teacher education prospectus 10/11 open spaces. open minds.

www.roehampton.ac.uk 1
 OPEN DAYS
80% of research of international standing and
33% internationally excellent or world class
– RAE 2008

BA Primary Education and PGCE Secondary More National Teaching Fellows than any
Wednesday 15 July 2009 other London university
Saturday 10 October 2009
Wednesday 18 November 2009
A beautiful parkland campus featuring historic
Saturday 27 February 2010
buildings and lakes, and on-site student residences

PGCE Primary Ranked first among London universities for

For PGCE Primary Open Days, please check online at:
www.roehampton.ac.uk/t/opendays the environment on and around campus
– Times Higher Education 2009 Student Experience Survey

For more information: Four historic Colleges dating back to the 1840s,
020 8392 3232 create a strong sense of community on campus
www.roehampton.ac.uk
A thriving local social scene based around
Putney, Richmond, Hammersmith and Kingston

…all this only 30 minutes

from central London

2
open spaces. open minds.
www.roehampton.ac.uk www.roehampton.ac.uk 1
 Contents
5 Welcome
6 Introduction to the School
of Education
8 Choose Roehampton
10 Academic life
Student support
13 A historic tradition/Colleges
14 Accommodation
2 www.roehampton.ac.uk
16 30 Flexible routes into teaching 59 Teaching in Faith Schools
Finance
18 32 Helping you achieve your first teaching post 60 Entry requirements
Student services and advice
Programmes
62 Further information
More than study
63 Term dates
22 Explore central London 34 BA (Hons) Primary Education
23 Explore the local area 42 PGCE Primary (full-time) 64 Location
24 Entertainment on and off campus 46 PGCE Primary (part-time) 65 Directions
26 Activities/Volunteering/Welfare services 48 PGCE Secondary
27 Sports
www.roehampton.ac.uk 3
 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

4 www.roehampton.ac.uk www.roehampton.ac.uk 5
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 www.roehampton.ac.uk www.roehampton.ac.uk 7
 Roehampton
CHOOSE Join our lively learning
environment and benefit
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
from outstanding foundation in education and social justice, stretching
academic staff and back to the 1840s, inspires its vision for the future:
to prepare students for success in the 21st century.
facilities in a stunning
location. We have a
long-established,
international reputation
as one of the principal
providers of teacher
education in the UK.

“One of the leading

new universities”
—The Times
Your university experience will be
“Significant proportions enhanced by our beautiful campus –
of Roehampton students unique in being both close to central
are mature or from an London and set in parkland with grand,
ethnic minority” historic buildings and lakes side by side
—The Guardian with newly built modern facilities.

8 www.roehampton.ac.uk www.roehampton.ac.uk 9
Academic life
Excellent school-
based training
Strong student
Students benefit from our partnership arrangement with over
500 schools, which range from larger inner-city to smaller
support
suburban schools. Training in these schools prepares you for
teaching in different settings and helps you decide where you The University views the support of

A culture of
would like to teach in the future. School-based training forms students as an integral part of its role.
the central element of our teaching programmes and offers Every student studying on one of our
experience in: courses is there because we consider that

excellence, • translating curriculum policy into practice

• observing how schools operate
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
innovation • developing skills in the teaching of individuals, small
groups and whole classes
achieve that ambition.

and aspiration
• establishing an organised approach to teaching
• creating frameworks for consultation, advice and support.
At Roehampton we know that teaching is a
rewarding but demanding career and that
there are times when even the best students

in teaching will face challenges. Every student benefits

and research
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:
from the strong support system in the School
of Education as well as having individual
Students prepared named tutors to whom they can turn for
advice and support. Also, students in their
for employment 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.
• beliefs, rights and values in education
• creativity, development and learning
• early childhood
• policy, pedagogy and professionalism.
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.

10 www.roehampton.ac.uk www.roehampton.ac.uk 11
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 Southlands College
chapels, chaplains and related activities for those who wish to Founded in 1872, the College offers an open, valuing,
participate, all Colleges welcome students of any faith as well challenging and learning community for all of its members.
as those with no religious beliefs. 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.
Digby Stuart College
Digby Stuart was established in 1874 as a teacher training
Whitelands College
college for Roman Catholic women. The College owes its
existence to the vision of the Society of the Sacred Heart, Founded in 1841, the College is one of the five oldest
whose members continue to support the College and higher education institutions in England. The flagship
the University. 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
Froebel College
currently home to the School of Human and Life Sciences.
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.

12 www.roehampton.ac.uk www.roehampton.ac.uk 13
Student support
Live on campus:
Accommodation n
n
make new friends easily
feel part of a collegiate community
n live near classes and facilities.
Live off campus:
n share with friends
n have greater independence
n feel part of London’s vibrant
communities.
On-campus accommodation
Roehampton has 25 halls of residence across its four
Colleges.
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.
n Some rooms have an en-suite shower/toilet; other
rooms have shared facilities.
n Quieter accommodation for mature students is
available.
n Rooms are available that are suitable for wheelchair
users and those with hearing and visual impairments.
n Hall Representatives in each hall are a great source of
information for new students.
n Prices currently range from £80 to £116 a week.
n For full information about the halls of residence, see
the website: www.roehampton.ac.uk/accommodation
Tel: 020 8392 3166/7 • Email: accommodation@roehampton.ac.uk
Website: www.roehampton.ac.uk/accommodation
14 www.roehampton.ac.uk
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 Live near the campus in Putney, East Sheen, Barnes
or Roehampton, or live closer to central London.
n 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 Most leases are for a 52-week period and will require
that you pay up to two months’ rent in advance.
n You will need to budget for your contribution towards
all household bills including gas, electricity and water.
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.
www.roehampton.ac.uk 15
Student support
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
16 www.roehampton.ac.uk
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
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.
For the most up-to-date fee information, please check our
website: www.roehampton.ac.uk/admissions/finance/
Maintenance grants
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.
The Roehampton Bursary is one of the most generous in
the country and is designed to help you afford the cost
of studying.
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
n
technology, RE, and music) will receive a bursary of £9,000.
Graduates of priority secondary subjects will also receive Contact details for more
a "golden hello" of either £5,000 (mathematics and
science) or £2,500 (other priority subjects) upon information
completion of their first year of teaching.
n English students: visit www.direct.gov.uk/studentfinance
or call 0845 300 5090.
n Trainees of non-priority secondary subjects will receive
a bursary of £6,000.
n Scottish students: visit www.saas.gov.uk or call
n All postgraduate primary trainees will receive a bursary 0845 111 1711.
of £4,000.
n Welsh students: visit www.studentfinancewales.co.uk
or call 0845 602 8845.
n Northern Irish students: visit www.studentfinanceni.co.uk
Student loans or call 0845 600 0662.
Maintenance loans from the Student Loans Company (SLC) n EU students: contact the EU Customer Services Team
UK and EU students: you can receive support for living costs by at Student Finance Direct (tel: +44 (0)141 243 3570,
taking out a maintenance loan from the government via the SLC. email: EU_Team@slc.co.uk).
This can be repaid, along with your tuition fee loan, if you have
n Non-EU international students: contact your own
one, after you graduate. For full details and how to apply, see the
direct.gov.uk/studentfinance website.
government education department or the British Council
for information about funding.
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
Essential websites
can be repaid, along with your maintenance loan, if you have one, www.roehampton.ac.uk/admissions/finance
after graduation. www.direct.gov.uk/studentfinance
www.ucas.com
EU students: you can take out a loan from the Department for www.uniaid.co.uk
Innovation, Universities and Skills (DIUS) via the EU Customer www.aimhigher.ac.uk
Services Team at Student Finance Direct to cover your annual www.slc.co.uk
tuition fees. See the direct.gov.uk/studentfinance website for
more details. *2009/10 figure
www.roehampton.ac.uk 17
Student support
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.
Employability
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.
18 www.roehampton.ac.uk
Skills for the workplace
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.
Academic advice
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.
www.roehampton.ac.uk 19
Student support

The University Library building also houses:

n bookable individual study spaces

Student
services and advice
Counselling
The University offers a range of counselling services to support students through-
out 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.
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.
University Library
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.
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.
n group study spaces
n the eLearning Team, which supports our virtual
learning environment StudyZone
n IT and Media Services, who support computer use
n
and multimedia work
laptop loan service
n archive collection, containing resources for
specialist research in dance, early childhood
education and children’s literature.
Roehampton Students’ Union (RSU)
The RSU represents all Roehampton students and
provides services such as:
n entertainments
n societies
n advice and support on academic, financial and
personal issues
n campaigns
n sports
n fitness classes.
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.

20 www.roehampton.ac.uk www.roehampton.ac.uk 21
More than study
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
experiences. Also, our campus has a thriving
social scene, with regular club nights, and many
societies to join and sports to take part in.
Explore central London
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
Art – National Gallery, Tate Modern, Royal Academy of Arts
Theatre – West End theatre district, National Theatre,
Shakespeare’s Globe Theatre
Fashion – from Bond Street boutiques to Camden Market stalls
Sport – 2012 Olympics, Football (Wembley, Chelsea FC, Arsenal
FC), Rugby (Twickenham), Cricket (Lord’s, the Oval)
Architecture – from old (Houses of Parliament, St Paul’s
Cathedral) to new (the “Gherkin”, Canary Wharf)
Twickenham
Shopping – Oxford Street, numerous markets such as Spitalfields
and Borough Food Market
Museums – British Museum, Natural History Museum, Science
Museum, V&A Museum
22 www.roehampton.ac.uk
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.
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.
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.
Shepherds Bush – You can shop at Westfield (the largest in-town shopping
mall in Europe), watch your favourite TV show being recorded at BBC TV Centre
or catch a gig at the Shepherds Bush Empire.
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.
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.
Hammersmith
Westminster Canary
The Wharf
London Eye
Tower Bridge
Fulham
Richmond Greenwich
Putney
Roehampton
Wimbledon
Kingston www.roehampton.ac.uk 23
More than study

Entertainment on and off campus Summer Ball

Roehampton
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
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,

Students’ Union
there are live acts – past examples include Sugababes,
opening. Razorlight, The Ordinary Boys, The Automatic, Liberty X,
Tim Westwood, Scratch Perverts, Andy C, Shy FX, Keisha
Nights out on campus
(RSU)
White, Emma Griffiths, Jools Holland and Vernon Kay.
Regular nights include:
Nights out off campus
n The Bop – weekly club night; eclectic music (indie/chart/
cheese); fancy dress themes (eg pirates, beach party, The RSU organises regular nights out at local clubs,
The RSU covers everything from commandos). such as:
entertainments and social events to n Bands Night – live indie bands at the Students’ Union Bar.
n Fez Club, Putney – weekly night out at R&B and
academic support and looking out hip-hop club; free transport organised by the RSU.
n Acoustic Night – an open mic session for student talent. n Clapham Grand – monthly night out at the
for your welfare. biggest nightclub in south-west London
There are also special seasonal events such as the Comedy (recently refurbished) exclusively for
Night, the Christmas Bash and, the grand finale of Freshers’
RSU website: Week, the Freshers’ Ball, featuring big-name DJs and
Roehampton students.

www.roehamptonstudent.com live bands.

24 www.roehampton.ac.uk www.roehampton.ac.uk 25
More than study
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 • Inter-
national • 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.
26 www.roehampton.ac.uk
Volunteering
There are many short-, medium- and long-term
volunteering opportunities available through Roehampton
Community Action (RCA), the University’s volunteer-
ing 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 offer-
ing 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.
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.
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.
www.roehampton.ac.uk 27
 London’s only
campus university
28 www.roehampton.ac.uk www.roehampton.ac.uk 29
 into teaching
Flexible routes
“
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 ”
30 www.roehampton.ac.uk
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
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.
www.roehampton.ac.uk 31
 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

Choosing a programme
attended by a large number of Local Authorities looking to recruit new staff.

Different programmes for different people

“
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 BA (Hons) Primary Education PGCE Primary (full-time) PGCE Secondary
was excellent too and very supportive, which is important as the PGCE Primary (part-time)

”
PGCE is an intense year.
Three years full-time One year full-time or One year full-time
– Sylvia Sidhom (opposite page, right), PGCE Secondary (Modern Foreign Languages) two years part-time
graduate from Scotland, now works as a modern foreign languages teacher at Overton
Grange School For those wanting to combine For those with a relevant For those with a relevant
a first degree with a primary degree and experience degree who want to teach
teaching qualification. who want to teach in in secondary schools.
primary schools.

32 www.roehampton.ac.uk www.roehampton.ac.uk 33
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
BA (Hons) Primary Education is a
modular honours degree that promotes
the development of subject knowledge
and teaching skills, a thorough
understanding of children and the
curriculum, and the ability to reflect
on your experiences.
34 www.roehampton.ac.uk
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.
Recent Ofsted inspections have highlighted the strength
of the programme, citing:
n “thehigh quality of training, which models primary
practice very well and enthuses and motivates
trainees”
n “theincreasing intellectual and professional
challenge for trainees as they progress through
both programmes”.
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.
Teaching and learning
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.
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.
National Curriculum Core Subjects
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.
School experience is hard work but great fun. I am
”
glad that we have at least three years to develop
The wider curriculum
These modules introduce you to the National Curriculum
our teaching skills, otherwise it would be tough.
Foundation Subjects (art and design, design and – Maggie MacDonald, BA Primary Education (ICT) graduate from
technology, geography, history, information and
North London
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.
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 Studying at Roehampton was a brilliant
well-resourced specialist rooms. experience, both challenging and rewarding. I feel
Each subject is taught by highly qualified and the benefits now as a teacher, of the time spent
experienced tutors who are involved in research, in different schools. It enabled me to understand
professional writing and training. how they work and the ethos which defines each
”
particular school.
– Malcolm Pearse, BA Primary Education graduate
www.roehampton.ac.uk 35
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 candi-
dates 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
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

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.
“
primary schools. Tutors have published national-
award-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.
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

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 www.roehampton.ac.uk
”
Ideally, applicants should have A-level geography (or university.
equivalent) or a good grade at GCSE. Additionally, they
should display an interest in, and enthusiasm for,
– Cynthia James, BA Primary Education (ICT)
student from East London
developing their own knowledge of geography and its
key role in the primary curriculum.
www.roehampton.ac.uk 37
 History 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 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 will normally have A- or AS-level mathematics,
or equivalent, and be confident and enthusiastic about
the subject.
38 www.roehampton.ac.uk
Modern Foreign Language (MFL) Education
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.
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.
www.roehampton.ac.uk 39
 BA (Hons) Primary Education programme structure
BA (Hons) Primary Education continued
Religious Education (RE) School experience
Religious education helps children understand the world in School experience is the most important aspect of the
which they live and the diversity of faiths and cultures they programme. It is here that everything you do in your
can encounter. It helps children reflect upon what they like university-based studies achieves its purpose. You are Year 1
and what they dislike, what is important to them and why placed in a different school each year. The length of time
they do the things they do. spent in school will be at least 24 weeks across the three
years of the programme. During each academic year there
Autumn term Spring term Summer term
The programme encourages you to develop your
are participant observation weeks in which you spend Subject Specialism Block School Core Curriculum:
knowledge and understanding of the major religious Experience 1 Subject Knowledge in Mathematics and English
your time teaching and observing primary school practice.
traditions and to consider issues often raised by religion 6 weeks
In addition, in each year there is a period of block school Core Curriculum: Foundation Subjects:
and the significance of religion today. There is also a strong
experience ranging from five to ten weeks in length. Exploring Texts Art / Geography /
emphasis on what can be learnt from religion, even if we Exploring Number and Algebra Information and Communication Technology
do not share a particular religious world view. You examine You are given tutorial support to enable you to develop Exploring and Enquiry in Primary Science Three World Views: RE / Music / History
practical strategies for religious education to contribute to teaching skills while taking increasing responsibility
Teaching and Learning 1 Recognising Practice Teaching and Learning 1 Recognising Practice
pupils’ spiritual, moral, social and cultural development. for children’s learning across the three years of the
(school-based) continues
You are prepared for potential curriculum leadership in RE programme. Your progress is supported and monitored
in a primary school and benefit from Roehampton’s strong through a partnership between the schools and the Core Curriculum: Exploring and Enquiry in
links with faith schools (see page 59). University and will be recorded in your profile of Primary Science continues
professional development, which enables you to track
Applicants should have an A-level in RE (or equivalent), or
a good grade at GCSE. Candidates with alternative forms
your growing competence as a teacher. The standards Year 2
of professional competence recorded in the profile
of experience and with a commitment to promoting wider
reflect the requirements laid down by the DCSF in the
understanding of world religions may also be considered. Autumn term Spring term Summer term
Training and Development Agency’s document entitled
Professional Standards for Teachers (QTS). Subject Specialism Block Subject Specialism Block School
School Experience 2
Science Education Throughout the programme you work in a variety of Core Curriculum: Experience 2 Core Curriculum: continues
The programme is designed to enable you to develop your schools and experience aspects of the whole primary Language and Mathematics 4 weeks Teaching Number and Measures 5 weeks
understanding of science and appropriate teaching /Developing Primary The Teaching of Reading
and foundation age ranges. Block school experiences Science Learning Developing Primary Science Learning
approaches. You will look at ways of extending and are normally undertaken within your specialist
enhancing children’s scientific experiences within and age-range (either 3–7 years or 7–11 years). Foundation Subjects: Foundation Subjects:
beyond the curriculum, including the use of outside areas Design and Technology / Primary Physical Education /
and visits, museums, interactive science centres, and a Primary Physical Education Design and Technology
variety of recent initiatives to promote science in schools. Recent innovations
Teaching and Learning 2 Teaching and Learning 2
There are opportunities for students to undertake their Comparing Approaches Comparing Approaches continues
Applicants should be interested in, and enthusiastic second-year block school experience placements in
about, science. It is an advantage to have a science Dorset schools, which has proved to be a popular and
subject at A- or AS-level, or equivalent, but it is not highly successful option. Year 3
essential. A good pass in a science subject at GCSE,
or equivalent, would be acceptable. Students also have the opportunity to undertake a
one-week placement in the National Gallery or with the
Autumn term Spring term Summer term
Museums, Libraries and Archives Project in one of a dozen Core Curriculum: Block School Experience 3 Subject Specialism
locations as varied as the Bank of England Museum, The Teaching of Writing 10 weeks
Teaching Mathematics: Issues and Connections
Brading Roman Villa (Isle of Wight) and HMS Belfast.
Managing Learning in Primary Science

Teaching and Learning 3 Teaching and Learning 3

Assessment Analysing Contexts continues
There are few formal written examinations in the
programme. The assessment process is designed to Foundation Subjects: Languages across the
emphasise the links between theory and practice, the Art / Geography / Primary Curriculum
analysis of children’s work and reflection upon your Information and Communication Technology (MFL)
teaching, which requires reference to all your teaching Three World Views: RE / Music / History
records. Therefore, assessment is mainly by course-
work: essays, reports, presentations, assignments,
projects and practical teaching. Please note: all programme structures are for indicative purposes only and may be subject to change.

40 www.roehampton.ac.uk www.roehampton.ac.uk
www.roehampton.ac.uk y
41
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.
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: 39 weeks full-time
Time spent in schools: 90 days minimum across
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
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:
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
n an awareness of the active nature of learning.
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.
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.
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.
Teaching and learning classroom-based assessments that require you to
This module aims to develop your expertise and demonstrate the knowledge and understanding
effectiveness as a classroom teacher. Central to the expected of a newly qualified teacher. We do all we can
module is your own understanding of children, of what to ensure that this process takes place smoothly, and
constitutes and promotes effective learning, and of the that there is a continuous monitoring of professional
knowledge, skills and understanding required of primary development throughout the course.
and early years teachers. The module looks at how To gain QTS you are required to pass both the PGCE
planning and preparation, assessment and recording programme and the National QTS Skills Tests in literacy,
contribute to this effectiveness, alongside developing
numeracy and ICT. The Skills Tests are set independently
expertise in classroom management, ensuring equal
by the Training and Development Agency for Schools.
opportunities and inclusion, working with parents and
other adults, and the use of a wide range of strategies
and approaches to teaching and learning.
National Curriculum Subject Studies and
Foundation Stage Areas of Learning
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.
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.
Assessment

Status (QTS). For up-to-date details of the
programme please visit our PGCE website:
www.roehampton.ac.uk/postgraduate-courses/
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
“
During the school placements, you progress from
participant observer, via support teacher and sharing The friendly, expert tuition on offer at Roehampton
teacher, to lead teacher. Individual needs analyses
identify your strengths and prior achievements and combined with two fantastic school placements
help you set targets. The assessment of professional have given me the confidence to take on what is
development takes place at regular intervals during the a challenging yet ultimately rewarding job. It was
year and is a collaborative exercise involving you, your
through one of these placements that I got my first

in schools, working in two schools for a minimum of
pgce-primary. For details of the part-time route, 90 days during the programme. These two placements
normally take place in Roehampton partner schools,
see page 46. organised by the Schools Partnership Office.
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
”
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

42 www.roehampton.ac.uk www.roehampton.ac.uk 43
 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.

44 www.roehampton.ac.uk www.roehampton.ac.uk 45
PGCE Primary (part-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, 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
programme in total
Number of places on programme: 19 (early application
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
“ 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.
– Rae Naudi, PGCE Primary (part-time) graduate
46 www.roehampton.ac.uk
Part-time PGCE Primary Foundation/
Key Stage 1 Age phase: 3–7 years
The programme runs across five school terms.
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.
School experience days: expect 8am–5pm minimum.
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).
PGCE Primary (part-time) programme structure
Year 1
School experience
This element of the programme requires full-time Spring term 2010
commitment. Roehampton is strongly dedicated to
school-focused learning and the programme is developed Nine/ten weeks of two days per week university-based.
through collaborative partnerships and close links with
Summer term 2010
schools. Working alongside practising teachers, you
develop strategies for building effective relationships and Four weeks of two days per week university-based.
skills of observation. The school experience is organised
Four/five weeks full-time, continuous initial Block School Experience.
as three block school experiences providing you with
sustained periods of classroom practice. You will
progress from participant observer, via support teacher Year 2
and sharing teacher, to lead teacher.
Autumn term 2010
You work in two or three schools for a minimum of 90
Six/seven weeks of two days per week university-based.
days during the programme. The school placements are
organised with our partnership schools by the Five/six weeks full-time, continuous Block School Experience one.
University’s Schools Partnership Office.
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 47
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 Education
n Design and Technology
n English
n History
n Mathematics
n Modern Foreign Languages
n Music
n Religious Education
n Science (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.
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.
48 www.roehampton.ac.uk
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.
The programme
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.
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 Pro-
fessional Studies common to all subjects; this is taught
in mixed-subject groups. The time spent in the Univer-
sity also allows the sharing of experiences with other
trainee teachers.
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-to-
day 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
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
• establishing professional working relationships.
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.
Initial Observation
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.
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.
– Clifford Ford, Principal Lecturer, Programme Convener
(PGCE Secondary) and Subject Leader in Business Studies
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
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.
www.roehampton.ac.uk 49
 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 www.roehampton.ac.uk
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 well-
structured 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 work-
related 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.
www.roehampton.ac.uk 51
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 sur-
rounding 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 www.roehampton.ac.uk
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 advis-
able, 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
www.roehampton.ac.uk 53

“
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
54 www.roehampton.ac.uk
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 math-
ematics 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
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-to-
date 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 55
 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 first-
class 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 www.roehampton.ac.uk
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, Roehampton has provided me with everything
if appropriate, at post-16.
I need to embark upon a career in teaching.
Students join the course with a variety of science The support and advice given to trainees is
degrees and backgrounds. Few, if any, are confident
outstanding and I would recommend the course
”
from the start in all aspects of science demanded by
to any future trainee teachers.
the National Curriculum or even by their own subject
specialism. Early in the course you will complete a – Rachel Taylor, PGCE Secondary (English) graduate from
personal audit and begin an action plan to build on your Twickenham, now works as an English teacher at Overton
subject knowledge. This is an important thread running Grange School
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 For Specialist Subject advice please contact:
second term extends this by using teaching experience
to improve lesson performance and revisit and extend Art and Design: Jo Davies 020 8392 5784 joanna.davies@roehampton.ac.uk
issues within science education. The third term
Business Education: Clifford Ford 020 8392 3570 c.ford@roehampton.ac.uk
addresses science education outside the classroom and
broader issues concerning the role of science within the Design and Technology: Ruth Seabrook 020 8392 5780 ruth.seabrook@roehampton.ac.uk
school curriculum. Towards the end of this term, you will English: Philippa Hunt 020 8392 3281 p.hunt@roehampton.ac.uk
develop an action plan to provide a basis for progression
History: Alison Messer 020 8392 4547 a.messer@roehampton.ac.uk
and development within your first year of teaching.
Mathematics: Nick Langford 020 8392 3859 n.langford@roehampton.ac.uk
Science education at Roehampton is well staffed and
Mathematics Enhancement Christine Hopkins MEC Coordinator 020 8392 3369 c.hopkins@roehampton.ac.uk
resourced so that we are able to provide you with
Bob Vertes MEC Publicity/Recruitment bobv@smuc.ac.uk
practical workshops as well as seminars and personal
tutorials. Throughout the programme we aim to produce Modern Foreign Languages: Peter Saunders 020 8392 4184 p.saunders@roehampton.ac.uk
more than strong classroom practitioners; we aim also Music: Angela Major 020 8392 3438 a.major@roehampton.ac.uk
to produce reflective teachers who will go on to Religious Education: Mike Castelli 020 8392 3248 m.castelli@roehampton.ac.uk
participate in, and influence, the future development of
science education. Science: Keith Hicks 020 8392 3466 k.hicks@roehampton.ac.uk
Candidates should have an approved degree in a For general information, please contact the Enquiries Office on 020 8392 3232.
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.
www.roehampton.ac.uk 57

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
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
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.
58 www.roehampton.ac.uk
Teaching in Faith Schools
In addition to their teaching programme Programme content
some students choose to take additional The programme consists of six subject studies modules
and two modules of professional studies.
qualifications that will enhance their
Subject studies: Old Testament, New Testament,
career prospects in faith-based schools.
The Church, The Person of Jesus, The Sacraments,
Christian Morality.
Professional studies: Reflecting on Catholic Education in
Faith Schools Primary Schools OR Reflecting on Catholic Education in
Opportunities exist for BA Primary Education or Secondary Schools.
PGCE students wishing to experience teaching in
Church of England (Anglican), Catholic, Jewish,
Muslim and Greek Orthodox schools with which
Pathways through the CCRS
BA (Hons) Primary Education: You have the opportunity
Roehampton works closely. This experience would
to complete the certificate before leaving the University.
be particularly helpful for students who may see their
future as working in faith schools. 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.
Catholic Certificate in Religious Continuing Professional Development: By returning to
Studies (CCRS) Roehampton you can complete the CCRS in evening
sessions at the University.
For whom is this certificate intended?
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.
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 theologically on professional practice
n enhance your career prospects within Catholic education.
www.roehampton.ac.uk 59
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.
BA (Hons) Primary Education
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 non-
teaching 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
60 www.roehampton.ac.uk
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.
PGCE Primary (full-time and part-time) and
PGCE Secondary
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 UK-
maintained 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 protec-
tion 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 university-
level 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).
www.roehampton.ac.uk 61
 Term dates Dates for PGCE students
Although they are not yet finalised, the dates for the 2010/11
Further information academic year are likely to be similar to those listed below for Full-time
the 2009/10 academic year. For up-to-date information about Autumn term
UCAS and GTTR codes for application
term dates, please visit our website: www.roehampton.ac.uk Primary: Tuesday 1 September – Friday 18 December 2009
BA (Hons) Primary Education Secondary: Tuesday 1 September – Friday 18 December 2009
Foundation Stage and Key Stage 1
Art and Design Education XWC1BA/PEdADE
Design and Technology Education XJ19BA/PEdDTE
Dates for BA students Induction
Early Childhood Education X111BA/PEdECEd Primary: Monday 14 September 2009
English Education XQD3BA/PEdEEd Autumn term Secondary: Friday 11 September 2009
Geography Education XFC8BA/PEdGEd Registration Week
History Education XVC1BA/PEdHEd Monday 21 – Friday 25 September 2009
ICT Education XGC5BA/PEdICTE Undergraduate teaching begins Spring term
Mathematics Education XGC1BA/PEdMEd Primary: Monday 4 January – Thursday 1 April 2010*
Monday 28 September 2009
Music Education XWC3BA/PEdMu Secondary: Monday 4 January – Thursday 1 April 2010*
Physical Education XCC6BA/PEdPEd Teaching and term ends
Religious Education XVC6BA/PEdRS Friday 18 December 2009
Science Education XCF0BA/PEdSci Christmas Vacation Summer term
Saturday 19 December 2009 – Sunday 10 January 2010 Primary: Monday 19 April – Friday 25 June 2010
Key Stage 2
Art and Design Education XW1CBA/PEdAD12 Secondary: Monday 19 April – Friday 18 June 2010
Design and Technology Education XJ1XBA/PEdDT12 Spring term
English Education XQ1HBA/PEd12E Undergraduate teaching begins * Subject to variation as students adhere to term dates
Geography Education XF1VBA/PEd12Ge
Monday 11 January 2010 of teaching practice schools.
History Education XV1CBA/PEd12H
ICT Education XG1MBA/PEd12IC Teaching and term ends
Mathematics Education XG1CBA/PEd12M Thursday 1 April 2010 Part-time (2009 entry)
Modern Foreign Language Education* Easter Vacation
Music Education XW1HBA/PEd12Mu Spring term
Saturday 3 – Sunday 25 April 2010
Physical Education XC1PBA/PEd12PE Primary: Thursday 29 January – Friday 3 April 2009
Religious Education XV1PBA/PEd12RE
Science Education XFC0BA/PEd12Sc
Useful contacts Summer term Summer term
*Subject to approval Summer term begins
For advice and information about Roehampton, to request Primary: Thursday 23 April – Friday 26 June 2009
copies of the Undergraduate or International prospectuses and Monday 26 April 2010
PGCE Primary (full-time)
Foundation Stage and Key Stage 1 X121
to find out more about the programmes in this prospectus Consultation (reading) week
Key Stage 2 X171
contact: Monday 26 – Friday 30 April 2010 Autumn term
Enquiries Office Handing-in period Primary: Thursday 17 September – Friday 18 December 2009
PGCE Primary (part-time) Monday 31 May – Friday 4 June 2010
Roehampton University
Foundation Stage and Key Stage 1 X115
Roehampton Lane, London SW15 5PU Term ends
Tel: 020 8392 3232
Spring term
PGCE Secondary Friday 11 June 2010
Fax: 020 8392 3470 Primary: Monday 4 January – Friday 26 March 2010
(11+)
Email: enquiries@roehampton.ac.uk
Art and Design W1X1
www.roehampton.ac.uk
Biology C1X1 Summer term
Business Education N1X1
Primary: Monday 19 April – Friday 25 June 2010
Chemistry F1X1
For advice and information about the teaching profession
Design and Technology W9X1
and training to teach contact:
English Q3X1
History V1X1
Modern Foreign Languages R9X1
Training and Development Agency for Schools If you require an audio, Braille or large-text version of this publication, please call the Enquiries Office on 020 8392 3232.
151 Buckingham Palace Road Please allow a minimum of 10 days for delivery.
Music W3X1
London
Physics F3X1
SW1W 9SZ
Religious Education V6X1
Tel: 020 7023 8000
Roehampton University is committed to being an equal opportunities education provider and
Science F0X1 will therefore make reasonable adjustments for disabled applicants and students.
www.tda.gov.uk
(11–16 years)
Mathematics G1X1 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.

62 www.roehampton.ac.uk www.roehampton.ac.uk 63
Location

Directions
Travelling by public transport
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.

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 through-
out 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 65
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