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Primary and Secondary PGCE Travel Bursary 2022-23 Scheme  

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Primary and Secondary PGCE Travel Bursary 2022-23 Scheme  

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Dear Students

We are in a position to announce PGCE student travel bursaries. We wanted to wait until all students had been placed and that all students were enrolled. We anticipate that all eligible students will be enrolled before the deadline. If you are not fully enrolled yet please state this on the form.

Below is some further information.

Value: Successful applicants will receive an award of £100 which is available as a cash bursary.

Number available: up to 100

To be fair we intend staggering the number that are allocated across the year.

Up to 50 will be allocated in the Autumn Term, up to 50 in the Spring term/Summer Term.

Eligibility criteria

1.   Applicants must be UK citizens, eligible for Home fees and holding an offer of study from Goldsmiths.

2.   Applicants must be on a non-salaried PGCE route and not in receipt of a DfE PGCE Bursary or any other bursary from Goldsmiths.

Educational Studies Criteria

It is aimed at students whose school experience travel costs impact significantly upon their overall personal financial situation.

How do I apply?

Complete the Microsoft Form by midnight on Sunday 30th October 2021

How will I find out?

We are not in a position to answer individual emails. We will let you know in November by email as soon as possible.

Liz and Sue

Joint Heads of Teacher Education.

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SD TT w/b 17.10.22 (pls check regularly for updates)

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SD TT w/b 17.10.22 (pls check regularly for updates)

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There has been a slight amendment to Monday morning's rooms. Welcome back. As Vicki said we are very pleased to have you back on campus. Sue 10 a.m. 10/10/22

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Please complete this Teams form indicating your chosen SPIRE Theme by Monday 24th October: https://forms.office.com/r/zkBPF5jCdm

This will then enable me to allocate your SPIRE tutor. Your tutor will help you to explore your area and hone your question. If you are not yet sure of your SPIRE question, please add a draft question - this can be changed!

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PS AM - please join PL group at 10.30
SE Prep - please join Main Cohort link at 1pm

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PL School Experience Preparation 2022-23

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Guided PowerPoint Session 1: Let's Talk About Mental Health 

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Guided PowerPoint Session 1: Let's Talk About Mental Health 

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Click on the link:  Guided Powerpoint Session 1 Let's talk about Mental Health

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Registry have told us that they send a report to SFE on a daily basis and it then takes 2-3 days for SLC (Student Loans Company) to release the funds once registration is confirmed. Registry have said that they could see that 76 students were still pre enrolled so please double check that you have met your conditions. Sue

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Weekly reflections are a central part of the PGCE - start this week!

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Primary Reflective Practice Record 2022-23

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The Powerpoint we use for your first session, including readings for the seminar and seminar questions.

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Introduction to Professional Studies and session 1

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Seminar Additional Reading: EEF Cognitive Science: A review of the evidence

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Seminar Additional Reading: EEF Cognitive Science: A review of the evidence

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Professional Studies 2 - Safeguarding PP

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Professional Studies 2 - Safeguarding PP

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Keeping Children Safe in Education (2022)

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Keeping Children Safe in Education (2022)

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This is excellent pre-reading for the session on Safeguarding. It is the working policy and framework you will use in school as a teacher.

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Form to confirm you have read the KCSiE and Prevent Duty Guidance.

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Form to confirm you have read the KCSiE and Prevent Duty Guidance.

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Please complete this form. You cannot attend a school placement if you are not familar with and have confirmed you have read these documents.

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Safeguarding - Keeping Children Safe in Education & The Prevent Duty

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Professional Studies Planning, Assessment and Teaching Cycle

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Please ensure you complete this survey asap to help us with your placement allocations.

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This is a key document to help you take control journey on the PGCE. Start to become familiar with the expectations.

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Assessing Student Progress Booklet Part 1 (1)

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These are the forms your mentor and you will complete to enable you to reflect and develop your practice.

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Assessing Student Progress booklet Part 2

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Please read this booklet carefully. Many questions about the course will be answered here!

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Begin to explore this document where you will begin to link your experience to evidence of the 6 core curriculum areas.

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ANTs and CATs

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PGCE Wellbeing Induction Session 2022-23

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Alex Stanton's talk about Central Goldsmiths Support services for disability and mental health and wellbeing

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Student Support Services - New starters education

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Primary PGCE Professional Studies on Placement 2022-23

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SPIRE 2 Social Class essential pre-session reading

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SPIRE 2 Social Class essential pre-session reading

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Wrigley T  Education Poverty and Social Class

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This session has a focus on mental health in the classroom and teacher resilience (Updated) 

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This session has a focus on mental health in the classroom and teacher resilience (Updated) 

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If anyone wants to contact Admissions about enrolment you need to do so via the bot:
Go to this website link- https://www.gold.ac.uk/study/contact/ and ask the bot to ‘put me through to admissions’ or similar.

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PGCE Primary Curriculum Studies list of topics

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Rethinking the Relationship Between Learning and Development

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1 The Story of Numbers (0 and 1) Indian Numerals or Arabic?

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There is an e-copy of the audit now available from the library - link on English VLE page. Here is a temporary scan for any student unable to access the VLE/library this week.

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PL Session 2 The Reading Process and Children's Texts 2022-3

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Building 20science 20capital 20in 20the 20classroom

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Building Science Capital in the Classroom

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Building Science Capital in the Classroom

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Primary School Experience Handbook Word doc 22-23

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Children's Literature CS Session 1 reading (essential) 

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Children's Literature CS Session 1 reading (essential) 

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Session 2 - Directed PowerPoint (Online Learning) -EYFS

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Session 2 - Directed PowerPoint (Online Learning) -EYFS

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Session 2 - EYFS - Guided PowerPoint for all sessions during the week of 19th September.

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Session 2 - EYFS - Guided PowerPoint for all sessions during the week of 19th September.

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Play Observe Ask (EYFS) | Primary Science Teaching Trust

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Use this page to explore the effective practice and resources available from the PSTT for Science in the EYFS stage. The blue headings at the bottom contain the provision maps and resources you will need to explore as part of this session.

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How can you teach science in mixed age classes?

Teaching any subject to a mixed year group can be challenging and it is even more so when the ages of the children cross two completely different curriculums and when that subject involves practical activities.

Here's one approach that you might like to consider:

Plan and deliver a short adult-led input with all of the children, probably no more than 10 minutes to introduce the science topic.

Plan to provide some science-related activities across the Early Years provision. For example, if the older children are learning about animals in their local environment, you might set up some of these: a sensory table with toy frogs, water, chia seeds; a construction area with twigs, leaves and moss for building a bird's nest; a malleable area with modelling clay or foil or making model animals - all of these activities can be found on PSTT's EYFS Science Provision Map Animals in my garden.

Let the younger children (ages 4-5 years) choose their activities. If you have a supporting adult in the classroom, you might want to ask them to manage/observe a particular activity and you could provide them with a list of open-ended questions to develop the children's thinking and specific science vocabulary.

Whilst the younger children carry out self-initiated activities, you can work with the older children (perhaps ages 5-7 years) and teach a science topic from their curriculum. This could include a practical investigation to develop children's science knowledge as well as their enquiry skills. You might find that some of the younger children want to join in, and why not if they are able to?!

Depending on whether you have any adult support, at some stage you may want to join the younger children for a period (so that you can 'play, observe & ask') and ask your teaching assistant to supervise the older children's activity.

Make time for a short plenary at the end of the lesson so that each group can report to the class what they did and what they found out. It is always a useful way to assess whether the children have a good understanding of the science being taught and whether any misconceptions remain.

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Play Observe & Ask - Primary Science Teaching Trust

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Explore science with young children (ages 3-5) through play with PSTT's Early Years science resources. Download the Effective Practice Guide and find activities, strategies, and provision examples to support EYFS practitioners.

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Explorify provide a wealth of interesting prompts and situations that you can use as a start for discussions and to spark curiosity. Look though the suggested resources on this page and consider when and how you could use them.

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Although Explorify activities are not sorted by an EYFS category, many Early Years practitioners enjoy using some of our activities in their setting.

EYFS pupils in a classroom

Good starting points are the What's Going On? videos and Zoom In Zoom Out. The new What Can You Hear? are also popular and fit well with the Early Learning goal of being able to: listen attentively and respond to what they hear.

You can use Explorify with the whole class, or groups of children, at any time of the day. Good What's Going On? activities to start with are Special delivery , Buzzing with Life, Hungry hedgehogs, In the swim, Spring Flowers and Baking cookies. The aim of the activities is to spark a conversation among your young pupils about what they see. There is no right or wrong answer, it is simply an opportunity to explore ideas and find out what they know.

Explorify has a huge range of Zoom In Zoom Out activities to choose from. Early Years practitioners recommend: Tiny teeth, White and spiky, Cosy comfort, Curious clown, Prints , Prickly and spiky and Pink and bumpy. PSTT Fellow Jane Catto says, "Explorify is such a wonderful free resource of no-prep engaging science activities - perfect for milk time or any spare five minutes. My Reception class particularly love the 'Wow factor' that the zoom in zoom out activities provide - I hear them express loads of ideas, and vocabulary I didn't know they understood. They also ask to watch the exploding watermelon slow-motion video again and again!"

To get started, click on classroom view which will give you a lovely enlarged image and ask everyone:

What do they think the image is and why?

What does the image remind them of and why?

Every time you zoom out, ask:

Can they describe the colours, shapes and textures?

What do they think the image is now - have they changed their minds?

All these activities offer an opportunity for young learners' to develop and use new vocabulary, a key aspect of the Communication and Language goals.

What Can You Hear? Is the latest addition to Explorify. Again, the idea it to spark conversation and excitement as well as develop good listening skills. Why not try: When we were young, Prepare for launch , keeping track Sharing is caring and Scrub-a-dub-dub.

Young children need to use all their senses to explore and learn about unfamiliar objects, so all of Explorify's activities could be seen as a launch pad to hands on activities either in the classroom or outside. You could also look at some of the Odd One Out activities to give ideas for simple comparative group activities with the real objects in the classroom.

Let us know how you get on and share your class's favourite activities using Twitter, Instagram or our Facebook staffroom.

Image Credits: FatCamera via Canva.

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Although Explorify activities are not sorted by an EYFS category, many Early Years practitioners enjoy using some of our activities in their setting. EYFS pupils in a classroom Good starting points are the What's Going On? videos and Zoom In Zoom Out. The new What Can You Hear?

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Bloom's Taxonomy-That Pyramid is a Problem - Teach Like a Champion

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Discussion around using Bloom’s Taxonomy for objectives

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Discussion around using Bloom’s Taxonomy for objectives

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Some students have seen this in schools and are asking why this isn’t used so much any more. This discussion is quite interesting especially if you look at the major players in Education who have commented on it in the bottom section. Enjoy!

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It's hard to find a teacher who doesn't make reference to Bloom's Taxonomy. It's part of the language of teaching. For those who aren't familiar with it here's some background from Vanderbilt's Center for Teaching:
In 1956, Benjamin Bloom ... published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
Bloom's Taxonomy is often represented as a pyramid with the understanding-intended or accidental-that teachers should try to get to the top. That's the nature of pyramids, I guess.

A couple of useful notes though. 1) Bloom's is a 'framework.' This is to say it an idea-one that's compelling in many ways perhaps but not based on data or cognitive science, say. In fact it was developed pretty much before there was such a thing as cognitive science. So it's almost assuredly got some value to it and it's almost assuredly gotten some things wrong. 2) I was surprised, happy and concerned (all at once) to read the italicized phrase: with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Ironically this is exactly the opposite of what people interpret Bloom's to be saying. Generally when teachers talk about "Bloom's taxonomy," they talk with disdain about "lower level" questions. They believe, perhaps because of the pyramid image which puts knowledge at the bottom, that knowledge-based questions, especially via recall and retrieval practice, are the least productive thing they could be doing in class. No one wants to be the rube at the bottom of the pyramid.

But this, interestingly is not what Bloom's argued-at least according to Vanderbilt's description. Saying knowledge questions are low value and that knowledge is the necessary precondition for deep thinking are very different things. More importantly believing that knowledge questions-even mere recall of facts-are low value doesn't jibe with the overwhelming consensus of cognitive science, summarized here by Daniel Willingham, who writes,
Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not simply because you need something to think about. The very processes that teachers care about most - critical thinking processes such as reasoning and problem solving - are intimately intertwined with factual knowledge that is in long-term memory (not just found in the environment)
In other words there are two parts to the equation. You not only have to teach a lot of facts to allow students to think deeply but you have to reinforce knowledge enough to install it in long-term memory or you can't do any of the activities at the top of the pyramid. Or more precisely you can do them but they are going to be all but worthless. Knowledge reinforced by recall and retrieval practice, is the precondition.
Bloom's Delivery Service
In the spirit of the FDA which recently revised its omnipresent food pyramid to address misconceptions caused by the diagram created to represent it, I'm going to propose a revision to the Bloom 'pyramid' so the graphic is far more representative. I'm calling it Bloom's Delivery Service. In it, knowledge is not at the bottom of a pyramid but is the fuel that allows the engine of thinking to run. If I had more time for graphic design, I might even turn the pyramid on its side. You probably want to do quite a bit of analysis and synthesis but only if you've got comprehension solidly in the bag. In other words you kind of need all of the pieces.

background knowledge, Bloom's Taxonomy, daniel willingham

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Bloom's Taxonomy-That Pyramid is a Problem - Teach Like a Champion

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It's hard to find a teacher who doesn't make reference to Bloom's Taxonomy. It's part of the language of teaching. For those who aren't familiar with it here's some background from Vanderbilt's Center for Teaching: In 1956, Benjamin Bloom ... published a framework for categorizing educational goals: Taxonomy of Educational Objectives.

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SPIRE 3 Race, Ethnicity and Schooling Reading

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SPIRE 3 Race, Ethnicity and Schooling Reading

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Goldsmiths Humanities Subject Knoweldge Audit (3)

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 Session 4 Material- Behaviour for Learning

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 Session 4 Material- Behaviour for Learning

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SCIENCE: Session 2 - EYFS - Guided PowerPoint for all sessions during the week of 19th September.

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SCIENCE: Session 2 - EYFS - Guided PowerPoint for all sessions during the week of 19th September.

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Please also see the science section of this Padlet and the VLE for more links and information.

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Southwark Written Calculation Policy 2014

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English Session 3 Narrated PP for Guided Self Study

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English Session 3 Narrated PP for Guided Self Study

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Please access the PP and work through the slides and activities before Session 4. Enjoy!

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Colour-coded reading Groups for SPIRE (Gender)

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Colour-coded reading Groups for SPIRE (Gender)

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Please see colour coded

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Red Group Reading The Gendered Waters in Which We Swim

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Green Group Reading Conceptualising the value of male practitioners in early childhood education and care gender balance or gender flexibility

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Blue Group Reading The Big Freak Out Educator Fear in Response to the Presence of Transgender Elementary School Students-1

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Session 5 - Learning Theories & Child Development

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Session 5 - Learning Theories & Child Development