English PGCE

The course aims to prepare you to teach English to all ages and abilities in the secondary school (KS3 and KS4) with planned opportunities for enrichment in the teaching of Media and Drama in English.

"Do you bite your thumb at me, Madam?"
English trainees improvising a meeting between the Capulets and Montagues after the funerals of Romeo and Juliet

Who is the course designed for?

The course programme is designed for people who aspire to become excellent teachers of English and who wish to combine their learning through practice in a classroom with an understanding of some of the theory that underpins effective teaching and learning. Candidates should be reflective practitioners who are committed to helping all pupils to progress and succeed.

Prospective Candidates should have a good knowledge of Literature and Language. Applicants should have a good honours degree in the English Subject area (at least 50% of the first degree should be in English or very closely related to English). There are opportunities for candidates from other subject backgrounds where they can clearly demonstrate significant and relevant knowledge in working with children or in other teaching contexts, e.g. youth work, as a learning support assistant or TEFL teaching abroad. Candidates also need to have a GCSE in Mathematics and in English Language at grade C or above (or the equivalent qualifications).

Competition for places is strong and candidates will need to make applications on the GTTR form that demonstrate good subject knowledge, awareness of teaching and a good ability to communicate.

A good academic reference must be provided from their most recent University or College as their first reference on the GTTR form. References from neighbours and friends are not acceptable.

How does the Training take place?

The full-time, one year, course starts in early September and continues through to the end of June, with breaks over Christmas and Easter. It aims, through a combined effort from the university and the partnership schools, to develop your subject knowledge in English and skills for teaching through a range of approaches: workshops, seminars, lectures, demonstrations, micro-teaching, independent and group research and through reading and writing activities. Recent trends in teaching and learning are emphasised including the application of information technology. The course strong encourages a distinctly ‘hands on’ approach.

Evaluations from previous trainees read:

• ‘well organised and relevant helpful seminars; enthusiastic tutors who were helpful and motivating’
• ‘Curriculum Tutor support was good, variation of activities, relaxed but productive atmosphere’;
• ‘friendly atmosphere, excellent support and nice working environment’;
• ‘visiting speakers drama and ICT especially’;
• ‘helpful school-based tasks with not too much pressure and lots of advice made things less scary’.
• ‘tutors are friendly, supportive and always available when needed.’
• ‘Interesting university sessions’
• ‘the start of the course was very useful, the basics were well covered and prepared us well for school’;
• ‘the course has been extremely well-run, organised, supportive and motivating’.

School-based mentors equally very well evaluated:

• ‘Department were helpful and motivating; friendly and supportive;’
• ‘varied classes, very supportive and friendly departments, lots of extra-curricular activities, lots of schemes of work to use, resources, ICT.
• ‘excellent support from English department’
• ‘excellent support and friendly working atmosphere’;
• ‘friendly department, good mentor support;’
• ‘some helpful advice in providing feedback and useful ideas for resources and planning, good variety of classes taught – wide range of abilities and ages,’

Are there particular features of the course?

• Committed and well-qualified Tutors
• Strong and individual support from the university tutors
• The support of trained mentors in all schools
• The effective modelling of good practice by the tutors and mentors
• The opportunity to study the theory of education
• Practical sessions in University covering a wide variety of key areas
• The opportunity for extending knowledge of teaching Media Studies and Drama
• The opportunity to study at ‘M’ level and to gain 60 ‘M’ level credits
• Informal ‘audit’ groups where trainees can share their strengths and work together on areas that require development
• Excellent employment prospects (100% for the last 5 years)

The central focus of the course is on teaching English in a challenging, yet accessible way, understanding how children learn. At the same time it aims to produce reflective practitioners; and so personal, critical reflection and evaluation form a key part of the course.

How should you prepare for the course?

Try to spend some time in one or more secondary schools observing English teachers and working with a wide variety of pupils. It is important that at least one school is a comprehensive school. Reflect on what makes a good lesson – and what makes a good English Teacher.

Find out what type of texts are generally taught in the secondary English classroom and read as many of these as possible. Ensure that you ‘fill’ any gaps in your own knowledge – for example, in Grammar or Poetry. It would also be useful to read a copy of the National Curriculum for English and the New Secondary Framework.

Kate Domaille

The English course aims to equip you with the necessary skills and knowledge to teach English across the secondary age range, including some structured experience of 16-19 teaching.

The course aims, through a combined effort from the University and the partnership schools, to develop your subject knowledge in English through a range of approaches: workshops, seminars, lectures and demonstrations, simulations and micro-teaching activities, independent and group research and through reading and writing activities. The central focus of the course is on teaching English in a challenging yet accessible way, understanding how children learn.

Remarks from the External Examiner, 2005-2008: “a rigorous, well-organised, supportive and innovative course maintained by a warm partnership of mentors and tutors. The course has a distinct identity and a strong relationship with local schools and authorities.”

The course has two closely linked parts: School Based Experience (two thirds of the total time) and University Based Experience (one third of the total time). During the course, you will spend time in two placement schools from our partnership group. Whilst on placement, you will work closely with your English Curriculum Mentor (who will be a member of the English Department) and experience lesson observations, team teaching, working with small groups and teaching whole classes of pupils. University-based work is mainly subject focussed but also contains ‘Professional Themes’ and ‘Special Study’ which are common to all subject areas and taught in mixed subject groups. Time spent in the University enables us to prepare you for your placements, evaluate your school-based work and plan ahead; and it allows you to share your experiences with other trainee teachers.

Below is an outline of the English course:

• ‘What’s English for?’ – A History of English
• The National Curriculum and the Renewed Framework
• Teaching Reading
• Teaching Writing
• Introduction to Planning
• KS3 Poetry
• Drama for Classroom Use
• KS4 Poetry
• Teaching English Language
• Introduction to Shakespeare at KS3
• Creative Writing and Reader Response
• Assessment for Learning
• Teaching a Children’s Literature Text
• Introduction to the CSA (Curriculum Subject Assignment)
• Getting a Job
• Introduction to GCSE
• Planning for Differentiation and Special Educational Needs (SEN)
• Teaching Pupils who speak English as an additional language (EAL)
• Marking at GCSE
• Teaching Shakespeare at KS4
• Digital Literacies: Children and New Media
• ICT in English Teaching
• Teaching Speaking and Listening
• Moving on in English – post-16 Teaching and Learning
• Trainee Presentations
• Introduction to the CEDP
• Supporting Gifted and Talented Pupils in English
• Workshops for Career Development

Trainees in 2008 working with Year 8 gifted and talented pupils from a local school in a creative writing workshop.

Year 8 Gifted and Talented pupils rehearsing Shakespeare to be performed outdoors, 2008.

What the pupils said about their work on the Gifted and Talented Day:

“It was really really good fun. Best bit was I was allowed to go a bit random.”
“doing the home-made playdough was great fun. We were given four sentences and we had to model what the sentences could refer to. I made a giant snail of eternal doom” (Tom, 8R)
“We were doing Shakespeare but in different styles. We were able to do it really over the top”.
“I liked doing the Shakespeare in the different accents and styles”.

Trainees are assessed formatively and summatively across the course. This ensures that progress is reviewed regularly and you are aware of the progress being made against the Standards for Qualified Teacher Status (QTS). There are informal activities that need to be completed, and are important in developing a deeper insight into effective teaching.

Besides completion of all subject based tasks there are three elements common to all trainees in order to complete the course successfully. All trainees have to demonstrate that their teaching is suitable to meet the Standards for QTS. Secondly, as part of the Standards everyone must pass QTS skills tests in literacy, numeracy and ICT (there is a TDA test centre on campus). Finally everyone must pass two major assignments, called the Curriculum Subject Assignment (CSA) and Special Study Assignment (SSA). The CSA is based in an aspect of subject teaching, whereas the SSA is based around a study of a whole school issue. The assignments are marked at Masters level and if successful trainees will leave with 60 credits towards a Masters degree and a Post-graduate Certificate in Education. It is possible to complete these two assignments at H level, which will lead to the award of a Professional Certificate in Education. Both awards lead to QTS and therefore enable you to teach in school.

Careers Prospects: From 2002-2008 100% of trainees gained English posts for their first year. 70% of these were local with strong opportunities in Southampton, Portsmouth and Hampshire.

Teaching is a rewarding profession in more ways than one, offering fantastic career prospects and development opportunities. The variety of potential career paths available can see you enjoy all kinds of experiences, roles and responsibilities. In secondary schools you can move up the management structure to gain responsibility as a subject leader or beyond. In addition many teachers have responsibility for aspects of school life, such as supervising Newly Qualified Teachers, having responsibility for coordinating provision for Gifted and Talented pupils, having a pastoral role.

The course at Southampton provides you with a very firm foundation for your teaching career. We have high employment rates from the course and many trainees are actually employed in our partnership schools. The Masters credits are an additional boost to your career. There is a growing expectation that increasingly teachers will gain Masters level qualifications. Not only do we offer the chance of gaining 60 credits at the start of your career, but we have developed a number of routes for teachers to continue their study, allowing them to obtain a full Masters degree.

Details on how to apply for the Secondary PGCE are available here...

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