 GS GS GS GS GS
5 11/09/2023 GS GS GS GS GS
6 18/09/2023 GS GS GS GS GS
7 25/09/2023 GS GS GS GS GS
8 02/10/2023 School 1 School 1 School 1 School 1 School 1
9 9/10/2023 ITaP 1 ITaP 1 ITaP 1 ITaP 1 ITaP 1
10 16/10/2023 School 1 School 1 School School 1 School 1
11 23/10/2023 Half Term
12 30/10/2023 School 1 School 1 School 1 School 1 School 1
13 06/11/2023 School 1 School 1 School 1 School 1 School 1
14 13/11/2023 School 1 School 1 School 1 School 1 School 1
15 20/11/2023 School 1 School 1 School 1 School 1 School 1
16 27/11/2023 School 1 School 1 School 1 School 1 School 1
17 04/12/2023 School 1 School 1 School 1 School 1 School 1
18 11/12/2023 School 1 School 1 GS School 1 School 1
19 18/12/2023 School 1 School 1 School 1 Holiday Holiday
20 25/12/2023 Holiday
21 01/01/2024 Holiday
22 08/01/2024 ITaP 2 ITaP 2 ITaP 2 ITaP 2 ITaP 2
23 15/01/2024 School 1 School 1 School 1 School 1 School 1
24 22/01/2024 School 1 School 1 School 1 School 1 School 1
25 29/01/2024 GS GS GS GS GS
26 05/02/2024 GS GS School GS GS
27 12/02/2024 Half term
28 19/02/2024 School 2 School 2 School 2 School 2 School 2
29 26/02/2024 School 2 School 2 School 2 School 2 School 2
30 04/03/2024 School 2 School 2 GS School 2 School 2
31 11/03/2024 School 2 School 2 School 2 School 2 School 2
32 18/03/2024 ITaP 3 ITaP 3 ITaP 3 ITaP 3 ITaP 3
33 25/03/2024 GS GS GS School 2 Holiday
34 01/04/2024 Holiday
35 8/04/2024 Holiday
36 15/04/2024 School 2 School 2 School 2 School 2 School 2
37 22/04/2024 School 2 School 2 School 2 School 2 School 2
38 29/04/2024 ITaP 4 ITaP 4 ITaP 4 ITaP 4 ITaP 4
39 06/05/2024 BH School 2 School 2 School 2 School 2
40 13/05/2024 School 2 School 2 School 2 School 2 School 2
41 20/05/2024 School 2 School 2 School 2 School 2 School 2
42 27/05/2024 Half Term
43 03/06/2024 School 2 School 2 School 2 School 2 School 2
44 10/06/2024 School 2 School 2 School 2 School 2 School 2
45 17/06/2024 School 2 School 2 School 2 School 2 School 2
46 24/06/2024 School 2 School 2 School 2 GS GS

Key: GS: Goldsmiths ITaP: Intensive Training and Practice

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Primary PGCE (QTS) School Direct Calendar

SD Students working with The Bridge lead school please refer to the specific calendar for your pathway

GS
Date
week Monday Tuesday Wednesday Thursday Friday
4 04/09/2023 GS GS GS GS GS GS GS GS GS GS
5 11/09/2023 School School School School School
6 18/09/2023 School School School School School
7 25/09/2023 School School School School School
8 02/10/2023 School School School School School
9 9/10/2023 GS GS GS GS GS GS GS GS GS GS
10 16/10/2023 GS GS GS GS GS GS GS GS GS GS
11 23/10/2023 Half Term
12 30/10/2023 School School School School GS
13 06/11/2023 School School School School GS
14 13/11/2023 School School School School GS
15 20/11/2023 School School School School GS
16 27/11/2023 School School School School GS
17 04/12/2023 School School School School GS
18 11/12/2023 School School GS School School
19 18/12/2023 School School School Holiday
20 25/12/2023 Holiday
21 01/01/2024 Holiday
22 08/01/2024 School (AP) School (AP) School (AP) School (AP) School (AP)
23 15/01/2024 School (AP) School (AP) School (AP) School (AP) School (AP)
24 22/01/2024 School (AP) School (AP) School (AP) School (AP) School (AP)
25 29/01/2024 School (AP) School (AP) School (AP) School (AP) School (AP)
26 05/02/2024 GS GS GS GS GS GS GS GS GS GS
27 12/02/2024 Half term
28 19/02/2024 GS GS GS GS GS GS GS GS GS GS
29 26/02/2024 School (AP) School (AP) School (AP) School (AP) School (AP)
30 04/03/2024 School (AP) School (AP) GS School (AP) School (AP)
31 11/03/2024 School (AP) School (AP) School (AP) School (AP) School (AP)
32 18/03/2024 School (AP) School (AP) School (AP) School (AP) School (AP)
33 25/03/2024 GS GS GS GS GS GS Holiday Holiday
34 01/04/2024 Holiday
35 8/04/2024 Holiday
36 15/04/2024 School School School School School
37 22/04/2024 School School School School School
38 29/04/2024 School School School School School
39 06/05/2024 Holiday School School School School
40 13/05/2024 School School School School School
41 20/05/2024 School School School School School
42 27/05/2024 Half term
43 03/06/2024 School School School School School
44 10/06/2024 School School School School School
45 17/06/2024 School School School School School
46 24/06/2024 GS GS GS GS GS GS GS GS GS GS

Key: School: School Experience School (AP): Alternate Placement GS Goldsmiths

9
 4. Supporting your Mental Health and Wellbeing

The PGCE is an intensive programme. During the nine months that you are with us you will
experience a range of emotions. You might to give some thought about how you can start to put in
frameworks around you to support you on your journey.

Your Personal Support Network

• Who do you call on when you need support? Think about your family, friends, and the
wider community. They are all going to be important for you during your PGCE year. They
can be there when you need a boost. They can be there when you need feeding. They will
be there to make sure you look after yourself. Don’t underplay their importance. Start
building that community of support now.
• Think about your GP and any health professionals who currently offer you support. Will
you need to change them if you move location?
• Accessing Disabled Students Allowance (DSA)-. PGCE with a disability may be eligible to
apply. So start the process now as you may need to call on a range of professionals to
support your application

Support Offered at Goldsmiths

At Goldsmiths there is a variety of support within the department of Educational Studies and within
the main university. The Professional Studies, Science and Technology Hub offers support and
arranges contact across departments: https://www.gold.ac.uk/students/school-hubs/

Wellbeing Support

Wellbeing Advisers are here to support all Goldsmiths students whose personal circumstances are
affecting their wellbeing and/or their studies. They can also signpost you to the most appropriate
support and other services within Goldsmiths such as counselling.

You will find that your tutors will provide a lot of ongoing support for you during your time on the
programme and we ask that you keep them in the loop if you are having any issues or difficulties.

In addition, Sue Dixon ( [email protected]) our joint Head of Teacher Education is also one of
the departments’ Senior Tutors. Part of her role is to provide support that is specifically tailored to
student’s on PGCE programmes.

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 External Support
Please Click the hyperlinks to access the relevant pages
• NHS Every Mind Matters
You are asked five short questions in an interactive quiz and, based on your responses you will
be emailed a tailored Mind Plan. I have had a go at this and found it useful. Many of this year’s
PGCE students found it helpful too.
• Eat Well NHS website
We all know that we should eat healthily but it is easy to slip into ‘lazy’ eating when we are
busy.
• Simple Self-Soothe Strategies - Creative Education
You will need to register on the site. It is quick and it is currently free. There are activities such
as: Massage your hands and Close your eyes and look inwards. You might also want to use
some of these activities whilst on teaching practice with some of your pupils.
• Mental health resources for children, students, parents, carers and school/college staff -
Education in the media (blog.gov.uk)
This site has a wealth of resource links including helpful Apps. There is a useful short
explanation about each resource link. It also provides information about Education in the media
so it will help you keep abreast of some of the debates.

11
5. Overview of the Primary PGCE (QTS) Qualification

You will exit the programme with either a Professional Graduate Certificate in Education or a Post
Graduate Certificate in Education, depending on whether you achieve level 6 (undergraduate final
year level) or level 7 (postgraduate Master’s level) credits in your two academic assignments.

• The Professional Graduate Certificate in Education route requires you to achieve

credits in three modules. The three modules may be all at level 6 or two of the modules at
level 6 and one at level 7 to make 120 credits.
• The Postgraduate Certificate in Education route requires you to achieve credits in three
modules. Two of the modules must be at level 7 (master’s level) and the final module at
level 6, to make 120 credits. The one or two modules at M level may entitle you to use the
30 or 60 credits towards a subsequent Master’s degree.

The modules which comprise the PGCE are as follows:

Module Level Credits

Studies in Professional Issues and Research in Education 6&7 30 credits
Curriculum Studies 6&7 30 credits
School Experience 6 60 credits

To be awarded an PGCE with QTS you will also need to demonstrate that you can meet all of the
Teacher’s Standards as outlined on page 7 of this booklet.

Over the next few pages you will find more details about each of these modules and some pre-
programme tasks and suggested readings to get you started.

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6. School Experience Module

This is a complex module that comprises three main elements that all interlink and interweave.
These elements are:
• Professional Studies
• Subject Studies (Applied Pedagogy)
• School Placement

Professional Studies
Through a series of lectures and online activity that have been carefully planned with school based
colleagues, you will engage with a variety of contemporary issues in education. These will be
followed by seminars and workshops, designed to allow you to develop your understanding
further. All Professional Studies sessions are designed to link to directed activities and tasks on
school experience. This will allow you to put into practice what has been addressed in the
sessions.

Professional Studies Pre-Programme Tasks

What you understand by the word learning? To help with this you could consider the following
questions:
• How do you learn best?
• Can you think of time when you learned something new? How did this feel? How did you
know that you have learned it?
• What are the conditions that are necessary for you to learn?

To support your reflection, you should look into some of the key learning theories that present
an overview of what we mean when we talk about learning. There are many of them but to start
with you could look at this free course from the Open University that provides a clear
introduction to the different theories of learning: https://www.open.edu/openlearn/education-
development/education/exploring-childrens-learning/content-section-4.1/?printable=1

In addition, you are strongly advised to become familiar with some of the materials that look at
learning from a cognitive, learning science perspective. To gain an overview of this please look
at resources that are available from Deans for Impact https://deansforimpact.org/resources/the-
science-of-learning/

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Subject Studies (Applied Pedagogy)

While undertaking the PGCE programme you will have subject specific sessions in all curriculum
areas. The subject studies sessions will focus upon developing your own subject knowledge and
confidence in that area as well as introducing you to the curriculum and exploring progression
across different ages and stages of learning.

As with Professional Studies, you will have opportunity to put the strategies and ideas addressed
in Subject Studies sessions in practice during your experience in school.

The overview and activities in this section relate specifically to English, Maths and Science subject
areas but you are also advised to look at the National Curriculum for each subject area and
consider which aspects of the curriculum you are confident with and which you might need to
brush up in. The more prepared you are to teach across the curriculum, the easier your PGCE
(QTS) journey will be.

Functional Maths and English Skills

Being a teacher will also ask you to use your maths and English skills outside of the classroom.
Teachers are required to manage data effectively, write school reports and communicate with
parents confidently and clearly. Your professional Studies, English and maths sessions will
address some of these areas but you will also need to engage with this aspect in individual study.

We strongly recommend that you access the BBC Bitesize sites to get you started. Further
materials for auditing your functional maths and English skills will be made available to you at the
start of the programme.

• https://www.bbc.co.uk/bitesize/topics/zhrrd2p
• http://www.bbc.co.uk/schools/gcsebitesize/maths/
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/ (accessed 15.06.22)

Subject Studies: Science, Maths and English Preparation Activities

The following outlines provide an overview of the specific subject studies courses that you will
have during the programme. Each subject will expect you have engaged with some pre-
programme tasks that can be found below.

Early Years and Primary Science

There are arguably two ways to think of science; as a body of knowledge or as a way of
looking at and thinking about the world we live in. Indeed, Loxley et al. (2014, p.4) identify
that “science is not just about exploration, but also the sharing of knowledge and
understanding that people have accumulated over time”. The problem that children face, is
that there are many facts to learn and some scientific explanations are counter-intuitive. This
view of science is frequently reflected in science text books (have a look?). Perhaps it is no
surprise then that many primary student teachers feel ‘inadequate’ as they do not ‘know all of
the science stuff’.

We take the view that pupils should be taught to engage in the ‘process’ of science.
However, it is important for you to develop your subject knowledge per se of what is to be
taught in the EYFS, KS1 and KS2 curriculum; how you will develop your understanding of
these areas over your PGCE year?

14
 a) Please access the National Curriculum for Science
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/att
achment_data/file/425618/PRIMARY_national_curriculum_-_Science.pdf

If you are on the EYFS pathway, download the Early Years statutory framework,
https://www.gov.uk/early-years-foundation-stage.

Focus on three areas from the National Curriculum document: plants, materials and
electricity. If you are on the EYFS pathway look at the area of learning Understanding
the World. Start to identify gaps in your subject knowledge. A good way to identify gaps
is to ‘red/amber/green’ the content either on a printed copy or on screen. Any good
school GCSE or A-level text-book (as opposed to a revision book) will be useful for this.

We suggest considering buying one of the following textbooks (or borrowing from the
library).
• Allen, M. (2014). Misconceptions in primary science. McGraw-Hill Education: UK
• Cross, A. and Board, J. (2014). Creative ways to teach primary science.
McGraw-Hill Education: UK
• Peacock, G et al. (2017). Primary Science: Knowledge and Understanding.
Learning Matters: Exeter
• Serret, N. and Earle, S. (2018). ASE guide to primary science education. ASE:
Hatfield
• Sharpe, J et al. (2017). Primary Science: Teaching Theory and Practice.
Pre Course tasks

Learning Matters: Exeter, 8th edition.

Of course there is more to subject knowledge than what is provided in textbooks.

Podcasts are also invaluable. Suggested links here include:
• The Infinite Monkey Cage:
http://www.bbc.co.uk/programmes/b00snr0w/episodes/downloads
• In Our Time: http://www.bbc.co.uk/programmes/b006qykl
• Science in Action:
http://www.bbc.co.uk/programmes/p002vsnb/episodes/downloads
• The BBC Bitesize website has support for both primary and secondary science:
https://www.bbc.com/education/levels/zbr9wmn

b) Children dislike writing and learning facts during science sessions (Murphy and Begg,
2003) and it is this type of learning which can often feel very prescriptive and can lead to
some pupils feeling that science is ‘hard’ and unobtainable. Osborne et al. (2003)
emphasise that teachers need to present concepts in a way which relate to their pupil’s
everyday lives and appeal to their interests. Whatever our belief about teaching and
learning science is, a popular misconception by student teachers (and experienced
colleagues) is that once the “stuff” has been taught, the pupils will have learnt it.

We want you to reflect on one experience of science that you have had yourself; are the
finding from Murphy and Begg (2003) resonating with you? Think about your chosen
memory and jot down a few thoughts about: what the science lesson was about, what
you did in the lesson, what the teacher did and how you were learning. Why did you feel
it was an effective/less effective lesson? What did you learn?

c) Thinking about tasks a and b, please write a reflective account (of no more than 300
words) of what you believe science is and how pupils should learn it. In addition to your
own experience, you may wish to draw on the experiences of pupils that you might have
observed or taught. Please bring this writing to your first science session.
15
 There is a lot of support available and we suggest you join our professional association.
The professional body for science teachers is the Association for Science Education,
http://www.ase.org.uk . In our view, we think it is essential to join.

Early Years and Primary Mathematics

You will be required to revise your maths subject knowledge throughout the course. There are a range
of mathematics dictionaries written for pupils and teachers – hard copies as well as on-line versions:
http://www.amathsdictionaryforkids.com or Large, T., Rogers, K. and Russell, R. (2012) Junior
Illustrated Maths Dictionary (Usborne Dictionaries). London: Usborne

We recommend that you follow the link below to begin to examine what is meant by the term ‘Maths
Mastery’. https://www.ncetm.org.uk/teaching-for-mastery/ (accessed 15.05.23)

To help consolidate your subject knowledge, we suggest you purchase the following text:

Haylock, D. (2019) Mathematics Explained for Primary Teachers 6th Ed. London: Paul Chapman.
(The library has copies of editions 4 – 6. The earlier editions are fine as far as subject content is
concerned)

We recommend that you purchase a text to develop your mathematical subject knowledge for the
primary classroom. You could choose from one of the two books below:

• Haylock, D. (2018) Student workbook mathematics explained for Primary Teachers London:
Sage
• Parsons, R. (2014) KS3 Maths Study Guide – Higher (CGP study guides)

You can start to develop your pedagogical knowledge by reading:

• Askew, M. (2016) Transforming Primary Mathematics. Oxford: Routledge
• Montague-Smith, A. Et al. (2018) Mathematics in Nursery Education 4th Edition. David Fulton
Publishers
• Tucker, K. (2014) Mathematics through Play in the Early Years 3rd Edition. London: SAGE

Pre-course Tasks a, b & c will be reflected on during your first maths sessions:

a) Analyse your mathematical learning

What are your memories of learning mathematics? Try to identify significant events that
influenced your attitude to mathematics and the impact they had on your confidence and
competence.

b) What is mathematics?
For a period of one week, record the mathematics you use e.g. numbers, shapes, directions,
measures, sequencing, statistics, probability (chance) and problem solving.

c) Subject Knowledge:
You will be audited on your subject knowledge during the first term of the PGCE. Have a go at
completing the following ‘Self-Audit of Mathematical Knowledge’. It will prove very useful for
you as a starting point of reflection in terms of recognising the areas for greater consolidation
as well as areas of confidence and strength. You will have the opportunity to discuss this with
your tutor and your group. Please note that your group will be allocated during your induction
week.

16
Confidence Audit of Mathematical Knowledge:
Name: Group:

Highest mathematical qualification: Date achieved:

Please tick the box to identify the best match of your confidence and competence in your own
knowledge and understanding of these different aspects of mathematics which underpin the
teaching of mathematics for children aged 3-11 using the following keys. We can talk about what
you have realised in your first maths sessions:

4 Very confident and secure. Could explain to someone else/analyse

their misconceptions
3 Confident and secure. Could explain to someone else
2 Fairly confident and secure. I think I am clear and can do this
1 Not very confident or secure Need revision and support in this.
0 Not at all confident or secure I do not know anything about this topic.

a. Number and Algebra 0 1 2 3 4 Comment

The real number system
▪ the order and size of numbers
▪ place value
▪ negative numbers
▪ decimals, fractions, percentages and the relationship
between them
▪ rational and irrational numbers
Indices
▪ representing numbers in index form and the laws of
indices
▪ squares and cubes of numbers
▪ ways of representing large and small numbers
▪ standard form
Number operations and algebra
▪ computations – use of associative, commutative &
distributive laws
▪ cancelling to simplify calculations
▪ calculations involving ratio & percentages
▪ finding factors & multiples of numbers & of simple
algebraic expressions
▪ constructing general statements
▪ manipulating simple algebraic expressions and using
formulae
▪ relating numerical & algebraic expressions
▪ number sequences and their nth terms
Equations, functions & graphs
▪ forming & solving linear and simultaneous equations
▪ algebraic operations e.g. changing the subject of an
equation
▪ representing functions graphically & algebraically
▪ gradients and intercepts
▪ using graphs to solve equations

17
b. Reasoning & Proof 0 1 2 3 4 Comment
Reasoning and proof
▪ the use of =, <, >, ≥ and ≤
▪ the difference between mathematical reasoning &
evidence and use of evidence
▪ constructing mathematical arguments and familiarity with
methods of proof
c. Measures
Measures refers to length, area, volume, capacity, mass/weight, time,
angle
▪ metric units, Imperial units
▪ standard & compound measures
▪ the relationship between measures
▪ choice of unit & use of proportion
d. Shape and Space
Co-ordinates in 2-D
▪ using co-ordinates to specify location
▪ relationships between co-ordinates of related points

Transformation of shape
▪ translations, rotation and reflection
▪ properties of position, direction & movement
Properties & characteristics of 2D shapes
▪ areas and perimeters
▪ symmetry, congruence & similarity
▪ geometric constructions
▪ Pythagoras’ theorem
Properties & characteristics of 3D shapes
▪ surface area and volume of solid shapes
▪ symmetry of solid shapes
e. Statistics
Data Handling
▪ discrete and continuous data
▪ collecting, representing and interpreting data
diagrammatically & graphically
▪ predicting from data
▪ mean, median, mode and range
▪ comparing distributions
▪ use of database and spreadsheet

18
Early Years and Primary English

Welcome to the English component of your Primary PGCE course. In order to ensure that you are fully prepared before the start of the course in
September, you are expected to complete the following tasks to begin to audit and address important areas of English subject knowledge.

1. English Grammar
You need to purchase or borrow the following book and complete the audit:
Reid, S., Sawyer, A., Bennett-Hartley, M. (2014) Primary English Audit and Test (Achieving QTS Series)

You should complete all sections of this book, auditing your current knowledge. Please do not feel too worried if many of the terms are currently unfamiliar
to you. You will have an implicit knowledge of the way the English language works but may not yet be familiar with all the terminology. The taught course at
Goldsmiths, your experience of planning and teaching in school and your own study over the PGCE year will help you to acquire this explicit knowledge.

You will be given guidance on how to complete an action plan during your first English session during induction week. You will be expected to show evidence
of additional study towards these targets at points throughout your PGCE year as part of your English Portfolio.

2. Children’s Literature
To help develop your knowledge and experience of children’s books, you are expected to read at least 5 children’s books (suitable to read to 3 to 11 year
olds) over the summer. Please ensure that you read a range of picture books, novels, poetry and non-fiction and then develop a log of your reading and
reflections using the following format:
Language Cross curricular
Title Author Text Type Illustrations Themes Classroom use
Features Links
Owl Martin Fiction picture book. Big Rich, Patrick Benson line Explores themes Science: owl facts Great for shared
Babies Waddell book and small texts repetitive drawings. Limited of being lost and reading YR – Y1.
available in English and language. palette. Illustrations scared. Nightime. Geography: Good starting
dual language. You Tube Speech. add detail and Sibling woodlands point for drama
animation: atmosphere to relationships. development.
https://www.youtube.com/ setting. Childhood. Art: line drawing
watch?v=TPQRiSTYFHo and collage

You can find some useful recommendations of excellent books on the following sites:
https://www.clpe.org.uk/library/booklists https://www.booktrust.org.uk/books/100-best-books/
 3. The EYFS and National Curriculum
To develop your knowledge and understanding of the English curriculum and to inform a
group task during induction week, you need to read and familiarise yourself with the
Communication, Language and Literacy section of the Early Years Foundation Stage
Framework (2021)

https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

and the Development Matters (2021) guidance:

https://www.gov.uk/government/publications/development-matters--2

You also need to read the English section of the National Curriculum at KS1 and KS2 (2013):
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_dat
a/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf

4. Phonics
Watch the following video clips to help practise the correct pronunciation of the phonemes
(sounds) you will be expected to teach during the programme
https://www.youtube.com/watch?v=-ksblMiliA8

Try to ensure that you observe any phonics teaching in schools if possible. You can see a
good example of phonics teaching here:
https://www.youtube.com/watch?v=s-bNu2FacCo

Reading List

You may wish to review the following key texts to prepare for the course:

Core texts (pedagogy):

• Bearne, E. and Reedy, D (2018) Teaching Primary English: Subject Knowledge and
Classroom Practice, Routledge
• Cremin, T. (2015) Teaching English Creatively (Learning to Teach in the Primary
School Series), Routledge

Core texts (subject knowledge)

• Jolliffe, W., Waugh, D., Carss, A. (2015) Teaching Systematic Synthetic Phonics in
Primary Schools (Transforming Primary QTS Series), Language Matters/Sage
• Medwell, J., Wray, D., Moore, G., Griffiths, V. (2017) Primary English: Knowledge and
Understanding (Achieving QTS Series), Language Matters/Sage
• Reid, S., Sawyer, A., Bennett-Hartley, M. (2014) Primary English Audit and Test
(Achieving QTS Series)
School Placements

The PGCE programme has been designed to include a minimum of 120 days on School Placement
which will take place in the age phases you are specialising in. This is a regulation governing all
teacher education programmes and will allow sufficient time for you to demonstrate your growing
skills and confidence in at least two age phases and in a minimum of two schools.

During your experiences in school you will work with expert colleagues to put into practice all of the
strategies that have been introduced to you during other aspects of the programme. As you will
have gathered from the tasks above, reflection is a very important part of being an effective
classroom teacher and will form a significant part of the activities that you engage with during your
school experience.

Teaching expectations for school experience are developmental and will take into account prior
experience However, by the end of your training you will be expected to take on responsibility for
managing learning in your classroom for 80% of the school week to ensure that you are fully
prepared to begin ECT induction.

School Experience placements are organised in the following ways.

School Direct (Salaried and Fee Paying)

School Experience is managed by the lead school for each SD cluster (the school you applied
to on UCAS TT) and quality assured by Goldsmiths. Students following a School Direct
programme will usually be based in one school for the duration of their training with a shorter
alternate placement within the SD cluster.

Provider Led
School experience is managed and quality assured by Goldsmiths. Students following a
Provider Led PGCE will have two long school placements.

Assessment on School Experience

Your progress during school experience will be monitored and tracked. Our expectations are
developmental and will try to take account of prior experience and the nature of the schools or class
you are working within. You will be observed by teachers, tutors, school mentors, senior school
managers and possibly external agencies such as OFSTED or External Examiners during your
time in school and a framework of expectations will be used to analyse and assess your progress
towards being recommended for Qualified Teacher Status (QTS).

Arranging Placements

If you have not done so already, could you please complete the online student information form
that can be accessed from these links:

Primary PGCE Provider Led Students Information

Primary PGCE School Direct Students Information

21
 7. Studies in Professional Issues and Research in Education (SPIRE)

The aims of this module are to support student teachers to develop the necessary knowledge,
skills and understanding in order to:
• raise their own and others' awareness of diversity issues, prejudice, discrimination,
stereotyping and of equality issues in the Primary school workplace;
• adapt provision and their interactions with pupils who may experience barriers to their
learning as a result of social and cultural factors.

The assessment for this module will combine theory with practice with reference to an aspect of
diversity in the classroom (4,000 to 5,000 words).

The sessions will introduce key concepts in the area of equality and diversity. The areas of
research covered in the sessions are:
• Decolonising Education: Race, Ethnicity & Schooling
• Gender issues in Education
• Social Class & Learner Identity
• Bilingualism & English as an Additional Language
• New Arrivals: Refugees and Migrants
• LGBTQ+
• Extra sessions will focus on the methodology for a child study, and guidance on academic
writing to feed into the assignment.

Suggested Initial Reading

• Devarakonda, C. (2014) Diversity and Inclusion in Early Childhood: An Introduction

(London: SAGE)
• Goepel, J., Childerhouse, H., & Sharpe, S. (2015) Inclusive Primary Teaching (Northwich:
Critical Publishing)
• Hamilton P (2021) Diversity and Marginalisation in Childhood: A Guide for Inclusive
Thinking (Sage: London)
• Moffat, A, (2015) No Outsiders in Our School: Teaching the Equality Act in Primary
Schools (Routledge: London)

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 8. Curriculum Studies

The Curriculum Studies Module is designed to enable you to extend your field of knowledge and
practice in your chosen area of specialism.

Across the module you will have opportunities to engage in discussion and reading as you examine
the underlying principles and values that inform current debates about areas that are significant to
education today. In addition, you will have the opportunity to develop key generic skills essential
to classroom teaching. In examining contemporary issues and research finding and developing as
a reflective practitioner in the classroom you will be encouraged to demonstrate, through written
and practical work, the links between theory and practice.

This course is comprised of the following options and will be assessed through a written assignment
of 4,000 - 5,000 words at M level.

School Direct Salaried and Fee Paying Curriculum Studies Specialism

This will be followed by all students following a

School Direct Salaried and Fee paying
Learning Theory and Child Development
pathway with the exception of students who
have The Bridge School as their lead school.

Provider Led Curriculum Studies Specialism

Where appropriate, you will be asked to choose your curriculum Studies option at the start of the
programme. Allocation to specialisms will be dependent on group sizes. Further information about
each of the specialisms can be found below.

• Compulsory for those who applied for the

Early Years Education*
Early Years Specialist pathway

• Compulsory for students who applied to

the Modern Languages pathway
Modern Languages* • Option for students following a general
primary pathway on the Provider-Led
route.
• Compulsory for students who applied to a
Primary with Mathematics pathway
Mathematics in Action* • Option for students following a general
primary pathway on the Provider-Led
route.
• Option for students following a general
Children’s Literature primary pathway on the Provider-Led
route.
• Option for students following a general
primary pathway on the Provider-Led
Special Educational Needs and Disability route.
• Compulsory for students working with The
Bridge Lead School

Learning Theories and Child Development

23
Curriculum Studies for School Direct students looks at learning theories and child development in
depth, from behaviourism to social-constructivism; dialogic method to radical pedagogy. You will
explore the benefits of practitioner research and reflective practice and consider how an in-depth
understanding of theory supports teacher development.
You will have the opportunity to develop your understanding of one chosen theory through
observations, reflections and notes from your own classroom practice. This will form the basis of
your assignment of 4-5,000 words.

Suggested Reading
Learning Theories
• Aubrey, K. & Riley, A. (2016) Understanding & Using Educational Theories (London:
SAGE)
• Bates, B. (2016) Learning Theories Simplified (London: SAGE)
• Gray, C. & MacBlain, S. (2015) Learning Theories in Childhood (London: SAGE)

Practitioner Research
• Cohen, L., Manion, L. & Morrison, K, (2007) Research Methods in Education (6thed.)
Oxon: Routledge
• Newby, P. (2010) Research Methods for Education, Harlow: Pearson

Reflective Practice
• McGregor, D. & Cartwright. L, (2011) Developing reflective practice: a guide for beginning
teachers. Berkshire: Oxford University Press
• Pollard, A., (2006) Reflective Teaching: Evidence-informed Professional Practice. 2nd ed.
London: Continuum

Early Years Education

On this module you will gain a theoretical and practical understanding of the ways children
develop, study the attributes and pedagogy specific to young children, learn strategies to optimise
children's learning, and to consider how to communicate with parents, colleagues, and other
members of the school community. Additionally, you will gain the pedagogical skills and
knowledge that will assist you in becoming competent and effective early years educators. The
module includes an understanding of the current curriculum framework for children aged 0 – 5,
approaches to teaching and assessment, theories of early childhood growth and development,
approaches to planning and the impact of family and cultural diversity on early years’ education.

Suggested Reading
• Ampartzaki, M., Kalogiannakis, M. and Papadakis, S.(2021). Deepening Our Knowledge
about Sustainability Education in the Early Years: Lesson from a Water Project. Education
Sciences, 11(251). https://mdpi-res.com/d_attachment/education/education-11-
00251/article_deploy/education-11-00251.pdf?version=1621598620
• Bruce, T. (2011) Early Childhood Education, London: Hodder
• Campbell, C., Speldewinde, C., Howitt, C., and McDonald, A. (2018). STEM Practice in
the Early Years. Creative Educaiton, vol. 19, no. 1. https://www.scirp.org/html/2-
6303757_81857.htm
• Hutchins, V. (2013), Effective Practice in the Early Years Foundation Stage: An Essential
Guide, Maidenhead: Open University
• Miller, L. and Pound, L. (2011) Theories and Approaches to Learning in the early Years,
London: Sage
• Meade, A. and Cubey, P. (2008) Thinking Children: Learning About Schemas,
Maidenhead: Open University
• Owen, A. (2019). Diversity Gain? An exploration of inclusive and exclusive perceptions in
Early Years settings in England. Early Child Development and Care, 189:3, 476-487.
https://www.tandfonline.com/doi/pdf/10.1080/03004430.2017.1326108

24
 • Rogers, S., Brown, C. and Poblete, X. (2019). A systematic review of the evidence base
for professional learning in early years education (The PLEYE Review), London: BERA.
https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/rev3.3178

Please access the Development Matters document found on the Early Education website. This is
accessible from: https://www.early-education.org.uk/.
Also review the Statutory Framework for the early years foundation stage found at the website:
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

Modern Languages
The aim of this module is to train Foreign Languages subject coordinators and to equip students
with the subject knowledge and pedagogical skills to teach Languages in the primary school. It
provides an insight into the theoretical background and the process of learning languages, linked
with practical sessions and experiential learning. We focus on how to embed languages in the
curriculum with cross-curricular links, the development learner strategies, global citizenship,
learning beyond the classroom, and intercultural understanding. The curriculum and assessment
are designed around the idea of using stories to teach languages with the opportunity to design,
trial and present of a scheme of work based on a story. The module is delivered through a series
of lectures, seminars, practical workshops, microteaching, school visits and supported by self-
study.

Suggested Reading
• Jones, J. & Coffey, S. (2012) Modern Foreign Languages 5 – 11, David Fulton Publishers
• Kirsch, C. (2008) Teaching Foreign Languages in the Primary School, London: Continuum
• Lightbown, P.M. & Spada, N. (2011) How Languages are Learned. Oxford: OUP

Children’s Literature
This module provides students with an opportunity to engage with a huge variety of children’s
literature available for the primary age range. We will be considering classics, favourite fictions,
books about challenging issues, anti racist literature, gendered perspectives, and a wealth of
picture books. This will be coupled with some of the major standpoints in literary theory, as well
practical ideas for how to use these texts in the classroom. We might also be joined by some well
known children’s authors! The aim of this course is to equip students with the knowledge and
pedagogical skills to foster a love of literature and encourage children to read for pleasure.

Suggested Reading
• Gamble, N & Yates, S. (2008) Exploring Children’s Literature, (London: Sage)
• Goodwin, P. (2008) Understanding Children’s Books (London: Sage)
• Leland, C. et al. (2013) Teaching Children’s Literature: It’s Critical! (NY & Abingdon:
Routledge)
• Waugh, D, et al. (2013) Children’s Literature in Primary Schools (London: Sage)

Mathematics in Action
This module is designed to give the students involved the opportunity to take part in action
research. They will be taken through what action research in the classroom setting can involve
and the tools they will use in order to complete their action research project. It will involve the
students making critical links between theory and practice by producing a project that will be
focussed on objectives that are specific to the school that they are placed in. The information and
data that they collect will be used to inform an M level assignment that they will be asked to write
at the end of the module. Specific sessions are dedicated to reflecting on and engaging with the
evidence students will have gathered and looking how it can best be used to support their
assignment. Working closely with their peers when back at Goldsmiths, they will be given the
opportunity to interrogate the data that have gathered from working with their focus children and
discussions with their class teacher.

25
Suggested Reading
• Nurturing Gifted and Talented Children at Key Stage 1: A Report of Action Research
Projects http://dera.ioe.ac.uk/6402/1/rr741.pdf [accessed 15.05.23]
• Cotton, T. (2020) Understanding and Teaching Primary Mathematics.4th edition. Oxon:
Routledge
• There are also documents available from the DfE that has ‘Ready-to-progress' data
included https://www.gov.uk/government/publications/teaching-mathematics-in-primary-
schools

Special Educational Needs and Disability: Profound and Complex Needs

All students on the PGCE are introduced to Special Education Needs within the classroom. This
module is designed for students who are considering the possibility of moving to work in a
Special School at some point in the future. We will be looking at the more severe level of need,
often involving children having multiple learning difficulties (or comorbid conditions) which is
unlikely to be found in a mainstream classroom. The area of Profound Special Educational
Needs is vast and so the initial session will look to narrowing down to ensure that we focus on
areas which are of particular interest to the students who are participating. The sessions will
take the form of both tutor and student led sessions with a great deal of discussion and sharing of
experiences taking place.

Suggested Reading
• Mencap - https://www.mencap.org.uk/advice-and-support/profound-and-multiple-learning-
disabilities-pmld (last accessed 15.06.22)
• This link will take you to a set of 15 short videos to aid understanding about Profound and
Complex Needs
https://www.youtube.com/watch?v=-8kDzelLSgc&list=PLlICHjvv-
okEV44SHAPq20yYGabtkVrMl (last accessed 15.06.22)
• Cheng, E., Ockelford, A., Welch, G. (2009) Researching and developing music provision
in Special Schools in England for children and young people with complex needs.
Australian Journal of Music Education Issue 2, 27-48
https://files.eric.ed.gov/fulltext/EJ912420.pdf

26
 Pre-Programme Activities Checklist Completed

I am familiar with the Standards for Qualified Teacher Status and the ITT Core
Content Framework

I have read through information regarding the Curriculum Studies module.

Professional Studies
• I have completed a reflection on learning and am familiar with some of
the theories that are written about how children learn.

Science
a) I am familiar with the National Curriculum for Science/Early Years
framework in the specified areas
b) I have completed a reflection on own experience of science;
c) I have written a brief account on how I think children learn science.

Mathematics:
a) I have analysed the place of Maths in the curriculum
b) I have reflected upon maths in everyday life
c) I have completed the self-audit

English
a) I have completed the grammar audit
b) I have engaged with Children’s Literature and completed the book
review as outlined.
c) I am familiar with the Early Years framework and National Curriculum for
English
d) I have engaged with Phonics.

27
 9. Sources of Information

Within Goldsmiths

Department for Educational

http://www.gold.ac.uk/educational-studies/
Studies

Library http://www.gold.ac.uk/library/

Student Services http://www.gold.ac.uk/student-services/

Admissions Email [email protected]

Centre for Academic Literacies http://www.gold.ac.uk/english-language-centre/

External Support/ Information

The Department for Education
http://www.education.gov.uk/
(DfE)

Office for Standards in

http://www.ofsted.gov.uk/
Education (Ofsted)

Times Educational Supplement http://www.tes.co.uk/

https://chartered.college/join/?gclid=Cj0KCQjw8IaGBh
The Chartered College of CHARIsAGIRRYoswaqoNrEgEDKZY-
Teaching SvKUPy1L9rPd9tbTjo7FHqOeeYefr2rqCPjQEaAlWsEA
Lw_wcB

Education Endowment
https://educationendowmentfoundation.org.uk/
Foundation

The National Subject

Association for English as an http://www.naldic.org.uk/
Additional Language (NALDIC)

National Centre for Excellence

in the Teaching of Mathematics https://www.ncetm.org.uk
(NCETM)

Early Education https://www.early-education.org.uk/

28
Whether you like it or not, how you teach and how you learn to teach are bound up with your own
personality, philosophy and values. Somewhere inside there is a set of personal standards -
whether tacit or articulated, ill-informed or carefully thought out - that determine what shocks you,
interests you or angers you about schools, and that serve as the benchmarks which you will use
to guide and evaluate your progress as a teacher.

(Claxton, 1990:18)

© 2023
Goldsmiths
University of London
London
SE14 6NW

Disclaimer
The information in this handbook was correct at the time of publication (June 2023). Whilst it is
as far as possible accurate at the date of publication, and the College will attempt to inform students
of any substantial changes in the information contained in it, the College does not intend by
publication of the handbook to create any contractual or other legal relation with applicants,
accepted students, their advisors or any other person.

This handbook is available in a large print format, and may be provided in other formats on
request including email. Call 020 7919 7324 or email [email protected]

29