Goldsmiths, University of London
Secondary Education (Drama)
This programme focuses on theatre as an art form in its own right, and on ways in which the process of drama making can educate in the broader sense, by promoting the personal, moral, social, spiritual and cultural development of all pupils. The programme integrates process and performance, teaching both through and about the art form, making connections between pupils' work and theatre, film and popular culture. Students become involved in school productions and extracurricular provision for drama in schools.
An undergraduate or postgraduate degree at least 50 per cent of content should be in the proposed teaching subject; GCSE grade C or above in English language and mathematics; an enhanced disclosure certificate from the Government�s Criminal Records Bureau (CRB); an occupational health questionnaire.
In college-based sessions, students engage in practical drama at their own level and then analyse this from the perspective of participant and teacher. Starting to teach grows out of this, coupled with observing drama in schools, re-visiting the work of key practitioners, and beginning to develop the conceptual underpinnings of classroom practice. In the autumn term, students have an intensive introduction to drama in education at the college and begin weekly induction visits to their 1st teaching practice school. As the term develops, they spend 4 days a week in school beginning to develop teaching skills, and return to Goldsmiths on the 5th day for support in lesson planning, managing behaviour, and assessing and recording pupils� progress. At the start of the spring term there is a similar pattern of college-based work, with an induction visit to a second teaching practice school. This enables students to build on everything they have learned in the 1st term and to plan for their 2nd block of school experience. They then spend four days a week in this school until the spring half-term. After this students are in school 5 days a week gaining a sense of what it means to be a full-time drama teacher. In the final weeks they return to college and complete their Career Entry Development Profile. They also engage in a review and evaluation of the programme as a whole.
This takes the form of continuous assessment, carefully phased throughout the year. There are 2 broad components: School-based work and college-based work. Progress in school-based work is assessed over the course of the 3 terms. Students also need to pass computer-based tests in literacy, numeracy and information communication technology. These tests are an important part of training, and are normally taken alongside the taught element of the PGCE. The assessment of college-based work is in 3 units, and depends on subject areas chosen. Tutors give students details of this at the beginning of the year, and clear dates are set for the submission of work to help spread the workload throughout the year. For the award of Qualified Teacher Status (QTS), students are also formally assessed on their competence in the classroom and ability to meet the Department for Children, Schools and Families (DCSF) standards.
|Qualification||Study mode||Start month||Fee||Course duration|
|PGCE||Full-time||£ 9,000 per Academic year (home fees)||1 years|
|PGCE (professional)||Full-time||£ 11,700 per Academic year (overseas fees)||1 years|
|Campus name||Town||Postcode||Region||Main campus||Campus||Partner|
|Goldsmiths, University of London||Lewisham||SE14 6NW||South East|
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