Qualify to teach in secondary schools and be trained by a passionate and supportive team of academic staff who will give you the tools to build a successful teaching career.
DurationQualify to teach in secondary schools and be trained by a passionate and supportive team of academic staff who will give you the tools to build a successful teaching career.
Modules
Professional Studies and Teaching Experience (Core, Lead Partner and Apprenticeship)
Professional Studies
This module will introduce students to research-informed, practical approaches to important aspects of professional knowledge. These include: behaviour management; safeguarding; assessment for learning; adaptive teaching; literacy; numeracy; special educational needs; inclusion and pastoral care. Students will learn in cross-curricular groups and a number of sessions will be led by expert practitioners in local schools.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise their emerging pedagogical skills, and to meet current professional standards, currently the Teachers’ Standards (2012).
Throughout the module, students will be encouraged to think critically about aspects of learning and pedagogy in order to help them to become confident, autonomous professionals.
The module aims to support students to develop as teachers by:
enabling them to meet all areas of the Department for Education's Core Content Framework;
auditing their existing knowledge and skills in the light of Social Sciences education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of Social Sciences within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in Social Sciences
enhanced their understanding and professional practice through research, reading, analysis and reflection;
reflected on their achievements and identified areas for on-going professional development.
Teaching Experience
This module allows student teachers to practise their emerging pedagogical skills, and to meet current professional standards, currently the Teachers' Standards (2012).
Throughout the module, students will be encouraged to think critically about aspects of learning and pedagogy in order to help them to become confident, autonomous professionals.
Strong connections are made with taught course via Abyasa an online learning platform, so that there is full coverage of the CCF, including: Professional Behaviours, Behaviour Management, Curriculum, Pedagogy and Assessment.
Professional Studies and Teaching Experience (SCITT)
Professional Studies
This module will introduce students to research-informed, practical approaches to important aspects of professional knowledge. These include: behaviour management; safeguarding; assessment for learning; adaptive teaching; literacy; numeracy; special educational needs; inclusion and pastoral care. Students will learn in cross-curricular groups and a number of sessions will be led by expert practitioners in local schools.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise their emerging pedagogical skills, and to meet current professional standards, currently the Teachers’ Standards (2012).
Throughout the module, students will be encouraged to think critically about aspects of learning and pedagogy in order to help them to become confident, autonomous professionals.
The module aims to support students to develop as teachers by:
enabling them to meet all areas of the Department for Education's Core Content Framework;
auditing their existing knowledge and skills in the light of Social Sciences education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of Social Sciences within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in Social Sciences
enhanced their understanding and professional practice through research, reading, analysis and reflection;
reflected on their achievements and identified areas for on-going professional development.
Teaching Experience
This module provides the opportunity for students to put into practice the subject and professional knowledge, skills and understanding they have acquired in subject modules 1 and 2 and the professional studies module and to thereby demonstrate that they have met the TDA's Standards required for the recommendation of the award of QTS.
The module is essentially developmental with students taking increasing responsibility for auditing and acquiring the required subject and professional knowledge needed for the planning, teaching and assessment of their subject specialism, demonstrating their awareness of professional values, responsibilities and practice and the contribution they make to the successful education of all children.
The school experience provides the context for the students to critically reflect upon their teaching and its impact upon the effective learning of pupils, informed as it will be by their observation of others, discussion with mentors and subject tutors, their reading and research.
It will also provide the setting for them to demonstrate their ability to work in teams, to manage themselves and others and be managed, to take and act upon the advice of professionals, to be flexible, creative, multi-skilled and responsible.
It will be the first step in the students taking responsibility for their continuing professional development as teachers, allowing them to make informed career choices and to produce a BYCIT (Beginning your career in Teaching) with clear targets for their induction year.
The school experience module should be seen in three distinct and developing phases; foundation, development and consolidation, corresponding with the Autumn, Spring and Summer Terms.
Each phase will contain both formalised monitoring and formative assessment via the School Experience Profiles at the end of the Autumn and Spring terms and Summative assessment at the end of the Summer Term.
Note:
Where a student has a fail against any Teaching Standard either at the formative phase at the end of teaching experience 1 or at the summative phase at the end of teaching experience on the consolidation phase then this may affect the ability to find a further placement where one is agreed.
Placements are dependent on offers from schools, which the University has to request, and cannot guarantee the timing of. As such this can affect the length of time it takes to complete the course.
Subject modules (Apprenticeship)
Art and Design
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Art & Design secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Art & Design curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Art & Design within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Art & Design; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
Biology with Science
This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Biology. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.
The module aims to teach students to:
acquire the knowledge and skills set out in the Department for Education's Core Content Framework.
audit their existing understanding of the science curriculum with a focus on Biology build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of science with a focus on Biology within the curriculum and link these to classroom practice.
deepen their understanding of how to plan for pupil progress in science with a focus on Biology and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection.
reflect on their achievements and identify areas for professional development.
Business with Economics
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Business Studies and Economics secondary curriculum.
They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to support students to develop as teachers by:
enabling them to meet all areas of the Department for Education's Core Content Framework;
auditing their existing knowledge and skills in the light of Business and Economics education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of Business and Economics within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in Business and Economics
enhanced their understanding and professional practice through research, reading, analysis and reflection;
reflected on their achievements and identified areas for on-going professional development.
Chemistry with Science
This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Chemistry. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in the Department for Education's Core Content Framework.
audit their existing understanding of the science curriculum with a focus on Chemistry and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of science with a focus on Chemistry within the curriculum and link these to classroom practice.
deepen their understanding of how to plan for pupil progress in science with a focus on Chemistry and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection.
reflect on their achievements and identify areas for professional development.
Computing
This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, computing. They learn how to take a research-informed approach to key pedagogical skills, including planning, teaching and assessment, as set out in the Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience and Professional Studies modules to allow student teachers to practise these emerging skills.
Throughout the module, students think critically about the curriculum and pedagogy in order to help them to become creative, confident, autonomous professionals. They will integrate their developing understanding of how to teach computing with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims that students:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
develop their existing understanding of computing and build strategies for developing their subject knowledge further;
develop a critical awareness of current debates about the content, value and purpose of computing within and across the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in computing, taking into account the needs, backgrounds and interests of their pupils;
develop a repertoire of appropriate assessment strategies and to make evidence informed decisions;
enhance their professional practice through research, reading, analysis and reflection;
reflect on their and their pupils’ achievements and identify areas for further professional development.
Dance
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Dance secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Dance curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Dance within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Dance; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
Design and Technology
This module will enable student teachers to develop and consolidate their subject-specific knowledge across all specialisms within Design and Technology (D&T) and of the Secondary D&T curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Design and Technology curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Design and Technology within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Design and Technology; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
Drama
This module will enable you to develop and consolidate your subject knowledge and knowledge of the curriculum in their specialism, drama. It will teach you how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. You should take this module in conjunction with the Teaching Experience module, allowing you to practise these emerging skills.
Throughout the module, you will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help you to become a confident, autonomous professional. You will integrate your developing understanding of how to teach drama with your wider understanding of how to be a teacher through the Professional Studies module.
The module aims to support you to develop as a teacher by:
enabling you to meet all areas of the Department for Education's Core Content Framework;
auditing your existing knowledge and skills in the light of drama education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of drama within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in drama
enhanced your understanding and professional practice through research, reading, analysis and reflection;
reflected on your achievements and identified areas for on-going professional development.
English
This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary English curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the English curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of English within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in English and generate a repertoire of appropriate assessment strategies;
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
Geography
This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary Geography curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Geography curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of geography within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Geography and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
History
This module will enable student teachers to develop their knowledge of their subject-specific knowledge across the History Secondary curriculum. Students will learn how to take a research-informed approach to pedagogy in History, understanding how pupils learn, how to plan for progress, design resources and assessment, as set out in the Core Content Framework and Department for Education’s Teachers’ Standards. The module should be read in conjunction with the Teaching Experience and Professional Studies module.
Throughout the module, students will be encouraged to think critically about aspects of curriculum, pedagogy and assessment in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the History curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of History within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in History; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
Mathematics
This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, mathematics. They learn how to take a research-informed approach to key pedagogical skills, including planning, teaching and assessment, as set out in the Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
develop their existing understanding of Mathematics and build strategies for developing their subject knowledge further;
develop a critical awareness of current debates about the content, value and purpose of Mathematics within and across the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in mathematics, taking into account the needs, backgrounds and interests of their pupils;
develop a repertoire of appropriate assessment strategies and to make evidence informed decisions;
enhance their professional practice through research, reading, analysis and reflection;
reflect on their and their pupils’ achievements and identify areas for further professional development.
Modern Foreign Languages
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the MFL secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the MFL curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of MFL within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in MFL; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
Equality, Diversity and Inclusion
The University of Roehampton is shaped by its people who come from a diverse range of backgrounds, and who have brought a rich set of experiences and knowledge which have culminated in a truly enriching environment for students, staff and visitors.
The University is committed to preserving these qualities by increasing diversity, promoting equality and aiming to create an inclusive culture and environment in which students, staff and visitors are treated fairly and can prosper irrespective of their background.
The University believes that people have a right to be able to participate fully in the education, employment and development opportunities that the University has to offer.
The University strives to provide an environment that is inclusive and welcoming to all and recognises that people perform better when they can be themselves.
The University is committed to upholding equality legislation in the best way practical, particularly the provisions within the Equality Act 2010. The University has policies and procedures to ensure that it abides by legislation and continues to strive for a community where all people are accepted and have opportunities to succeed.
Statement from the Chancellor
Roehampton’s friendly and open environment is enriched by its community of diverse people who work, study and visit every day. It aims to be a place where people, regardless of their background, can thrive.
Mutual respect, dignity and acceptance are foundations that Roehampton seeks to sustain to ensure that it continues to be a safe, welcome, creative and dynamic place.
Roehampton recognises that its wealth of diversity alone is not enough. It is only through the promotion of equality and inclusiveness of its diverse groups that all people can contribute, reach their full potential and inspire social change more broadly.
Through engaging the uniqueness of all individuals and joining them in a common aim, we can create a true culture of belonging, in which all people feel valued, respected and can prosper.
The University has a governance structure for equality, diversity and inclusion. Click on the dropdowns below for the Terms of Reference for the Equality, Diversity and Inclusion Committee.
Equality, Diversity and Inclusion
The University now has a new governance structure for Equality, Diversity and Inclusion (EDI). The University has a Committee (reporting to the University Executive Board) which is chaired by the Vice-Chancellor. The Committee has strategic oversight of EDI.
Equality, Diversity and Inclusion Committee (EDIC)
EDIC: Terms of Reference
The Equality, Diversity and Inclusion Committee ('the Committee') shall discharge the (University) Executive Board's responsibilities in relation to equality and diversity matters generally and will promote equality, diversity and inclusion throughout the institution, including in relation to its own operation.
The Committee will in particular:
Oversee the implementation of the University's equality, diversity and inclusion plan and objectives;
Ensure appropriate policies and procedures are in place to achieve best practice and to fulfil the University's obligations in relation to ED&I, including making recommendations to the Executive Board where appropriate;
Provide leadership and guidance on improving equality of opportunity and fostering good relations across the University;
Monitor the implementation and effectiveness of ED&I policies and procedures against the University's equality objectives;
Review at least annually the profile of Roehampton staff and students;
Undertake any other functions as may be assigned to the Committee by the Executive Board;
Report to the Executive Board at least annually.
The Committee shall consist of:
The Vice-Chancellor, who shall be Chair of the Committee;
The Deputy Vice-Chancellor;
Up to three members of the Executive Board nominated by the Vice-Chancellor;
The Director of Student Engagement;
The Head of a College;
The President of the Roehampton Students' Union (or their nominee);
Two representatives from recognised trade union branches (one from academic staff, one from support staff).
The Committee will meet twice per annum.
The Vice-Chancellor will identify a Secretary to the Committee and may invite other individuals to attend from time to time.
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