English
The English course is for people wishing to train as secondary teachers of English 11-18 who have a strong interest in learning to teach all aspects of the subject including literature, language, literacy, media and drama.
The course is built upon principles of inclusion and equality of opportunity in teaching and learning for all students whatever their potential and achievements. Trainees are encouraged to foster their own and their students' creativity through an enthusiastic commitment to adventurousness, exploration and systematic hard work within and beyond the classroom. Trainees are also encouraged to develop an attitude of critical enquiry and see themselves as teachers who research their classrooms so that they make informed choices in all that they do. The course therefore provides a stimulating introduction to current theory and practice in the teaching of English.
The Faculty-based work, taught by subject lecturers and a seconded subject mentor, is closely linked to a programme of classroom experience in local state schools. In their school-based work, trainees are mentored by experienced subject teachers. Both in the Faculty and in schools, trainees are encouraged to explore a wide range of creative and systematic approaches to teaching and learning. The course covers all aspects of the National Curriculum for English including speaking and listening, reading and writing; drama; language study; literature from different historical periods, cultures and traditions; non-literary texts; media and moving image texts; the use of information and communication technology. Two short modules offer the chance to develop specific skills for teaching using practical drama and media within the English curriculum. In addition, trainees learn about teaching English within 14-19 courses, including GCSE and A level. The course also addresses areas of enrichment such as museum and gallery education and learning in out-of-school contexts such as the nearby botanic garden and other sites of local historical interest.
Trainees experience a variety of teaching methods including whole class teaching, structured group work and individual or pair work. There is a strong emphasis on active learning through discussion, presentations, peer-tutoring, research, independent study and writing. Throughout the course, trainees study different methods of assessment and how they support classroom learning, lesson planning and teaching. In seminars and workshops, the integral relationship between educational theory and teaching methodology is explored. Trainees are also encouraged to reflect critically on their experiences as learners and teachers in regular meetings with their subject mentors in schools and to begin to develop a rationale for their classroom practice.
There is an emphasis on encouraging trainees' own creativity in producing poetry, short stories, plays and videos. Twice a year, the group meets to share and perform creative pieces that trainees have either written or made themselves or produced with their students in school. By the end of the course it is hoped that trainees will be clear about the place of English within the school curriculum and the wider community, well-equipped to become active members of English departments, keen to contribute to departmental policy and learn from colleagues.
How does this fit in with the MEd?
The Faculty offers a part-time Master of Education course that is usually completed over two years. The Cambridge PGCE can count for the first of these two years, with the second year being completed part-time either during the first, second or third year of teaching. To be eligible for the MEd course, trainees must pass all of the examined elements of the PGCE course.
Some students follow the Researching Practice route from the selection available within the MEd courses, designed especially for early career teachers. Other options include Arts, Culture and Education or Critical Approaches to Children's Literature.
For more information, visit the Master of Education (MEd) page.
Notes for applicants
- All applicants are asked to state clearly why they wish to train to teach English and why they are interested in the course's commitment to inclusion and equality of opportunity.
- It is very important that candidates are able to talk at interview about their views of English teaching. Ensure that you spend at least one week in a state secondary school prior to being interviewed, preferably before submitting your application so that your personal statement is also informed by your experience in the classroom.
- Please make sure that the first reference on your GTTR form is an academic reference.
For full application details visit our PGCE admissions page.