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teacher education prospectus 10/11

open spaces. open minds.

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OPEN DAYS

BA Primary Education and PGCE Secondary

Wednesday 15 July 2009 Saturday 10 October 2009 Wednesday 18 November 2009 Saturday 27 February 2010

PGCE Primary

For PGCE Primary Open Days, please check online at: www.roehampton.ac.uk/t/opendays

For more information: 020 8392 3232 www.roehampton.ac.uk

80% of research of international standing and 33% internationally excellent or world class – RAE 2008

More National Teaching Fellows than any other London university A beautiful parkland campus featuring historic buildings and lakes, and on-site student residences Ranked first among London universities for the environment on and around campus – Times Higher Education 2009 Student Experience Survey

Four historic Colleges dating back to the 1840s, create a strong sense of community on campus A thriving local social scene based around Putney, Richmond, Hammersmith and Kingston

…all this only 30 minutes from central London

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open spaces. open minds. www.roehampton.ac.uk

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Contents 5 6

8 10

Welcome Introduction to the School of Education Choose Roehampton Academic life

Student support

13 14 2

A historic tradition/Colleges Accommodation

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16 18

Finance Student services and advice

30 32

Flexible routes into teaching Helping you achieve your first teaching post

More than study

Programmes

22 23 24 26 27

34 42 46 48

Explore central London Explore the local area Entertainment on and off campus Activities/Volunteering/Welfare services

BA (Hons) Primary Education PGCE Primary (full-time) PGCE Primary (part-time)

59 60 62 63 64 65

Teaching in Faith Schools Entry requirements Further information Term dates

Location Directions

PGCE Secondary

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Welcome Roehampton has a long-standing and well-deserved reputation for excellence in delivering teacher education programmes. Our rich and stimulating learning environment helps students to acquire the knowledge and skills needed for success in the 21st century. The University’s staff, who contribute to Roehampton’s strong and growing research base, bring the latest thinking in their subjects into the classroom. The University also offers excellent facilities and is located on a beautiful and historic campus in London, a city that has something for everyone, whatever your interests. I hope that you will enjoy learning about Roehampton in these pages – and that I will soon have the opportunity to welcome you here in person.

Professor Paul O’Prey, Vice-Chancellor

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Introduction to the School of Education

Each year at Roehampton we welcome students on to a wide range of programmes that lead to the award of Qualified Teacher Status. Some trainees have a very clear idea that teaching is the career for them and join us straight from school. Other trainees undertake a PGCE in the School of Education following completion of their first degree. Some of our recruits have already had experience of another career but have decided that they can make a contribution to the education of young people in schools. Some students combine their programme with family responsibilities, many studying full-time and some part-time. Here at Roehampton we offer programmes that meet all students’ needs. Our success in teacher education is helped by our strong partnerships with local schools. We are constantly adapting our programmes to maintain a broad range of provision, to respond to key policy initiatives and to meet the needs of our students. I hope that prospective students will find this prospectus useful and will feel inspired to join the community of teachers who have begun their careers at Roehampton.

Dr Jeanne K Keay Dean, School of Education 6

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CHOOSE

Roehampton

Join our lively learning environment and benefit from outstanding academic staff and facilities in a stunning location. We have a long-established, international reputation as one of the principal providers of teacher education in the UK.

Our students come from all walks of life and enjoy the comprehensive support services and generous scholarships we offer as well as the sense of community created by our four Colleges. The University’s strong foundation in education and social justice, stretching back to the 1840s, inspires its vision for the future: to prepare students for success in the 21st century.

“One of the leading new universities” —The Times

“Significant proportions of Roehampton students are mature or from an ethnic minority” —The Guardian 8

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Your university experience will be enhanced by our beautiful campus – unique in being both close to central London and set in parkland with grand, historic buildings and lakes side by side with newly built modern facilities. www.roehampton.ac.uk

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Academic life

Excellent schoolbased training Students benefit from our partnership arrangement with over 500 schools, which range from larger inner-city to smaller suburban schools. Training in these schools prepares you for teaching in different settings and helps you decide where you would like to teach in the future. School-based training forms the central element of our teaching programmes and offers experience in:

A culture of excellence, innovation and aspiration in teaching and research

• translating curriculum policy into practice • observing how schools operate • developing skills in the teaching of individuals, small groups and whole classes • establishing an organised approach to teaching • creating frameworks for consultation, advice and support.

Students prepared for employment

Outstanding staff All tutors have extensive teaching experience in schools, and many have served in local authorities or subject associations as advisory teachers, as Ofsted inspectors or as consultants. This means that our programmes are based on the reality of the classroom and the education system. Many members of academic staff are at the cutting edge of research in teacher education, which has a positive impact on the quality of provision for all of our students. In addition, the School of Education is home to research centres in the following areas:

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• • • •

beliefs, rights and values in education creativity, development and learning early childhood policy, pedagogy and professionalism.

Strong student support The University views the support of students as an integral part of its role. Every student studying on one of our courses is there because we consider that he or she has the potential to become a good, effective teacher. It is our job to give the support to enable every student to achieve that ambition. At Roehampton we know that teaching is a rewarding but demanding career and that there are times when even the best students will face challenges. Every student benefits from the strong support system in the School of Education as well as having individual named tutors to whom they can turn for advice and support. Also, students in their placement schools receive strong support, advice and regular feedback from school colleagues and Roehampton staff.

The University has an excellent record of student achievement and our student teachers have a very high employment rate upon graduation. Many subsequently become headteachers and senior staff in schools.

Roehampton has an international reputation for its work in early childhood education. Its department for this field of study is appropriately located at the University’s Froebel College, which has been at the forefront of teacher education for over 100 years.

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Student support

A historic tradition The University has its roots in the traditions of its four constituent Colleges – Digby Stuart, Froebel, Southlands and Whitelands – which now share a single campus. All four Colleges were formed to address the needs of poor and disadvantaged children and to provide education of the highest quality. They were all pioneers in their fields and have had a profound impact on the education of generations of children in this country and abroad. In 1975 the four historic Colleges joined to form the Roehampton Institute of Higher Education and added a wide variety of degree programmes in the arts, social sciences and sciences. The Institute became a constituent college of the University of Surrey in 1984 and soon gained university powers for taught and research programmes before the two institutions became federated partners in 2000. Roehampton University was awarded its independent university title in 2004. Students at Roehampton benefit enormously from belonging to one of its four Colleges. Studying at a collegiate university gives students a sense of community; you are not only part of the University, but will also have an instant identity within the smaller world of the College. The four Colleges serve as the focal points for the University’s vibrant social scene. On-campus accommodation is centred on the Colleges and there are healthy intercollegiate rivalries in sport and other traditional celebrations.

Colleges While three of the four Colleges have religious foundations with chapels, chaplains and related activities for those who wish to participate, all Colleges welcome students of any faith as well as those with no religious beliefs.

Digby Stuart College Digby Stuart was established in 1874 as a teacher training college for Roman Catholic women. The College owes its existence to the vision of the Society of the Sacred Heart, whose members continue to support the College and the University.

Froebel College Founded in 1892, the College was established to further the values of Friedrich Froebel, the German educationalist who pioneered a holistic view of child development. It is home to the University’s School of Education and is one of the UK’s major centres for initial teacher education.

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Southlands College

Founded in 1872, the College offers an open, valuing, challenging and learning community for all of its members. The College ethos derives from, and is sustained by, its Methodist foundation. It offers a range of events and activities to help build and support the community.

Whitelands College Founded in 1841, the College is one of the five oldest higher education institutions in England. The flagship women’s college for the Church of England, it was the first college of higher education in the UK to admit women. It occupies a 14-acre site overlooking Richmond Park and is currently home to the School of Human and Life Sciences.

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Student support

Live on campus:

Accommodation

n

make new friends easily

n

feel part of a collegiate community

n

live near classes and facilities.

Live off campus: n n n

share with friends have greater independence feel part of London’s vibrant communities.

On-campus accommodation Roehampton has 25 halls of residence across its four Colleges.

Tel: 020 8392 3166/7 • Email: accommodation@roehampton.ac.uk Website: www.roehampton.ac.uk/accommodation

n

Catered or self-catered accommodation is available.

n

Shared common rooms and kitchens provide space for socialising.

n

All rooms offer internet access via data cabling or wireless network. IPTV allows you to receive TV programmes via network cable to your computer, and an IP phone facility allows you to make low-cost phone calls via your computer.

Securing a room on campus The majority of rooms in halls are made available to new students who arrive in September for the entire academic year. Our aim is to offer accommodation on campus to all students that live 35 miles or further away from the University, providing they apply within the deadline (see the website for the exact deadline). Although more distant students are given priority for residence, we do not exclude students who live nearer. In order to apply, you must meet the following criteria: n

be aged 18 or over

n

be a full-time student of Roehampton University

n

Roehampton must be your firm choice university.

Book your accommodation early online Once you have been made an offer of a place and chosen Roehampton as your first choice of university then you can apply for accommodation via the website: www.roehampton.ac.uk/admissions/accommodation/ oncampus/. Once you have completed the online accommodation form and if you are successful in your application, you will be allocated and offered a room by the beginning of September 2010.

Living off campus Many students choose to live off campus in shared, rented accommodation.

n

Some rooms have an en-suite shower/toilet; other rooms have shared facilities.

n

Live near the campus in Putney, East Sheen, Barnes or Roehampton, or live closer to central London.

n

Quieter accommodation for mature students is available.

n

n

Rooms are available that are suitable for wheelchair users and those with hearing and visual impairments.

Costs are highly variable, depending on the type of accommodation as well as its location, size, the state of the rooms, and what elements are included in the rent.

n

n

Hall Representatives in each hall are a great source of information for new students.

Most leases are for a 52-week period and will require that you pay up to two months’ rent in advance.

n

n

Prices currently range from £80 to £116 a week.

You will need to budget for your contribution towards all household bills including gas, electricity and water.

n

For full information about the halls of residence, see the website: www.roehampton.ac.uk/accommodation

n

If you share with full-time students, you will not need to pay Council Tax.

n

You can walk, cycle or use public transport to get to the campus.

The University’s Accommodation Office helps students to find suitable off-campus accommodation. 14

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Student support

What you need to know n

Roehampton offers some of the most generous scholarships and bursaries in the country.

n

Tuition fee loans allow UK and EU students to repay their fees at affordable rates after they leave university.

n

Full-time UK students receive maintenance grants of up to £2,906* a year.

n

Student loans with low interest rates are available for UK and EU students to help with living expenses.

Tuition fees for BA Primary Education and PGCE students

Finance Support from Roehampton University We believe that students need appropriate financial support throughout their studies. We are also committed to recognising and generously rewarding academic excellence. Roehampton therefore offers scholarships and bursaries in addition to the funding to which you may be entitled from other sources. For up-to-date information, please see the website: www.roehampton.ac.uk

Full-time UK and EU students: the tuition fee in 2009/10 is £3,225 a year and will be subject to a small rise in 2010/11. The amount of the fee is set by the government, not the University. If you have taken out a tuition fee loan from the Student Loans Company, you do not have to pay these fees until you have left university. Full-time international (non-EU) students: the tuition fee in 2009/10 is £9,230 a year and will be subject to a small rise in 2010/11. Part-time UK and EU students: the tuition fee in 2009/10 is £277 per ten-credit module but will be subject to a small rise in 2010/11.

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The most up-to-date information about the Roehampton Scholarship and Bursary can be found at www.roehampton.ac.uk/undergraduate-courses/ financialsupport/scholarshipsbursaries.html

Financial incentives for PGCE students Currently, postgraduate trainees are eligible for the following financial incentives from the Training and Development Agency for Schools (TDA): n

Trainees of priority secondary subjects (mathematics, science, ICT, modern foreign languages, design and technology, RE, and music) will receive a bursary of £9,000.

n

Graduates of priority secondary subjects will also receive a "golden hello" of either £5,000 (mathematics and science) or £2,500 (other priority subjects) upon completion of their first year of teaching.

n

Trainees of non-priority secondary subjects will receive a bursary of £6,000.

n

All postgraduate primary trainees will receive a bursary of £4,000.

For the most up-to-date fee information, please check our website: www.roehampton.ac.uk/admissions/finance/

Student loans

Maintenance grants

Maintenance loans from the Student Loans Company (SLC) UK and EU students: you can receive support for living costs by taking out a maintenance loan from the government via the SLC. This can be repaid, along with your tuition fee loan, if you have one, after you graduate. For full details and how to apply, see the direct.gov.uk/studentfinance website.

Maintenance grants of up to £2,906* a year are available for full-time UK students. See the directgov government website (www.direct.gov.uk/studentfinance) for full details. Part-time students are eligible to receive a course grant of £260 from Student Finance Direct (www.direct.gov.uk/ studentfinance).

Roehampton Scholarships and Bursaries The Roehampton Scholarship recognises the outstanding academic performance of many students with a substantial financial contribution to their studies.

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The Roehampton Bursary is one of the most generous in the country and is designed to help you afford the cost of studying.

Tuition fee loans from the Student Loans Company (SLC) UK students: you are eligible to receive a loan from the government via the SLC to cover your annual tuition fees. This can be repaid, along with your maintenance loan, if you have one, after graduation. EU students: you can take out a loan from the Department for Innovation, Universities and Skills (DIUS) via the EU Customer Services Team at Student Finance Direct to cover your annual tuition fees. See the direct.gov.uk/studentfinance website for more details.

Contact details for more information n

English students: visit www.direct.gov.uk/studentfinance or call 0845 300 5090.

n

Scottish students: visit www.saas.gov.uk or call 0845 111 1711.

n

Welsh students: visit www.studentfinancewales.co.uk or call 0845 602 8845.

n

Northern Irish students: visit www.studentfinanceni.co.uk or call 0845 600 0662.

n

EU students: contact the EU Customer Services Team at Student Finance Direct (tel: +44 (0)141 243 3570, email: EU_Team@slc.co.uk).

n

Non-EU international students: contact your own government education department or the British Council for information about funding.

Essential websites www.roehampton.ac.uk/admissions/finance www.direct.gov.uk/studentfinance www.ucas.com www.uniaid.co.uk www.aimhigher.ac.uk www.slc.co.uk *2009/10 figure www.roehampton.ac.uk

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Student support

Academic advice

Student services and advice We offer a range of services and advice to help you make the most of your time at Roehampton. If your university experience presents any unforeseen challenges, we have a strong support network in place to help you.

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Employability

Skills for the workplace

The University has an excellent record of preparing students for employment in teaching and other interesting careers. The Employment and Careers Service offers comprehensive advice about career options, skill enhancement, employability and volunteering. Students also have full access to these services for up to three years after they have finished their studies at Roehampton.

Roehampton Opportunities Accreditation and Development (ROAD) is a programme of hour-long sessions aimed at developing various transferable skills. Typical sessions are aimed at building skills in assertiveness/communication, team work and time management.

www.roehampton.ac.uk

Academic Advisers provide a wide range of information on issues relating to the Academic Regulations and the University’s Credit Accumulation and Transfer Scheme, and advice on changing degree programme and planning individual degree pathways. Teacher education students receive support and advice on academic and non-academic matters from a range of tutors including their Personal Tutor, the Programme Convener, the Assistant Programme Conveners (one for each year), and their School Experience Tutor. The School of Education also has three full-time Academic Learning Support Assistants who are available to students for individual support as well as providing courses and one-off sessions on a wide range of academic issues.

Catering Whether you want a quick snack or a hearty meal, the University has a range of catering facilities to suit all tastes. There are 12 cafes, restaurants and bars (some with late opening hours at the weekends) spread across all four Colleges. There are also 24-hour vending areas and a shop that stocks an array of everyday groceries.

Chaplaincy The three Colleges with church foundations each have their own chapels and chaplains who work to build a sense of community. The University also has two Muslim prayer rooms, a Muslim Faith Adviser, a Hindu Faith Adviser and a Rabbi.

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Student support

The University Library building also houses: n

bookable individual study spaces

Student

n

group study spaces

n

the eLearning Team, which supports our virtual learning environment StudyZone

services and advice

n

IT and Media Services, who support computer use and multimedia work

n

laptop loan service

n

archive collection, containing resources for specialist research in dance, early childhood education and children’s literature.

Counselling The University offers a range of counselling services to support students throughout their time at Roehampton.

Medical Centre It is recommended that all new students living in halls register with the on-campus Medical Centre. The Centre is a branch surgery of a Putney-based practice and offers appointments both during and out of University hours. The medical staff are trained to deal with a wide range of physical and mental concerns.

Disability Services The Disability Services team offers students with dyslexia, disabilities and long-term medical conditions specialised services that are private and confidential. Most sessions are arranged on a one-to-one basis and are either run via a drop-in service or bookable appointments. Disability Services may be able to provide students with the following support: alternative examination arrangements, support in the Library, liaison with their academic School/College, dyslexia assessments, assistance to apply for the Disabled Students’ Allowance, and access to dyslexia tutors and other support workers. This is not an exhaustive list of services; for further information please call reception on +44 (0)20 8392 3113. Hearing loops are installed in a number of places across the University, including in all major lecture theatres and in the Library. Portable hearing loop systems are also available for installation in individual teaching rooms.

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IT facilities Students have access to PC suites 24 hours a day, 7 days a week. You can also access the internet from your own laptop in the designated wireless zones on campus. Free software training is available for those needing help.

Roehampton Students’ Union (RSU)

University Library

n

entertainments

The University Library is the key resource for study at Roehampton. It is open seven days a week in term time, and the PC suites are normally open 24 hours a day, every day of the year. Our helpful staff include a team of Academic Liaison Librarians dedicated to supporting your specific subject needs.

n

societies

n

advice and support on academic, financial and personal issues

n

campaigns

n

sports

n

fitness classes.

Through our catalogue and website you can access: n

over 350,000 books, DVDs and CDs

n

over 11,000 electronic journals

n

a wide range of bibliographic and citation databases

n

a growing collection of over 36,000 e-books.

All our e-resources are available to Roehampton students over the internet. In addition, London has more libraries than any other city in the world and they are all within easy reach of Roehampton.

The RSU represents all Roehampton students and provides services such as:

For more information, see pages 24–27 and the RSU website: www.roehamptonstudent.com

Study skills support Specialist staff promote writing development and provide support in mathematics, including numeracy. Further support can be found online via Roehampton’s StudyZone, where there are self-study materials on academic writing and mathematics/numeracy.

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More than study

Explore the local area Putney – This classy riverside district features a cinema, an arts theatre and a high street packed with shops, cafes and restaurants. The annual Oxford and Cambridge Boat Race begins at Putney Bridge.

The foundation of university life is the academic experience, but there’s more than study on offer at Roehampton. You’ll be studying in London, one of the world’s most exciting and cosmopolitan cities, and the areas close to Roehampton provide a wide range of social and cultural

Kingston – In the area surrounding the historic market place of this Royal Borough there are many shops as well as pubs, clubs and a cinema. You’ll also find bars, restaurants and cafes along the riverside. Barnes – This beautiful area next to Roehampton has a peaceful village atmosphere with a green, duck pond and traditional pubs, as well as a farmers’ market, boutique shops and cafes. Its overground rail station provides a link to Waterloo station in central London.

social scene, with regular club nights, and many

Hammersmith – In addition to a huge range of shops, there is excellent nightlife in the many pubs, bars and clubs, and the London Apollo, where top international bands and comedians perform. The Riverside Studios contemporary arts centre incorporates a gallery and a cinema.

societies to join and sports to take part in.

Shepherds Bush – You can shop at Westfield (the largest in-town shopping

Explore central London

Richmond – With plenty of shops, traditional pubs and a green, Richmond has the feel of an upmarket town. It offers one of the most picturesque views of the river Thames and is a great place to enjoy a long summer evening.

experiences. Also, our campus has a thriving

Roehampton is only 30 minutes away from the centre of London, where you will find the best in: Music – 0² Arena, Wembley Stadium, Brixton Academy Nightclubs – Fabric, Ministry of Sound, Koko Film – Leicester Square cinemas, National Film Theatre, international film festivals

mall in Europe), watch your favourite TV show being recorded at BBC TV Centre or catch a gig at the Shepherds Bush Empire.

Richmond Park – This is the largest of London’s Royal Parks and is only a 10-minute walk from the campus. It features 2,500 acres of woodlands, ponds, gardens and grasslands, and around 650 free-roaming deer. Wimbledon – Home of the international tennis tournament, Wimbledon has both a main shopping centre and a village-style area with restaurants and fashion boutiques.

Art – National Gallery, Tate Modern, Royal Academy of Arts Theatre – West End theatre district, National Theatre, Shakespeare’s Globe Theatre

Hammersmith The London Eye

Fashion – from Bond Street boutiques to Camden Market stalls Fulham

Sport – 2012 Olympics, Football (Wembley, Chelsea FC, Arsenal FC), Rugby (Twickenham), Cricket (Lord’s, the Oval)

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Greenwich

Putney

Twickenham Roehampton

Wimbledon

Museums – British Museum, Natural History Museum, Science Museum, V&A Museum

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Tower Bridge

Richmond

Architecture – from old (Houses of Parliament, St Paul’s Cathedral) to new (the “Gherkin”, Canary Wharf) Shopping – Oxford Street, numerous markets such as Spitalfields and Borough Food Market

Canary Wharf

Westminster

Kingston

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More than study Entertainment on and off campus

Roehampton Students’ Union (RSU) The RSU covers everything from entertainments and social events to academic support and looking out for your welfare. RSU website: www.roehamptonstudent.com

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If you’re looking for a place to meet friends, there are 12 different bars, cafes and restaurants on campus, offering a variety of food and drink at affordable prices and late opening.

Nights out on campus Regular nights include: n

The Bop – weekly club night; eclectic music (indie/chart/ cheese); fancy dress themes (eg pirates, beach party, commandos).

n

Bands Night – live indie bands at the Students’ Union Bar.

n

Acoustic Night – an open mic session for student talent.

There are also special seasonal events such as the Comedy Night, the Christmas Bash and, the grand finale of Freshers’ Week, the Freshers’ Ball, featuring big-name DJs and live bands.

Summer Ball The highlight of the year, this mammoth event on campus lasts from Saturday afternoon to Sunday morning. As well as a fun fair, boating on the lake and a headphone disco, there are live acts – past examples include Sugababes, Razorlight, The Ordinary Boys, The Automatic, Liberty X, Tim Westwood, Scratch Perverts, Andy C, Shy FX, Keisha White, Emma Griffiths, Jools Holland and Vernon Kay.

Nights out off campus The RSU organises regular nights out at local clubs, such as: n

Fez Club, Putney – weekly night out at R&B and hip-hop club; free transport organised by the RSU.

n

Clapham Grand – monthly night out at the biggest nightclub in south-west London (recently refurbished) exclusively for Roehampton students.

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More than study

Sports In 2012, the Olympic and Paralympic Games come to London; as a Roehampton student you will be well positioned to enjoy all the excitement of the biggest sporting events in the world.

Activities The RSU organises a huge range of activities, meaning you’ll never be wondering how to fill your time outside your studies. You can raise money for charities in the annual Raising and Giving (RAG) Week and get involved in events related to Black History Month, LGBT History Month and Go Green Week. If you have a specific interest, join one of the many societies: Afro-Caribbean • Alpha • American Football • Anthropology • Beer Appreciation • Big Band • Buddhism • Christian Union • Dance • Deviant • Education • Fair Trade • Film • Human Rights • International • Islamic • Japanese Culture • Jewish Resource Centre • LGBT • Mature Students • Music • Muslim Women • Nutrition • People and Planet • Philosophy • Roehampton Adventurers’ Guild • Roehampton Entrepreneurs • Roehampton Players • St John Ambulance • Whitelands Choir

The RSU’s Give it a Go scheme offers bargain prices on activities in three categories: Keep Fit…with sessions such as boxercise, yoga and hip-hop dance. Trips Away…to theatres, ten-pin bowling, paintballing and further afield on a ski trip and to Amsterdam and Disneyland Paris. Have Fun…with activities such as DJing, speed dating and language courses.

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Volunteering There are many short-, medium- and long-term volunteering opportunities available through Roehampton Community Action (RCA), the University’s volunteering centre. Volunteering can help you to gain work experience, test out vocations, develop skills valued by employers, meet requirements of your programme of study, and fundraise for charities. RCA has established links with more than 60 charities and community projects, including Age Concern, Clic-Sargent, Girl Guides, Samaritans, St John Ambulance, the Royal Hospital for Neuro-disability, and Victim Support.

Welfare services The RSU makes student wellbeing a priority by offering a range of personal support and advice on issues from academic matters and accommodation to sexual health and quitting smoking. RSU officers are elected by students every March. In addition to those dealing with general issues of student welfare, we have specialist officers for women, disabled students, international students, LGBT students, and also officers dealing with issues such as Cultural and Race Relations, and Fair Trade.

The University competes in nationally organised student sports competitions and our coaches and sport scientists work alongside the RSU to ensure that athletes and teams achieve their full potential. We offer support to individual sportsmen and women who wish to represent the University in national championships. We also award a number of students with Scholarships for Sporting Excellence, and we have excellent links with a number of professional sports clubs. There are extensive opportunities for students to gain experience and qualifications as coaches and leaders in sport. The University’s own sports coaching in the community project (“Move”) recruits sports ambassadors at the start of each year. Sports clubs include: athletics • badminton • basketball • cheerleading • cricket • football • gymnastics • hockey • kickboxing • lacrosse • martial arts • netball • rowing • rugby • squash • swimming • table tennis • tennis • triathlon • Ultimate Frisbee • volleyball. On-campus sporting facilities include: ROEActive – a state-of-the-art fitness centre with rowing and running machines, weights and other cardiovascular fitness equipment • Multi-Use Games Area – a flood-lit, all-weather surface suitable for football, netball, tennis and basketball • grass football pitches • studio facilities for aerobics, circuit training and martial arts. Our teams also use excellent nearby facilities, such as the Bank of England Sports Centre, for hockey, rugby and football matches, and the National Tennis Centre for home tennis fixtures.

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Flexible routes into teaching

We offer a choice of routes into teaching: Becoming a primary teacher: n

The most direct route to becoming a primary teacher is to apply for the BA (Hons) Primary Education degree, which includes an elective subject specialism. Approximately two-thirds of the students on this programme are under 21 and one-third are mature students.

n

It is also possible to undertake a BA/BSc degree and then apply for a full-time or part-time PGCE (Postgraduate Certificate in Education/ Professional Graduate Certificate in Education)*.

n

Degrees of particular interest to potential teachers include the BA/BSc in Education and the BA/BSc in Early Childhood Studies either as single subjects, combined with each other, or combined with a subject relevant to the primary curriculum. These programmes have a lighter timetable and the option of part-time study. They are also popular with mature students and allow for practical experience of working with children.

Becoming a secondary teacher: n

You can obtain a BA/BSc or equivalent in any relevant subject (or the BA/ BSc Education combined with a National Curriculum subject as the major component). While completing your programme, you would apply to enrol after graduation on a one-year PGCE Secondary programme (the Postgraduate Certificate in Education or the Professional Graduate Certificate in Education).*

n

If you have any doubts about the relevance of your degree subject(s), contact us for advice.

*An alternative postgraduate route into teaching is the Graduate Teaching Programme (GTP), an apprenticeship-type route to Qualified Teacher Status. For more information, please visit www.tda.gov.uk

Programme structure

There is a high level of coherence and a consistency of content and approach between the undergraduate and postgraduate programmes; they are well structured, meet requirements and prepare the trainees well to meet the standards. — Ofsted

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The programmes have two major components: school-based experience and university-based studies. School-based work includes observation of experienced teachers at work, team teaching, working with groups of children and with whole classes. University-based work is practical, curriculum-focused and contains an element of professional studies common to all subjects. The time spent in university enables you to evaluate your school-based work, plan ahead, explore different teaching practices and share your experiences with other student teachers.

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Helping you achieve your first teaching post The most recent survey of our teaching graduates showed that 97% had obtained teaching employment within six months of finishing their programme. The majority of these began their first appointment in the September after graduation. Many Roehampton graduates obtain posts in our local schools while others apply further afield and are much sought after by schools and Local Authorities throughout the UK. London is a great place to work as a teacher; its wide variety of schools gives graduates the opportunity to be the type of teacher they want to be. Most students choose their first job in the last few months before qualifying and receive support in this. As a significant number of Roehampton graduates stay on in London schools, an alumni network has built up over the years, which helps new graduates to find work. Another great benefit is that Local Authorities and Roehampton’s partnership schools often look to our graduates to fill their teaching vacancies. Students often find their first jobs through their school-based training, as headteachers are impressed with the high calibre of Roehampton students and are eager to offer them a position in their schools. The University’s Employment and Careers Service is a useful source of advice on finding employment, and can help with the completion of application forms and preparation for interviews. It also organises an annual Teachers’ Recruitment Fair, which is attended by a large number of Local Authorities looking to recruit new staff.

The course at Roehampton was practical and ‘hands-on’, preparing me well for the classroom. We had small groups which were good forums for sharing ideas and getting to know each other. Our tutor was excellent too and very supportive, which is important as the PGCE is an intense year.

– Sylvia Sidhom (opposite page, right), PGCE Secondary (Modern Foreign Languages) graduate from Scotland, now works as a modern foreign languages teacher at Overton Grange School

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Choosing a programme Different programmes for different people BA (Hons) Primary Education

PGCE Primary (full-time) PGCE Secondary PGCE Primary (part-time)

Three years full-time

One year full-time or two years part-time

One year full-time

For those wanting to combine a first degree with a primary teaching qualification.

For those with a relevant degree and experience who want to teach in primary schools.

For those with a relevant degree who want to teach in secondary schools.

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BA (Hons) Primary Education

Facts at a glance For whom is this programme intended?

Those who want to study for a first degree and want to be primary school teachers.

What age children can graduates teach?

Graduates of this programme are qualified to teach children across the full primary age range, but with a specialism in one of two age phases: Foundation Stage and Key Stage 1 (3–7 year old children) or Key Stage 2 (7–11 year old children).

Length of programme: three years Time spent in schools: a minimum of 24 weeks (120 days) Number of places on programme: 277 Financial help available: see page 16 Programme structure: see page 41 Entry requirements: see page 60

What we offer

Roehampton is the longest established teacher education provider in London and each curriculum subject is taught by subject specialist tutors in specialist teaching bases. At Roehampton we are committed to developing students who have high expectations of all pupils, who respect their social, cultural, linguistic, religious and ethnic backgrounds, and who are committed to raising their educational achievement. We are able to build on over 150 years’ tradition of teacher education in Roehampton’s constituent Colleges.

National Curriculum Core Subjects

Recent Ofsted inspections have highlighted the strength of the programme, citing:

The wider curriculum

n “the

high quality of training, which models primary practice very well and enthuses and motivates trainees”

n “the

increasing intellectual and professional challenge for trainees as they progress through both programmes”.

understanding of children and the

Roehampton provides a school-focused primary teaching programme within which students elect to specialise in one of two age ranges (3–7 years or 7–11 years). Teaching and learning modules underpin and develop curriculum studies, which include study of the National Curriculum Core Subjects, the Foundation Subjects, religious education and an introduction to modern foreign languages in the primary school. Students at Roehampton have a period of school-based experience in each academic year and are able to develop an elective specialism from a wide range of subjects.

curriculum, and the ability to reflect

Teaching and learning

BA (Hons) Primary Education is a modular honours degree that promotes the development of subject knowledge and teaching skills, a thorough

on your experiences.

It is essential that candidates for teacher education have sound spelling, grammar, punctuation and expression. Shortcomings here are the most frequent reason for offering an alternative non-teaching programme.

These modules provide a unifying link across the programme, relating the understanding of children’s learning and cross-curricular issues to classroom practice. They seek to develop key professional skills and enable you to appreciate your task as a teacher within the broad framework of the purposes of education.

This section of the programme gives you an appropriate level of knowledge and understanding of the National Curriculum Core Subjects – English, mathematics and science – and you will also learn how to teach these subjects at Primary and Foundation stages.

These modules introduce you to the National Curriculum Foundation Subjects (art and design, design and technology, geography, history, information and communication technology (ICT), music and physical education), religious education and modern foreign language teaching. You will also examine learning across the curriculum, the inter-relationship of these areas of knowledge, and their relationship to the Core Curriculum subjects. Additionally the study of ICT shows how it supports teachers’ wider professional role.

School experience is hard work but great fun. I am glad that we have at least three years to develop our teaching skills, otherwise it would be tough.

– Maggie MacDonald, BA Primary Education (ICT) graduate from North London

You will become familiar with the programme of study for citizenship and the National Curriculum framework for personal, social and health education (PSHE). These modules consider how the subjects contribute to children’s spiritual, moral, social and cultural development.

Specialist Subjects

Students’ specialist subjects develop their knowledge, skills and understanding as a basis not only for classroom teaching but also for potential curriculum management and leadership in schools. There are specialist subject modules in each year of the programme and all subject specialisms are taught in well-resourced specialist rooms. Each subject is taught by highly qualified and experienced tutors who are involved in research, professional writing and training.

Studying at Roehampton was a brilliant experience, both challenging and rewarding. I feel the benefits now as a teacher, of the time spent in different schools. It enabled me to understand how they work and the ethos which defines each particular school.

– Malcolm Pearse, BA Primary Education graduate 34

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BA (Hons) Primary Education continued

For entry in 2010 the programme offers the full range of subjects detailed below, which relate directly to the demands of the National Curriculum and the standards laid down by the Department for Children, Schools and Families (DCSF). Programme content is kept under regular review but specific details of all modules currently offered within the programme may be found on the Roehampton University website at: www.roehampton.ac.uk/ programmedetails/ug/newprimaryeducation/ The descriptions below give guidance regarding suitable subject backgrounds for each specialism, but all candidates must also meet the entrance requirements for the BA (Hons) Primary Education programme (see page 60).

Art and Design Education The programme focuses on developing confident and enthusiastic teachers of art and design through developing their own artistic expertise, considering the use of artworks in school and developing a critical understanding of the subject. Ideally, applicants will have an A- or AS-level in art and design or a related area, or a portfolio demonstrating practical capability.

Design and Technology Education The programme focuses on developing your knowledge, skills and understanding of design and making, with an emphasis on practical learning and problem solving, and examining the role of the subject within the primary curriculum. As well as core studies such as the nature of design and technology in education, ICT and graphics, you will gain experience in materials technology, electronic and communications technology (ECT), food and textiles. Applicants should have a good GCSE grade in design and technology, although A- or AS-level study would be an advantage. We will also consider applicants with equivalent qualifications or with relevant experience as an alternative to formal qualifications in the subject.

Early Childhood Education Early Childhood Education students are able to use the unique and wide range of resources held in the Early Childhood Centre, the internationally renowned Froebel 36

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Early Childhood Archive and those held at the University’s Library. The programme focuses on developing an understanding of the needs of the young child, especially within an early years setting, through the philosophy of early years education, considering different settings and investigating the role of teamwork and multi-agency work. Applicants should not only be interested in a teaching career but also demonstrate a lively, warm and supportive disposition towards working with young children, contributing to a foundation upon which further learning and development can take place effectively.

English Education The programme complements the Core Curriculum English modules that all students follow. It explores a mixture of literature for children and adults and language study. The English Education resource centre houses a collection of picture books, novels and poetry for children. Applicants should have a love of, and enthusiasm for, literature and a clear understanding of English grammar. Ideally they should also have a good A-level (or equivalent) in English literature, language, or both, but we are prepared to consider candidates who can demonstrate a personal interest in, and understanding of, literature and the English language.

Geography Education This subject specialism is taught in the University, on a residential field trip to the south coast, and in local primary schools. Tutors have published nationalaward-winning pupil resources used widely in primary schools in the UK. Central to the programme is the key concept of “place”, which is explored locally in lecture-based work, in the field, in school, and in relation to global issues. The programme equips you with the necessary skills to become an effective geography subject leader in a primary school. Ideally, applicants should have A-level geography (or equivalent) or a good grade at GCSE. Additionally, they should display an interest in, and enthusiasm for, developing their own knowledge of geography and its key role in the primary curriculum.

I had previously worked in retail administration. I have two children and had helped out regularly in their school; I realised how different every day is in teaching and really missed it when I stopped so I did an Access to Teaching course to equip me for university.

– Cynthia James, BA Primary Education (ICT) student from East London

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History Education

Modern Foreign Language (MFL) Education

The programme introduces you to the resources and processes that are central to developing historical understanding. We aim to convey a sense of the significance of history within a multicultural society and to consider the importance and place of history within the curriculum. We also encourage you to develop your understanding of different periods covered by the National Curriculum.

The programme is designed to introduce you to the skills needed to embark upon MFL teaching within Key Stage 2 of the Primary Curriculum. It will address the ways in which children learn languages, with a particular focus on French. You will also be introduced to the role that society and culture play in MFL teaching.

The programme reflects the importance of using wider resources and makes extensive use of museums and sites. Teaching is in small groups using a variety of methods, including seminars, group presentations and individual tutorials. Applicants need to have either some formal history qualification, such as an A- or AS-level (or equivalent), or be able to demonstrate substantial historical background knowledge, preferably with a good grade at GCSE.

Information and Communication Technology Education In many primary schools there are no teachers with any formal background in ICT Education. By taking this subject specialism you are able to offer much-needed expertise. The programme introduces you to programming for primary teachers and to multimedia and learning. You will design and produce your own web-based learning material. You will also develop your technical expertise for teaching ICT in primary schools. Ideally, applicants will have a sound background in ICT, either through qualifications such as A- or AS-level, or equivalent, or through experience gained by working with computers. Enthusiasm for ICT and a willingness to embrace new ideas are desirable qualities.

Mathematics Education The programme is designed to challenge and engage your interest as well as to develop knowledge to underpin confident mathematics teaching. Other aspects address the ways in which children learn mathematics, what we can learn from research and the evaluation of the range of ways in which mathematics can be taught. We also look at mathematics in history, in different cultures and in its links with other subjects.

Applicants should have an A-level in French and should be confident, enthusiastic linguists.

Music Education The aim of the programme is not to turn you into a professional musician but to enable you to become an imaginative practitioner with an open mind about all music and a lifelong enthusiasm for the subject. You will use instruments and resources similar to those found in schools, explore new music technologies and have use of the University’s practice rooms. Tutors are all experienced teachers and professional musicians who have worked with teachers, schools, performers, ensembles and orchestras. Ideally, applicants will have A- or AS-level music, or a good grade at GCSE (or appropriate equivalent). Grade 5 theory and practical would be acceptable. However, the requirements are flexible to reflect candidates’ wide variety of musical expertise and experience.

Physical Education (PE) This distinctive programme is designed to enable you to deliver purposeful and appropriate PE activities for primary school children. It adopts a developmental approach, taking into account the individual needs of all children. There is a strong practical element to all taught modules, with a focus on the National Curriculum programmes of study: gymnastics, dance, games, athletics and swimming. You also undertake a week-long residential outdoor adventure activities experience. The programme is taught in a new, purpose-built building. Applicants should have followed an A-level course in Physical Education or Sports Studies, though we will consider those with other relevant experience such as working with children in a PE or sport environment.

Applicants will normally have A- or AS-level mathematics, or equivalent, and be confident and enthusiastic about the subject.

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BA (Hons) Primary Education continued

Religious Education (RE) Religious education helps children understand the world in which they live and the diversity of faiths and cultures they can encounter. It helps children reflect upon what they like and what they dislike, what is important to them and why they do the things they do. The programme encourages you to develop your knowledge and understanding of the major religious traditions and to consider issues often raised by religion and the significance of religion today. There is also a strong emphasis on what can be learnt from religion, even if we do not share a particular religious world view. You examine practical strategies for religious education to contribute to pupils’ spiritual, moral, social and cultural development. You are prepared for potential curriculum leadership in RE in a primary school and benefit from Roehampton’s strong links with faith schools (see page 59). Applicants should have an A-level in RE (or equivalent), or a good grade at GCSE. Candidates with alternative forms of experience and with a commitment to promoting wider understanding of world religions may also be considered.

Science Education The programme is designed to enable you to develop your understanding of science and appropriate teaching approaches. You will look at ways of extending and enhancing children’s scientific experiences within and beyond the curriculum, including the use of outside areas and visits, museums, interactive science centres, and a variety of recent initiatives to promote science in schools. Applicants should be interested in, and enthusiastic about, science. It is an advantage to have a science subject at A- or AS-level, or equivalent, but it is not essential. A good pass in a science subject at GCSE, or equivalent, would be acceptable.

School experience

School experience is the most important aspect of the programme. It is here that everything you do in your university-based studies achieves its purpose. You are placed in a different school each year. The length of time spent in school will be at least 24 weeks across the three years of the programme. During each academic year there are participant observation weeks in which you spend your time teaching and observing primary school practice. In addition, in each year there is a period of block school experience ranging from five to ten weeks in length. You are given tutorial support to enable you to develop teaching skills while taking increasing responsibility for children’s learning across the three years of the programme. Your progress is supported and monitored through a partnership between the schools and the University and will be recorded in your profile of professional development, which enables you to track your growing competence as a teacher. The standards of professional competence recorded in the profile reflect the requirements laid down by the DCSF in the Training and Development Agency’s document entitled Professional Standards for Teachers (QTS). Throughout the programme you work in a variety of schools and experience aspects of the whole primary and foundation age ranges. Block school experiences are normally undertaken within your specialist age-range (either 3–7 years or 7–11 years).

Recent innovations

There are opportunities for students to undertake their second-year block school experience placements in Dorset schools, which has proved to be a popular and highly successful option. Students also have the opportunity to undertake a one-week placement in the National Gallery or with the Museums, Libraries and Archives Project in one of a dozen locations as varied as the Bank of England Museum, Brading Roman Villa (Isle of Wight) and HMS Belfast.

Assessment

There are few formal written examinations in the programme. The assessment process is designed to emphasise the links between theory and practice, the analysis of children’s work and reflection upon your teaching, which requires reference to all your teaching records. Therefore, assessment is mainly by coursework: essays, reports, presentations, assignments, projects and practical teaching. 40

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BA (Hons) Primary Education programme structure Year 1 Autumn term

Spring term

Subject Specialism

Block School Experience 1 6 weeks

Core Curriculum: Exploring Texts Exploring Number and Algebra Exploring and Enquiry in Primary Science Teaching and Learning 1 Recognising Practice (school-based)

Summer term Core Curriculum: Subject Knowledge in Mathematics and English Foundation Subjects: Art / Geography / Information and Communication Technology Three World Views: RE / Music / History Teaching and Learning 1 Recognising Practice continues Core Curriculum: Exploring and Enquiry in Primary Science continues

Year 2 Autumn term Subject Specialism Core Curriculum: Language and Mathematics /Developing Primary Science Learning

Block School Experience 2 4 weeks

Spring term

Summer term

Subject Specialism

Block School Experience 2 continues 5 weeks

Core Curriculum: Teaching Number and Measures The Teaching of Reading Developing Primary Science Learning

Foundation Subjects: Design and Technology / Primary Physical Education

Foundation Subjects: Primary Physical Education / Design and Technology

Teaching and Learning 2 Comparing Approaches

Teaching and Learning 2 Comparing Approaches continues

Year 3 Autumn term

Spring term

Summer term

Core Curriculum: The Teaching of Writing Teaching Mathematics: Issues and Connections Managing Learning in Primary Science

Block School Experience 3 10 weeks

Subject Specialism

Teaching and Learning 3 Analysing Contexts

Teaching and Learning 3 continues

Foundation Subjects: Art / Geography / Information and Communication Technology Three World Views: RE / Music / History

Languages across the Primary Curriculum (MFL)

Please note: all programme structures are for indicative purposes only and may be subject to change. www.roehampton.ac.uk www.roehampton.ac.uk

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PGCE Primary (full-time)

Facts at a glance For whom is this programme intended?

Those who hold a relevant degree or equivalent qualification, have relevant experience and want to teach in primary schools in the Foundation Stage/Key Stage 1, in an early years setting, or Key Stage 2.

Teaching and learning

This module aims to develop your expertise and effectiveness as a classroom teacher. Central to the module is your own understanding of children, of what constitutes and promotes effective learning, and of the knowledge, skills and understanding required of primary and early years teachers. The module looks at how planning and preparation, assessment and recording contribute to this effectiveness, alongside developing expertise in classroom management, ensuring equal opportunities and inclusion, working with parents and other adults, and the use of a wide range of strategies and approaches to teaching and learning.

n

respect for children

n

an understanding of the different needs of individual learners

n

a recognition of social, cultural and linguistic diversity and a commitment to equality and inclusion

Length of programme: 39 weeks full-time

n

an awareness of the active nature of learning.

Time spent in schools: 90 days minimum across

During the programme you will develop the academic attainments and interests appropriate for teaching across the 3–11 age range, with opportunities for particular emphasis on either the Foundation Stage and Key Stage 1 or Key Stage 2. Part of your task in profiling your development as a teacher includes defining realistic and achievable goals and you are helped to assess your progress in attaining these goals. Roehampton also provides plenty of opportunity for your self-development.

National Curriculum Subject Studies and Foundation Stage Areas of Learning

We encourage you to work independently, within a supportive framework. As a good teacher needs to be a good communicator and team worker, the programme also encourages collaborative work among students.

You will follow extensive programmes in the three Core subjects: English, mathematics and science. In addition you will take seven Foundation Subjects: art and design, design and technology, geography, history, information and communication technology, music, and physical education. The Core and Foundation Subjects cover the ten National Curriculum areas and the modules also address the six areas of learning of the Foundation Stage. You will also study religious education and modern foreign language teaching.

What age children can graduates teach?

Graduates of this programme are qualified to teach children across the full primary age range, but with a specialism in one of two age phases: Foundation Stage and Key Stage 1 (3–7 year old children) or Key Stage 2 (7–11 year old children).

the programme in total

Number of places on programme: 218 Financial help available: see page 16 Programme structure: see page 45 Entry requirements: see page 60

Roehampton offers the PGCE Primary at two levels: the Postgraduate Certificate in Education at masters level (HE4) and the Professional Graduate Certificate in Education at honours level (HE3). Both qualifications carry the recommendation for Qualified Teacher Status (QTS). For up-to-date details of the programme please visit our PGCE website: www.roehampton.ac.uk/postgraduate-courses/ pgce-primary. For details of the part-time route, see page 46.

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Both full- and part-time PGCE programmes will prepare you for a position as a primary teacher. You will learn how to organise pupils’ learning appropriately and effectively and will understand the importance of continuous improvement in your professional practice. In particular we aim to foster the following qualities in our graduates:

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Roehampton embraces school-focused learning and the programme is developed through collaborative partnerships and close links with schools. Working with practising teachers is a vital part of your professional development. The programme combines academic study with classroom practice, which involves practical experience in different schools.

School experience

The practical placements in school provide substantial classroom experience appropriately staged throughout the year. You will see how a teacher meets new children and how this relationship develops. You will undertake block school experiences for sustained periods of time in schools, working in two schools for a minimum of 90 days during the programme. These two placements normally take place in Roehampton partner schools, organised by the Schools Partnership Office.

classroom-based assessments that require you to demonstrate the knowledge and understanding expected of a newly qualified teacher. We do all we can to ensure that this process takes place smoothly, and that there is a continuous monitoring of professional development throughout the course. To gain QTS you are required to pass both the PGCE programme and the National QTS Skills Tests in literacy, numeracy and ICT. The Skills Tests are set independently by the Training and Development Agency for Schools.

Primary school teachers need to have a holistic understanding of a wide range of curricular areas. We address this by developing your knowledge of the curriculum subjects and by considering how they can be taught through integrated approaches including play. Issues such as assessment, equal opportunities and inclusion are important aspects of classroom work.

Assessment

During the school placements, you progress from participant observer, via support teacher and sharing teacher, to lead teacher. Individual needs analyses identify your strengths and prior achievements and help you set targets. The assessment of professional development takes place at regular intervals during the year and is a collaborative exercise involving you, your class teacher and your university tutor. The assessment is based on criteria set out in a profile of professional development, taking into account the Professional Standards for the award of QTS. There are formal course assessments that closely link university-based studies to the professional work in schools, including

The friendly, expert tuition on offer at Roehampton combined with two fantastic school placements have given me the confidence to take on what is a challenging yet ultimately rewarding job. It was through one of these placements that I got my first job and I have never looked back.

– Jerome Marshall, PGCE Primary graduate from Rochester in Kent, now works as a teacher at Glenbrook Primary School in Clapham www.roehampton.ac.uk

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PGCE Primary (full-time) programme structure Autumn Term (September – December 2010) School observation

2 weeks

Induction

1 week

University-based studies

5 weeks

Study week

1 week

University-based studies

2 weeks

Block School Experience 1

5 weeks

Christmas Holiday

2 weeks

Spring Term (January – April 2011) Block School Experience 1

3 weeks

University-based studies

3 weeks

Study week

1 week

University-based studies

5 weeks

Block School Experience 2

1 week

Easter Holiday

2 weeks

Summer Term (April – June 2011) Block School Experience 2

6 weeks

Study week

1 week

Block School Experience 2

3 weeks

Programme review

1 week

Please note: all programme structures are for indicative purposes only and may be subject to change.

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PGCE Primary (part-time)

Part-time PGCE Primary Foundation/ Key Stage 1 Age phase: 3–7 years

Facts at a glance For whom is this programme intended?

Those who hold a relevant degree or equivalent qualification, have relevant experience and want to teach in primary schools in the Foundation Stage/Key Stage 1, or an early years setting.

What age children can graduates teach? Graduates of this programme are qualified to teach children across the full primary age range, but with a specialism in teaching children between three and seven years of age.

Length of programme: five part-time terms from January 2010 to July 2011. Two days each week are spent in the University.

Time spent in schools: 90 days minimum across the

Year 1 — spring and summer 2010 Year 2 — autumn 2010, spring and summer 2011 University days: two days per week, usually Thursday and Friday, 9.30am–4pm The programme includes a minimum of 90 days’ school experience organised in three blocks. Full-time commitment is required for the school experience.

programme in total

School experience days: expect 8am–5pm minimum.

Number of places on programme: 19 (early application

The PGCE Primary (part-time) programme offers an exciting and flexible opportunity to spread studies over a longer period of time. This programme is currently offered for Foundation/Key Stage 1 age phases (ages 3–7 years).

advisable)

Financial help available: see page 16 Programme structure: the part-time programme shares the rationale for, and approach to, teacher development that underpins the full-time PGCE programme, detailed on page 42. Entry requirements: see page 60

– Rae Naudi, PGCE Primary (part-time) graduate

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School experience

This element of the programme requires full-time commitment. Roehampton is strongly dedicated to school-focused learning and the programme is developed through collaborative partnerships and close links with schools. Working alongside practising teachers, you develop strategies for building effective relationships and skills of observation. The school experience is organised as three block school experiences providing you with sustained periods of classroom practice. You will progress from participant observer, via support teacher and sharing teacher, to lead teacher. You work in two or three schools for a minimum of 90 days during the programme. The school placements are organised with our partnership schools by the University’s Schools Partnership Office.

The course was the ideal structure for me as it involved two days a week at university, which left enough time for my other commitments: family, part-time work and study.

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The programme runs across five school terms.

PGCE Primary (part-time) programme structure Year 1 Spring term 2010 Nine/ten weeks of two days per week university-based.

Summer term 2010 Four weeks of two days per week university-based. Four/five weeks full-time, continuous initial Block School Experience.

Year 2 Autumn term 2010 Six/seven weeks of two days per week university-based. Five/six weeks full-time, continuous Block School Experience one.

Spring term 2011 Ten/eleven weeks of two days per week university-based.

Summer term 2011 Eight/nine weeks full-time, continuous Block School Experience two. Two days university-based. Please note: all programme structures are for indicative purposes only and may be subject to change. www.roehampton.ac.uk

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PGCE Secondary

Facts at a glance For whom is this programme intended?

Those who already have a relevant degree or equivalent qualification.

What age children can graduates teach? Graduates of this programme are qualified to teach across the full age-range in secondary schools.

Length of programme: one year full-time Time spent in schools: 24 weeks throughout the year

Number of places on programme: 210+ Financial help available: see page 16 Programme structure: see page 58 Entry requirements: see page 60 The subjects we currently offer are: n Art

and Design

n Business n Design

Education

and Technology

n English n History n Mathematics n Modern

Foreign Languages

n Music n Religious n Science

If you are intending to teach your specialist subject within the secondary age-range, we offer both a Postgraduate Certificate in Education at masters level (HE4), and a Professional Graduate Certificate in Education at honours level (HE3). Both qualifications will be referred to as PGCE and successful completion of either will carry the recommendation for Qualified Teacher Status (QTS). You will initially enrol for both awards; your performance in your written assignments will determine the level of the award you receive.

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people is fundamental to your development as a teacher. In line with the requirements for the award of QTS, over two-thirds of your available time is spent in schools. During the PGCE year, you will gain significant experience of teaching in two different schools. Your time in school gives experience in: • translating curriculum policy into practice • establishing an organised approach to teaching

The programme

You will observe how schools operate, discuss issues of policy and practice with serving teachers and develop skills in the teaching of individuals, small groups and whole classes. School experience is best described under three headings: Initial Observation, Pre-Block School Experience and Block School Experience.

The programme has two components: school-based experience and university-based studies. School-based work includes observation of experienced teachers at work, team teaching, working with small groups and with whole classes. University-based work is mainly subject-focused but is supported by a module of Professional Studies common to all subjects; this is taught in mixed-subject groups. The time spent in the University also allows the sharing of experiences with other trainee teachers.

Before the start of the course you will spend six days in schools on a programme of formal observation. At least three days should be in a primary school and at least three in a secondary. It is your responsibility to arrange this in schools that are convenient for you.

School-based experience

Whichever subject you follow, you benefit from the strong links that exist between Roehampton and local secondary schools. Practising teachers contribute to all our programmes and our experienced staff are involved in both research and in-service work with local schools. You will be supported in school by a trained mentor, who will collaborate closely with Roehampton tutors in monitoring your practice and provide you with day-today feedback on your developing skills. Because of our well-established partnership network, placements are possible in a range of schools in south-west London and the surrounding area. We try to be flexible to your needs in finding suitably located schools. We are strongly committed to school-based training and our programme has developed through collaborative partnerships and close links with local schools. We believe that work with practising teachers and young

Initial Observation

Pre-Block School Experience

During the Pre-Block School Experience you spend three days a week on campus and two days a week in a school. During this period we begin to construct your individual training plan taking into account your previous achievements. While in school you will become familiar with the organisation of the school, with the work of your subject department, and prepare to teach classes yourself. Tasks are set to focus attention on different styles of teaching and learning and on whole-school issues. Close links are maintained between these tasks and your work at Roehampton.

It is the caring, supportive professionalism that the whole ITE team show, that makes me so proud to be part of the Roehampton experience.

Block School Experience

These are two periods when you are based full-time in school. In these placements you will take on increasing responsibility for teaching whole classes, you will share in the work of the department and will be able to join in with school activities. Each Block School Experience is in a different school.

University-based Studies

• establishing professional working relationships.

We aim to provide you with a rich, cohesive and personalised experience of initial professional education that will enable you to become a confident, competent and potentially excellent teacher, critically aware of your own and others’ educational philosophy and practice; and to develop an understanding of what and how to teach and assess in your chosen subject, and a range of strategies for managing learning.

Education

(biology, chemistry and physics).

All subjects equip you for the full secondary age-range, including post-16 experience. However, Art and Design, English, and History are officially designated as 11–18 courses. Design and Technology, Mathematics, Modern Foreign Languages, Music, Religious Education, and Science are officially designated as 11–16 courses and Business Education as 14–19.

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In addition to training to teach your specialist subject, you have an opportunity to undertake additional funded experience at the end of your PGCE year that will introduce you to the new 14–19 Diplomas in Construction and the Built Environment; Business, Administration and Finance; Creative and Media; and Manufacturing and Product Design.

University-based Studies are organised under two headings: Subject Studies and Professional Studies.

Subject Studies

This involves the study of the teaching of your chosen main subject. You will study not only the nature of this subject, but also its place in the National Curriculum. You will consider what is studied, how it is taught and how progress is assessed. You will also learn how to use information and communication technology (ICT) appropriately to develop effective e-learning and how to provide for the development of young people with different backgrounds and abilities. Work in this part of the programme is essentially practical with an emphasis on a workshop approach to studying teaching methods for all levels of ability within the age range. Practical work is supported by lectures, seminars and tutorials. Students join the programme from a wide range of degree studies. An important feature is the process of a subject audit, through which you are required to review your existing subject knowledge and to consider how it matches the school curriculum. The next step is to identify the ways in which you can develop your knowledge and understanding of the subject in the school context.

– Clifford Ford, Principal Lecturer, Programme Convener (PGCE Secondary) and Subject Leader in Business Studies

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PGCE Secondary continued Professional Studies

This is a common element to the subject courses and places educational issues within the framework of the whole school and the national system. Professional skills and understanding are developed in the context of whole-school issues such as Every Child Matters (ECM), the management of learning, inclusion and teachers’ legal and professional responsibilities. We aim to give a broad understanding of these issues and a sound base for your future career development.

Assessment

Your school experience and your university-based learning are assessed throughout the year. To be recommended for Qualified Teacher Status (QTS) you must gain passes in both, as well as in the National QTS Skills Tests in literacy, numeracy and ICT set independently by the Training and Development Agency for Schools (TDA). A detailed profile document is given to you early in the programme and is used to record your developing ability to meet the Professional Standards for the award of QTS. Completing the profile is a collaborative exercise involving you, your Roehampton subject tutor and your school mentor. The profile draws on a wide range of evidence, including university- and school-based activities, your school experience file and, of course, your practical teaching. The profile also takes into account the ways in which you have contributed to the work of the department and the wider school. A detailed review of your profile occurs towards the end of each school term. This helps you to identify your areas of strength and those that need further development and forms the basis for the next stage of your professional development. Ultimately, your profile feeds into your Career Entry and Development Profile (CEDP), which is the basis of your development in your first teaching post during your induction year. The PGCE Secondary course is also assessed by means of three assignments. These are closely linked to your work in schools and are designed to encourage reflection on the practical and theoretical perspectives of teaching and learning. Depending on your subject, it may be possible for you to meet the requirements of this component of the assessment in a variety of ways. You may, for example, be able to submit practical work, mount a display or show the outcome of a project, with an accompanying written statement. 50

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PGCE Art and Design specialism

This programme is taught in the well-equipped art and design education studios. Tutors have considerable experience in the secondary school sector and in managing PGCE students. The programme has been designed in partnership with heads of art and design in local secondary schools. A particular strength of the course is the close rapport between tutor and students and the facilitation of individual training plans. The programme is designed to enable you to apply your knowledge and skills in art, craft and design to teaching in secondary schools. Emphasis is placed on curriculum planning and assessment, developing a personal teaching style and addressing the Every Child Matters agenda through contemporary, multicultural and issue-based projects. You will be able to broaden your practical skills to ensure you are able to teach art and design using a range of media including the use of ICT. You will be encouraged to collaborate in considering the nature of artistic activity in school in order to develop wellstructured schemes of work in the contexts of the new National Curriculum, key stage 4 and post-16 examination courses, including additional experience in the 14–19 Diploma in Creative and Media. The course has strong links with the major London museums and galleries, and you will have opportunities to go on regular field trips during your studies. Applicants may have a degree in a diverse range of art, craft and design, or art-related, subjects. At interview, candidates will be expected to have excellent practical skills and interviews will be dependent upon the preliminary submission of a portfolio. It is essential that familiarity with the school environment is gained through work experience or observation prior to interview.

PGCE Business Education specialism

This programme reflects the diversity of the subject and includes aspects of business studies, finance, economics, human resource management, law, marketing, and management applicable to teaching on the variety of examination and non-examination courses found primarily in the 14–19 age range. You are encouraged to consider the nature of business education and its place within, and contribution to, the school curriculum including, in particular, aspects of PSHE such as Economic Wellbeing, Enterprise

Education and Financial Capability. The objective of the programme is to help you become a highly competent business education teacher, able to work in a range of classroom organisations. The programme includes subject extensions that pay particular attention to the role and use of ICT within the National Curriculum as it supports business education, to enterprise education and to developing links with industry and the workrelated curriculum. Integral to the subject studies is a focus on effective teaching, learning and assessment strategies. Applicants should have an approved degree, preferably 2.1 or better (though other degrees may be considered), in business studies or an affiliated/related subject, and preferably, some business experience. At interview, applicants will be required to undertake a short practical task, explaining how a piece of writing, such as a newspaper article or advert, could be used in the teaching of business education.

PGCE Design and Technology specialism

The programme is structured with a core of design and technology taught to all students, including the nature of design and technology in education, ICT and graphics. You will be given the opportunity to specialise in one of the four main areas – materials technology, electronic and communications technology (ECT), food technology or textiles technology – and to develop a second strength in at least one of these areas. We focus on extending and developing your knowledge, understanding and skills of design and making, with an emphasis on active practical learning and problem solving. A range of specialist facilities and resources is used by tutors from Roehampton, and local schools are carefully selected to ensure you have the support and advice of experienced design and technology teachers. Applicants should have a degree that includes a substantial element of design and technology (such as product design, 3D design, engineering, food product development, nutrition, textiles or fashion design). Candidates will be expected to provide and talk through a portfolio of their work at university and in their employment. They will be required to discuss design and technology teaching in their specialist areas that they have seen or experienced recently in schools.

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PGCE Secondary continued

PGCE English specialism

The PGCE English programme is an established and successful course that will prepare you to teach all aspects of English in secondary schools. The programme is taught by tutors who have considerable experience in the secondary school sector as well as in managing PGCE students. Valuable input into the course is made by teachers from schools where students are placed for classroom experience. By the end of the programme you will have learnt how to develop and extend your pupils’ language competence in all its forms, how to organise, structure and assess work for a range of abilities and ages, how to meet the needs of individual learners and how to implement strategies promoting equal opportunities. You will learn about current developments in the teaching of English and its place as a core subject in the National Curriculum. This includes a close look at three key areas – ICT, media and drama. A resource centre has been established at Roehampton so that you will have access to a wide range of texts and materials to support your teaching. Applicants should have a single subject degree in English or a joint degree in which English forms the major part. It is essential that all applicants have substantial study of literature as part of their educational background. Interviews will include a discussion of suitable texts for an A-level course.

PGCE History specialism

The PGCE History course at Roehampton is based on a successful partnership with local schools, where experienced mentors join university tutors in teaching the programme. The course sets out to give you a sense of the place of history in a multicultural society. It also equips you to teach across the 11–19 age range and to foster learning across the wide spectrum of abilities found in local schools. You will enter into the lively debates surrounding history teaching and the place of history in the whole school curriculum, including history’s contribution to literacy and citizenship. The course is an active and demanding combination of teaching and learning methods, including simulations of classroom activities, individual tutorials and group sessions. You are encouraged to share your own expertise and experience. We take advantage of developments in e-learning to stay in touch during placements, to encourage collaborative and creative 52

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teaching, and to promote reflective and effective practice. Written assignments give you the opportunity to explore the most recent developments in research into teaching and learning, while building upon your grounding in history at undergraduate or masters level. Applicants should have an approved degree in history or in a closely related subject that has a large percentage of history content (at least 50%). Early application is advisable, and interviews will be offered to candidates who have spent some time observing or working in a school. Interviews will include written and practical tasks related to the National Curriculum at Key Stage 3 in History.

PGCE Mathematics specialism

On the programme you will learn how pupils develop mathematical understanding, knowledge and skills. University tutors and mentors in school will help you to develop a teaching style that enables your pupils to learn mathematics effectively and confidently. You will develop your own skills in the use of ICT and become familiar with the software that can be used to enhance mathematical teaching. A wide range of mathematical resources will be available in the Mathematics Centre to inform your studies. Applicants should have a single subject degree in mathematics or a joint degree in which mathematics formed a substantial part. Students with a degree in other disciplines with a strong mathematical content, such as engineering and management science, are also welcome to apply. At interview, candidates will be asked to describe their experience of visiting a secondary school, to undertake a written English task and to answer AS-level pure mathematics questions.

The PGCE course at Roehampton is structured in such a way that you don’t feel like you’ve been thrown in at the deep end when you start your first school placement. The course allows you to discuss and practice key elements of teaching before stepping into a classroom and the course leaders are extremely supportive during both your university and placements blocks. I would highly recommend the PGCE at Roehampton as I believe it gave me an excellent foundation for my NQT year.

– Jo Irving, PGCE Secondary (Science) graduate, now works as Head of Science at Stanley Park School

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Mathematics Enhancement Course (MEC)

The MEC is available either for graduates with some relevant mathematical content in their background, such as a small amount in a psychology, economics or accountancy degree, or in an engineering discipline; or for those who hold an A-level (or equivalent) in mathematics but who have pursued a very different track for their degree; for example, law, languages or English. MECs are intensive courses which run full-time from early January for 26 weeks. Before starting the MEC, graduates need to have been accepted on a PGCE or GTP course starting in the following September. The Training and Development Agency for Schools pays course fees and provides a bursary for the duration of the course. There are no top-up fees to pay. The South West London MEC is run by Brunel, Kingston and Roehampton universities and St Mary’s College, each of which runs a full-time PGCE course. The MEC is taught at Kingston University for three days a week and at Roehampton University for one day, with a day of self-supported study. The assessment is largely by compilation of a portfolio of evidence. A professional pre-requisite to interview for this MEC is recent state secondary school observation in England, which ideally should be organised prior to application and discussed in a personal statement. For further information, please see contact details on page 57. Find out more about the above issues on the Training and Development Agency for Schools’ website: www.teach.gov.uk

PGCE Modern Foreign Languages specialism

Before I started at Roehampton I thought: ‘What are they going to teach regarding maths that I don’t know already?’ At the end of the course I thought: ‘Wow, what little I knew about maths!’ It’s made me look at my subject from a totally different angle. The Roehampton PGCE has encouraged and challenged me to discover, experiment with, and even create different methods for successfully delivering mathematical concepts to young people.

– Dwayne Phillip, PGCE Secondary (Mathematics) graduate, now works as a mathematics teacher at Hounslow Manor School

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The programme is designed for those intending to teach French, German or Spanish as their subject specialism; all students must be able to offer French as at least their second language. The aim is to give you an understanding of the way modern foreign languages are taught in schools, including the use of the target language as the principal means of classroom communication. You will be encouraged to try out a wide range of approaches to teaching, as well as strategies for organising the classroom for effective learning. University sessions include a large amount of practically based activities to help you develop your skills. You will have the opportunity to acquire an understanding of the demands of the National Curriculum orders for modern foreign languages. The work in schools will be

closely linked with the university-based sessions so that you will have the opportunity to use a range of up-todate language resources, including ICT, to set up active and engaging learning activities. Applicants should have a degree with French, German or Spanish as a major component. The ability to offer a second language is essential. We also welcome applications from native speakers of these languages who have a degree in another subject. At interview, candidates will be required to demonstrate their spoken and written skills in the languages they are offering.

PGCE Music specialism

Teaching music in secondary schools today covers a broad range of topics and subject knowledge. The course prepares you for this through practical workshops (Gamelan, Djembe drumming, vocal) together with resource ideas for teaching world music in the classroom, as well as pop, jazz and more traditional areas of subject knowledge. Emphasis is placed on preparing you to plan, teach, assess and evaluate learning in the classroom and you will be encouraged to try out a wide range of approaches for facilitating learning and for the effective organisation of lessons. Sessions tend to be practical and interactive and use of the interactive whiteboard and music technology software is built into the course. Your own personal competences will be monitored throughout the course and you will be encouraged to develop your subject skills further. Music software common to music classrooms today will be explored in school as well as in university sessions during the year. Assessed assignments during the course include the evaluation of a small group of pupils working on a composition in the classroom and evaluating its effectiveness in relation to pupil learning, and individual assessment using national data. There is a wide range of schools available and music mentors in school are experienced and work closely with the subject tutor at Roehampton to ensure that you are well supported on your teaching placements, allowing you to develop your skills as a teacher during the course. The majority of students go on to teach the full age range in 11–18 schools. Many are employed by our partner schools locally. Applicants should have a degree in music or have successfully completed a three-year graduate course at a college of music or obtained a graduate equivalent diploma or degree in popular music or music technology. www.roehampton.ac.uk

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Alternatively, applicants may have studied a degree in a different subject but have engaged in substantial music activity and gained music qualifications to enable them to work successfully in schools. At interview, candidates will be required to write about a music task related to school practice at KS3. This will then be used during the interview to discuss their ideas about good practice in the classroom. It is helpful and important to this process if they have carried out some observation in a secondary school prior to their interview.

PGCE Religious Education specialism

PGCE RE is designed to be an innovative and dynamic introduction to the rich variety of possibilities for teaching in schools today. The programme has an active approach to learning. You are encouraged to develop your knowledge and understanding of the major religious traditions, other religious traditions and contemporary secular philosophies. Teaching is by specialists from the traditions but a central feature of the programme is the use of visits to faith communities. We have good relations with communities representing the Buddhist, Christian, Hindu, Jewish, Muslim and Sikh faiths. London is, of course, particularly rich in its religious and cultural diversity. You will also be expected to look critically at the difficult philosophical issues raised by religion and to develop your thinking about the place and significance of religion today. Thus there is a strong emphasis not only on what we can learn about religions, but what we can learn from religion, even if we do not share a particular religious world view. In schools, this will mean examining practical strategies for enabling religion to contribute to pupils’ spiritual, moral, social and cultural development. Teaching is possible within an excellent range of schools with which we work in partnership to ensure successful teaching practice. All mentors in schools are experienced and there are opportunities to work within a variety of cultural and geographical environments. We have strong links with faith community schools including those within the Anglican and Roman Catholic traditions, as well as a range of other state schools and some independent schools. Applicants will be expected to have an approved firstclass or upper-second degree in religious studies or affiliated subjects with a strong theological or philosophical dimension, such as philosophy or anthropology. At interview, candidates will be asked to think about the contemporary relevance of religious 56

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education and, on the basis of this, to construct an engaging argument for its place within the curriculum.

PGCE Science specialism

The PGCE Secondary science programmes (biology, chemistry, physics and secondary science) are designed to enable you to teach, as a minimum, all the science specified in the National Curriculum for science at Key Stage 3, and your chosen science specialism from biology, chemistry or physics, at Key Stage 4 and, if appropriate, at post-16.

Roehampton has provided me with everything I need to embark upon a career in teaching. The support and advice given to trainees is outstanding and I would recommend the course to any future trainee teachers.

Students join the course with a variety of science degrees and backgrounds. Few, if any, are confident from the start in all aspects of science demanded by the National Curriculum or even by their own subject specialism. Early in the course you will complete a personal audit and begin an action plan to build on your subject knowledge. This is an important thread running through the programme. A similar approach is followed with your understanding and skills in ICT, so that you will be able to make appropriate use of these when teaching. The programme is the result of close collaboration between school-based mentors and the Roehampton team. It is arranged into three terms. In the first term you begin to learn how pupils develop science understanding and skills while at the same time building enough confidence to plan and teach a science lesson. The second term extends this by using teaching experience to improve lesson performance and revisit and extend issues within science education. The third term addresses science education outside the classroom and broader issues concerning the role of science within the school curriculum. Towards the end of this term, you will develop an action plan to provide a basis for progression and development within your first year of teaching. Science education at Roehampton is well staffed and resourced so that we are able to provide you with practical workshops as well as seminars and personal tutorials. Throughout the programme we aim to produce more than strong classroom practitioners; we aim also to produce reflective teachers who will go on to participate in, and influence, the future development of science education. Candidates should have an approved degree in a science. Some familiarity with schools through work experience or observation should be gained prior to interview. Applicants will also be asked to prepare a short presentation on a school science topic for the interview.

– Rachel Taylor, PGCE Secondary (English) graduate from Twickenham, now works as an English teacher at Overton Grange School

For Specialist Subject advice please contact: Art and Design:

Jo Davies

020 8392 5784

joanna.davies@roehampton.ac.uk

Business Education:

Clifford Ford

020 8392 3570

c.ford@roehampton.ac.uk

Design and Technology:

Ruth Seabrook

020 8392 5780

ruth.seabrook@roehampton.ac.uk

English:

Philippa Hunt

020 8392 3281

p.hunt@roehampton.ac.uk

History:

Alison Messer

020 8392 4547

a.messer@roehampton.ac.uk

Mathematics:

Nick Langford

020 8392 3859

n.langford@roehampton.ac.uk

Mathematics Enhancement

Christine Hopkins MEC Coordinator 020 8392 3369 Bob Vertes MEC Publicity/Recruitment

c.hopkins@roehampton.ac.uk bobv@smuc.ac.uk

Modern Foreign Languages:

Peter Saunders

020 8392 4184

p.saunders@roehampton.ac.uk

Music:

Angela Major

020 8392 3438

a.major@roehampton.ac.uk

Religious Education:

Mike Castelli

020 8392 3248

m.castelli@roehampton.ac.uk

Science:

Keith Hicks

020 8392 3466

k.hicks@roehampton.ac.uk

For general information, please contact the Enquiries Office on 020 8392 3232.

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Teaching in Faith Schools PGCE Secondary programme structure The PGCE Secondary programme runs from 1 September to 18 June.

Autumn Term (September – December 2010) School observation and induction week

2 weeks

University-based studies and Pre-Block School Experience (two days per week in school one)

5 weeks

Study week

1 week

Block School Experience 1

7 weeks

Christmas Holiday

2 weeks

In addition to their teaching programme some students choose to take additional qualifications that will enhance their career prospects in faith-based schools.

Programme content

Faith Schools

Professional studies: Reflecting on Catholic Education in Primary Schools OR Reflecting on Catholic Education in Secondary Schools.

Opportunities exist for BA Primary Education or PGCE students wishing to experience teaching in Church of England (Anglican), Catholic, Jewish, Muslim and Greek Orthodox schools with which Roehampton works closely. This experience would be particularly helpful for students who may see their future as working in faith schools.

Catholic Certificate in Religious Studies (CCRS)

Spring Term (January – April 2011) University-based studies and Pre-Block School Experience (two days per week in school two)

5 weeks

Block School Experience 2

1 week

Study week

1 week

Block School Experience 2

4 weeks

Easter Holiday

2 weeks

For whom is this certificate intended?

The programme consists of six subject studies modules and two modules of professional studies. Subject studies: Old Testament, New Testament, The Church, The Person of Jesus, The Sacraments, Christian Morality.

Pathways through the CCRS

BA (Hons) Primary Education: You have the opportunity to complete the certificate before leaving the University. PGCE students: Three subject studies modules are offered in the autumn term and two professional studies modules are offered over the course of the PGCE year. Continuing Professional Development: By returning to Roehampton you can complete the CCRS in evening sessions at the University.

BA Primary Education or PGCE students interested in teaching in Catholic schools. The CCRS offers an introduction to theology and education and, as a nationally recognised certificate of professional practice, is essential for all wishing to teach in Catholic schools. The certificate is awarded by the Bishops’ Conference of England and Wales.

Summer Term (April – June 2011) Block School Experience 2

6 weeks

Study week

1 week

University-based studies

2 weeks

Please note: all programme structures are for indicative purposes only and may be subject to change.

The programme normally spans two years. Governing bodies of Catholic schools will usually accept the first year of the course in the case of PGCE students, with an undertaking that the student completes the certificate as soon as possible after commencing employment. The course is taught at Digby Stuart College and includes at least one placement in a Catholic school.

Aims

By the end of the programme you will have had opportunities to: n develop

an understanding of contemporary Catholic theology

n reflect n 58

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theologically on professional practice

enhance your career prospects within Catholic education. www.roehampton.ac.uk

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Entry requirements

It is a requirement of the Department for Children, Schools and Families (DCSF) that all candidates for teacher education be interviewed and that we ensure that those offered a place can communicate in accurate Standard English. All applicants attending an interview will be required to complete a short English task.

welcome applicants at any stage in their lives, including those from minority backgrounds. We particularly welcome male applicants for the BA (Hons) Primary Education programme as part of a national TDA initiative to attract more men into the profession.

BA (Hons) Primary Education

PGCE Primary (full-time and part-time) and PGCE Secondary

Entry requirements 300 points are preferred, to include a minimum of two A-levels at grade C or above, or vocational A-levels. Applicants with BTEC National Diploma qualifications are considered as well as those with other A-level equivalents. We welcome mature applicants with non-traditional qualifications. For the new Access Diploma a mainly Distinction profile is preferred. When we consider candidates for degree programmes at Roehampton, we take account of the full application. Our offers are not based solely on academic results: we take into consideration applicants’ skills, achievements and life experience. Students who have not achieved, or do not expect to achieve, these entry requirements may still consider making an application. All applicants, however, must satisfy requirements laid down by the DCSF: they must have achieved a standard equivalent to at least a grade C in GCSE English language, mathematics and a science subject*. In addition, applicants should have experience of working with children and must demonstrate the ability to read effectively and communicate clearly and accurately in Standard English. It is essential that candidates for teacher education have sound spelling, grammar, punctuation and expression. Shortcomings here are the most frequent reason for offering an alternative nonteaching programme. How and when to apply Applications must be made through the Universities and Colleges Admissions Service (UCAS). To do this, applicants will need a 2010 entry UCAS Application Form and Directory, which can be obtained from their school or college or directly from UCAS. Applications can also be made online at www.ucas.com. UCAS starts receiving applications from 1 September 2009. See the UCAS website for more information. At Roehampton we

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Entry requirements PGCE Primary Applicants must hold and be able to provide certificated evidence of: n an Honours degree (at 2.2 or above) awarded in the UK, or the equivalent awarded by an approved university outside the UK, or an acceptable equivalent qualification n achieving a standard equivalent to at least a grade C in GCSE English language, mathematics and a science subject (students are strongly advised to gain these qualifications before applying*) n having recently spent a minimum of two weeks in a UK mainstream state primary school in the appropriate age phases before applying and be able to discuss this experience at interview (applicants should ensure that details of school experience are clearly stated on their GTTR form, including the name of the school, dates of their visit and year groups worked with) n having broader and substantial experience of working with children of the appropriate age range, including those from diverse cultures and backgrounds (this is in addition to the two weeks of school experience). Applicants should have a balanced academic profile and must demonstrate the ability to read effectively and communicate clearly and accurately in Standard English. PGCE Secondary Applicants must: n have attained a standard equivalent to grade C in the GCSE examination in English and mathematics* n hold an undergraduate degree from a UK higher education institution or equivalent qualification (the degree or graduate-equivalent qualification should relate to the needs of the programme and the secondary subject specialism applied for) n have a broad-based educational background and be able to read effectively and communicate clearly and accurately in Standard English

n attend

an interview to demonstrate the possession of the appropriate qualities, attitudes and values expected of a teacher and the potential for successful completion of the programme n meet any subject-specific entrance requirements. In addition, it is desirable for applicants to have recent experience of classroom work or observation in a UKmaintained secondary school (please note that for certain specialisms, you must have spent time in a UK secondary school prior to submitting an application – please contact the Enquiries Office for more details). Any additional broad and substantial experience of working with children will support the application. For details of schools that specifically welcome prospective teachers, see the Open Schools Programme on the TDA website (www.tda.gov.uk). How and when to apply Applications for PGCE programmes are handled by the Graduate Teacher Training Registry (GTTR). Application forms for September 2010 entry can be obtained from the GTTR website (www.gttr.ac.uk) from early September 2009. They are processed from mid-September so applicants are strongly advised to apply early. The deadline for receipt of Primary applications is 1 December 2009. There is no official deadline for the PGCE Secondary programme; specialisms will close as and when they fill up so applicants are advised to apply early. At Roehampton we welcome applicants at any stage in their lives including those from minority backgrounds. We particularly welcome male applicants for the PGCE Primary programme as part of a national TDA initiative to attract more men into the profession. Further details of all BA and PGCE programmes Admission to all teaching programmes is also conditional on receipt of a satisfactory declaration of health for which information and guidance will be provided, a child protection declaration and a Criminal Records Bureau clearance form, which we will provide. Information on this declaration is available from Local Authorities. Recent national regulations require trainee teachers to have provisional registration with the General Teaching Council (GTC). Please visit the GTC website for more information: www.gtce.org.uk

Advice on entry requirements or applications can be obtained from our Admissions Office on 020 8392 3314. * Candidates who have not achieved a GCSE grade C, or equivalent in English, mathematics or science may be able to take an equivalence test set by a University-approved body. Details are available from www.equivalencytesting.com. The University also has its own Mathematics GCSE equivalent examination, which is usually held in May and August. Details, including sample questions, are available from the Enquiries Office. Advice on acceptable equivalents may be obtained from the Admissions Office on 020 8392 3314. Competence in English Applicants whose first language is not English, or for whom the majority of their education has not been in English, will need to prove a good level of competence in the language. The qualifications in English regarded as an acceptable minimum level of competence for universitylevel study are GCSE grade C, Cambridge Proficiency Certificate grade C, Cambridge Advanced Certificate grade A, British Council academic IELTS at 6.0 in all sections, TOEFL score of 550 (213 computer-based) including the writing test, LCCIEB, EFB or EFC with a second grade, NEAB, UETESOL with a pass grade, TEEP at grade 3. However, these qualifications do not guarantee that an applicant is able to provide a good model of standard spoken and written English for children in school (including spelling, grammar, punctuation and expression). Therefore, in keeping with national requirements, all students, whether from the UK or overseas, must also complete to a satisfactory standard a test of written English at interview. For BA Primary Education and PGCE Primary this includes correcting a sample of incorrect English and undertaking a piece of writing on a given topic. The task for Secondary candidates may vary according to the subject specialism. We can help applicants who would benefit from a short course in English before they start their degree programme. Information on these courses can be obtained from our website, Undergraduate and International prospectuses or the Enquiries Office (tel: +44 (0)20 8392 3232).

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Term dates

Although they are not yet finalised, the dates for the 2010/11 academic year are likely to be similar to those listed below for the 2009/10 academic year. For up-to-date information about term dates, please visit our website: www.roehampton.ac.uk

Further information UCAS and GTTR codes for application BA (Hons) Primary Education Foundation Stage and Key Stage 1 Art and Design Education XWC1BA/PEdADE Design and Technology Education XJ19BA/PEdDTE Early Childhood Education X111BA/PEdECEd English Education XQD3BA/PEdEEd Geography Education XFC8BA/PEdGEd History Education XVC1BA/PEdHEd ICT Education XGC5BA/PEdICTE Mathematics Education XGC1BA/PEdMEd Music Education XWC3BA/PEdMu Physical Education XCC6BA/PEdPEd Religious Education XVC6BA/PEdRS Science Education XCF0BA/PEdSci Key Stage 2 Art and Design Education XW1CBA/PEdAD12 Design and Technology Education XJ1XBA/PEdDT12 English Education XQ1HBA/PEd12E Geography Education XF1VBA/PEd12Ge History Education XV1CBA/PEd12H ICT Education XG1MBA/PEd12IC Mathematics Education XG1CBA/PEd12M Modern Foreign Language Education* Music Education XW1HBA/PEd12Mu Physical Education XC1PBA/PEd12PE Religious Education XV1PBA/PEd12RE Science Education XFC0BA/PEd12Sc *Subject to approval PGCE Primary (full-time) Foundation Stage and Key Stage 1 X121 Key Stage 2 X171 PGCE Primary (part-time) Foundation Stage and Key Stage 1 X115 PGCE Secondary (11+) Art and Design W1X1 Biology C1X1 Business Education N1X1 Chemistry F1X1 Design and Technology W9X1 English Q3X1 History V1X1 Modern Foreign Languages R9X1 Music W3X1 Physics F3X1 Religious Education V6X1 Science F0X1 (11–16 years) Mathematics G1X1

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Dates for BA students Autumn term

Registration Week Monday 21 – Friday 25 September 2009 Undergraduate teaching begins Monday 28 September 2009 Teaching and term ends Friday 18 December 2009 Christmas Vacation Saturday 19 December 2009 – Sunday 10 January 2010

Spring term

Undergraduate teaching begins Monday 11 January 2010 Teaching and term ends Thursday 1 April 2010 Easter Vacation Saturday 3 – Sunday 25 April 2010

Useful contacts

For advice and information about Roehampton, to request copies of the Undergraduate or International prospectuses and to find out more about the programmes in this prospectus contact: Enquiries Office Roehampton University Roehampton Lane, London SW15 5PU Tel: 020 8392 3232 Fax: 020 8392 3470 Email: enquiries@roehampton.ac.uk www.roehampton.ac.uk

Summer term

Summer term begins Monday 26 April 2010 Consultation (reading) week Monday 26 – Friday 30 April 2010 Handing-in period Monday 31 May – Friday 4 June 2010 Term ends Friday 11 June 2010

Dates for PGCE students Full-time Autumn term

Primary: Tuesday 1 September – Friday 18 December 2009 Secondary: Tuesday 1 September – Friday 18 December 2009 Induction Primary: Monday 14 September 2009 Secondary: Friday 11 September 2009

Spring term

Primary: Monday 4 January – Thursday 1 April 2010* Secondary: Monday 4 January – Thursday 1 April 2010*

Summer term

Primary: Monday 19 April – Friday 25 June 2010 Secondary: Monday 19 April – Friday 18 June 2010 * Subject to variation as students adhere to term dates of teaching practice schools.

Part-time (2009 entry) Spring term

Primary: Thursday 29 January – Friday 3 April 2009

Summer term

Primary: Thursday 23 April – Friday 26 June 2009

Autumn term

Primary: Thursday 17 September – Friday 18 December 2009

Spring term

Primary: Monday 4 January – Friday 26 March 2010

Summer term

Primary: Monday 19 April – Friday 25 June 2010 For advice and information about the teaching profession and training to teach contact: Training and Development Agency for Schools 151 Buckingham Palace Road London SW1W 9SZ Tel: 020 7023 8000 www.tda.gov.uk

If you require an audio, Braille or large-text version of this publication, please call the Enquiries Office on 020 8392 3232. Please allow a minimum of 10 days for delivery. Roehampton University is committed to being an equal opportunities education provider and will therefore make reasonable adjustments for disabled applicants and students. Every effort has been made to ensure that the information given in this publication is accurate at the time of going to print and the University will use all reasonable efforts to deliver the programmes as described. However, the University reserves the right, without notice, to withdraw or change the programmes or programme combinations included in this prospectus, to alter tuition fees, entry requirements, and the facilities or services provided, and cannot accept responsibility or liability for any errors, omissions, cancellations or alterations. Please check the website for up-to-date information. www.roehampton.ac.uk

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Roehampton University is in zone three of the London Transport system.

National Rail From Barnes station the main site (Digby Stuart, Froebel and Southlands) is a 10-minute walk and Whitelands and Mount Clare are a 25-minute walk, or a short ride on the 72 or 265 buses. Trains from Barnes go to Clapham Junction and Waterloo in one direction and Kingston, Richmond, Staines and Windsor to the south-west.

Underground From Hammersmith (District/Piccadilly/Hammersmith and City lines) take the 72 bus from the bus station beside Hammersmith Broadway shopping mall (above the Underground station). From Putney Bridge (District Line) take the 265 bus outside the station.

Directions

Location

Travelling by public transport

Bus The University is well served by buses that link Roehampton to Hammersmith, Richmond, Kingston, Putney, Clapham Junction, Wimbledon and New Malden. The 72, 265 and 493 buses stop next to the main site (at Queen Mary’s Hospital) and close to Whitelands and Mount Clare (at the junction of Danebury Avenue). The 170 and 430 buses stop on Danebury Avenue, which is very close to Whitelands and Mount Clare and a short walk from the main site. The 85 bus stops on Roehampton Lane, close to Whitelands and Mount Clare and a short walk from the main site.

Travelling by car Please note, parking is limited on campus and in nearby streets. All University sites are on or near the A306 Roehampton Lane, between the A3 and the A205 South Circular (Upper Richmond Road). From the A3, turn into the A306 Roehampton Lane. For Whitelands turn left after 0.5 mile into Danebury Avenue and then turn immediately left into Holybourne Avenue; for Mount Clare, follow Danebury Avenue and turn left into Minstead Gardens. For the main site, stay on Roehampton Lane for a further 0.5 mile; you will find the main site on the left, opposite Queen Mary’s Hospital. From the A205 South Circular heading west, turn left into the A306 Roehampton Lane. The main site is approximately 0.75 mile on the right. For Whitelands continue for about 0.5 mile and then turn right at the traffic lights into Danebury Avenue and then turn immediately left into Holybourne Avenue; for Mount Clare follow Danebury Avenue and turn left into Minstead Gardens. From the A205 South Circular heading east, there is no right turn into Roehampton Lane. At this junction, follow the sign for Putney Bridge and Roehampton and then immediately follow the signs for Dorking (A24), Guildford/Portsmouth (A3) and Roehampton. This takes you in a loop to head west and turn left into the A306 Roehampton Lane at the next junction.

Travelling by bicycle The University can be easily reached by bicycle. There are cycle parking stands throughout the campus. The Transport for London online journey planner can be used to provide route maps to the University, see http://journeyplanner.tfl.gov.uk 54 64

Roehampton University Teacher Education prospectus 08/09 www.roehampton.ac.uk

www.roehampton.ac.uk

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80% of research of international standing and 33% internationally excellent or world class – RAE 2008

More National Teaching Fellows than any other London university A beautiful parkland campus featuring historic buildings and lakes, and on-site student residences Ranked first among London universities for the environment on and around campus – Times Higher Education 2009 Student Experience Survey

Four historic Colleges dating back to the 1840s, create a strong sense of community on campus A thriving local social scene based around Putney, Richmond, Hammersmith and Kingston

‌all this only 30 minutes from central London

Contact us Tel: 020 8392 3232 Email: enquiries@roehampton.ac.uk www.roehampton.ac.uk

Teacher Education Prospectus  

Roehampton University's comprehensive guide to becoming a student teacher

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