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Writing a pgce personal statement.

If you’re applying to train as a teacher you’ll be required to write a personal statement as part of your application.

Take your time writing your personal statement. It’s your first chance to make a good impression so it's well worth investing time to develop a clear structure and style of writing.

It’s a good idea to proofread your statement thoroughly and get others to read through and check for typos, grammatical errors, style, and tone.

What's the personal statement for? 

The personal statement is crucial to your PGCE application; it is used primarily to decide whether to invite you for an interview. A poorly written personal statement could end your teaching career before it has started!

This is your chance to demonstrate what you have to offer as a teacher. You should also explain why you want to teach a particular subject or age range, and how your skills and experience will help you become a great teacher. It’s your chance to show your motivation, commitment and teaching potential and an opportunity to show your enthusiasm for teaching a particular subject or age group.

Remember, you only get one opportunity to write a personal statement for both cycles of applications, so it’s important to keep in mind that you should avoid creating tailored personal statements for each university.

How to write and structure your personal statement

The personal statement is split into two sections totalling a maximum of 1,000 words. It’s important to make sure you do not repeat yourself and to take time to ensure that each section is organised coherently. Divide your writing into paragraphs, each dealing with a particular aspect of the question.

Section 1: Why do you want to teach?

(Up to 600 words).

This is the place to talk about why you think you would make a great teacher. You can include:  

• what has led you to choose teacher training
• your understanding of the demands and rewards of the PGCE course and of the teaching profession
• the personal qualities that will make you a valuable asset to a school
• details of any paid or unpaid experience you have of working with young people and what you learnt
• details of any other experiences which you can bring to the teaching profession. Think about any ‘transferable skills’ or qualities which you have developed which may be relevant to teaching.
• If you are a career-changer, what have you been doing and what are your reasons for the switch to teaching?
• your thoughts on children’s wellbeing and the education system

Your personal statement should tell us why you want to teach, your skills and about any experience you might have of working with young people or in the education sector. If you are taking any exams or additional study before starting the course, particularly if this relates to your eligibility to join the course, we want to hear about it.

It should also show that you understand the education system, what challenges teachers face and that you’re engaged with issues around education.

If you’ve not taught before, think about any other things you’ve done that might demonstrate the skills you’ll need to be a teacher (your transferable skills).

Although it’s a good place to expand on your skills and experience, this shouldn’t be the main focus of your personal statement as the rest of the application will showcase this.

Section 2: Why are you suited to teach your subjects or age group?

Up to 400 words.

Remember to not repeat anything you have already said in section 1!

If you’re writing a personal statement for secondary teacher training, use this section to describe your knowledge and experience of the subjects you’ve chosen. Any work experience in the field will be of interest.

What universities are looking for

Universities want to see your passion for teaching and understand why you think teaching this subject or age group is the right career for you.

Your personal statement should be original and honest. Try and avoid clichés or writing what you think we want to hear. All we really want to hear are the real reasons you’re applying to study a PGCE and become a teacher.

If you’re writing a personal statement for primary teacher training, say why you’d like to teach this age group. If you are particularly interested in certain primary subjects or have relevant experience in them, you can talk about that here too.  

You could talk about:

• any relevant work or unpaid experience
• your degree and degree modules
• your other relevant qualifications, such as A levels
• any relevant skills, interests or achievements
• your understanding of the national curriculum

Questions your personal statement should answer

• Why do you want to be a teacher? 
• Why do you want to teach a particular subject, Key Stage or age group? 
• What are your strengths? 
• What experience do you have and how has this influenced your desire to teach? 
• What skills do you have that would be useful for teaching

The finer details

Your personal statement should be:

• no more than 1000 words
• written in the first-person 
• grammatically correct - we suggest writing in a document before adding to your application
• your own work, don’t copy from anywhere online 
• structured correctly with a clear introduction, evidenced paragraphs and a conclusion 
• proof-read before being submitted

And finally, be prepared to answer questions about what you’ve written in your personal statement at the interview stage!

Find out more about how to get into teaching .  

Find out more about how to get into teaching . 

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Student Good Guide

The best UK online resource for students

Design and Art Personal Statement Example

Use our design and art personal statement example as an inspiration to apply to course at the UK university.

Multimedia, graphics and design have become increasingly essential disciplines in our society. Their impact can be observed everywhere, from small businesses to large international corporations, and has even affected modern families and individuals. The current global economic turmoil has made being able to stand out from the crowd an absolute imperative. For companies to survive and prosper they need to employ modern communication techniques, such as social media and innovative forms of advertising, and embrace design that breaks the mould. More than ever, these fields have the potential to play a crucial part in helping to kick start economic growth. I intend to be at the forefront of these creative efforts.  

I am inspired by bold, cutting-edge designs. For example, I recently visited the Grand Canyon in Arizona, where I had the opportunity to experience the newly-built Skywalk. I was amazed how, through a combination of excellent design and great imagination, the creators of the Skywalk managed to create the effect of hovering over the top of the Canyon, as though in a helicopter.

Through design expertise, the impossible can become possible, and for this reason I am motivated to follow a career in design. I am also inspired by graphic designers such as Stefan Sagmeister. I admire the way in which his work continually breaks boundaries. I was astounded, for example, with his piece ‘Self Confidence Produces Fine Results’, made out of a wall of bananas. The ambitious scale of the work is breath-taking, and its impermanence due to it being made from fresh produce makes it all the more remarkable and daring.

I have been interested in design and technology from a very young age, and have fully immersed myself in all opportunities to be involved in these areas whilst at school. At GCSE I designed and made a garden bench made from Iroko, a sustainable wood. I chose this material because I am keen to incorporate the ideal of sustainability into my work. More recently I have been designing a kitchen island unit, again much with recycling and sustainability in mind. I have also been involved with design a wheelchair with the ability to climb curbs without electric or other assistance. This has proved to be a very challenging task, but it is something that I hope to persevere with in the future because it remains an ambition of mine to put design to use to make life easier for people with disabilities.

In my spare time and during the school holidays I have been studying graphics, which has complimented my design studies. I have also furthered my design skills under my own initiative through being involved in two different work placements. One of these placements was with a graphics and marketing company, where I learnt more about the growing importance of web-focused design, such as the increasing demand for smartphone apps. In my second placement I worked at a bespoke kitchen company. This experience allowed me to appreciate the different phases involved in a design project, from the planning and the development stage all the way to manufacture and finally fitting, all of which had to be carried out within a fixed budget. Both placements showed me how important it is to work closely with the customer to meet and even surpass their expectations.

As well as playing rugby, cricket and tennis for my school’s teams I also have a passion for squash, and I am the school squash captain. In addition, I have completed my Duke of Edinburgh Silver Award. My involvement in all these pursuits has helped improve my ability to work as part of a team. I am also a house prefect, and recently helped to produce and organise the Year Nine house drama competition, a responsibility which I enjoyed because it allowed me to work in a creative setting whilst holding a position of responsibility.

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Personal statement advice: art and design

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• Filling in your application
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• Introducing the personal statement tool
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What art and design tutors are looking for

The underlying message is that tutors want to know about you, your practice, your inspirations, and your aspirations, and for your personal statement to act as written accompaniment to your portfolio and performance at interview.

How to make your art and design statement stand out

Admissions tutors prefer to read personal statements that don't stick to a predictable formula – here are a few tactics to ensure yours packs a punch.

• Focus on the course: Martin Conreen, design admissions tutor at Goldsmiths, University of London, urges applicants for design courses 'not to over mention art' but to stay focused on design. He also feels some applicants waste too much space on non-relevant factors like their sporting achievements.
• Your influences: Martin adds he wants to hear who your influences are, why they inspire you, and 'how their work has resonance with your own, or with your own ideas'.
• Examples of what inspires you: David Baldry, fine art course leader at University Campus Suffolk, echoes this: 'Tell us what inspires you. We want to know what contemporary art interests you, so talk about key artists or an exhibition that made an impression on you. We want to know how you respond to the world creatively, so talk about your experiences or projects you’ve developed independently. Also, edit it so it sounds punchy'.
• Demonstrate your artistic ambitions: Alison Jones, fine art admissions tutor at Goldsmiths, is looking for 'interesting individuals who have a passion for art and a commitment to developing themselves as artists. Therefore, your personal statement should demonstrate an understanding of your own work, focusing on what is unique about your practice'.
• Be original: starting your statement with a well-known quote – such as 'fashion is not something that exists in dresses only' – is inadvisable. 189 applicants quoted that exact Coco Chanel snippet last year, so it really won't make you stand out from the crowd.

It's all summed up nicely by Arts University Bournemouth whose advice is:

'Be focused on the field you're applying for (no scattergun approach), name artists or designers you admire, think contemporary, reflect on exhibitions or galleries or events you've visited, and don't think "I'll tell them at the interview" – put it in the statement!'

Find out more about studying art and design, including entry requirements, why you should study it, and possible careers it could lead on to.  

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What to Include in Your PGCE Personal Statement

How your pgce personal statement should be structured, example personal statement, final thoughts, pgce personal statement.

Updated November 24, 2021

A PGCE personal statement is written as part of the application process for teacher training and gives candidates an opportunity to showcase their skills and attributes.

PGCE candidates will only write one personal statement, which is used to apply for all of their preferred choices. Students upload their personal statement to the UCAS Teacher Training system, and it is submitted for all choices in both phases of the application process (‘Apply 1’ and ‘Apply 2’). No changes can be made once it is submitted.

The personal statement is often used as the deciding factor for choosing whom to invite to interview . This piece of writing should explain the experience you have and how this translates into your abilities in the classroom.

It should also present what you might be like as a teacher – how will your personality and interests help engage students and get them enthused about the subject?

A lot is riding on your personal statement and writing it can be a daunting task. This guide will outline what your PGCE personal statement should contain and how to structure it for the best chance of success.

The admissions team will want to know about the skills, experience and personal qualities you have that would make you perfect for a teaching career. They need to see you have the dedication and passion to complete your PGCE and have a successful future.

Simply saying, “I would be good at this role and am well suited to it” isn’t enough. The PGCE provider needs to read real examples that demonstrate your skills and abilities and meet their requirements.

Here are some details you may want to include in your personal statement:

1. About You

A teacher’s personality and personal experience will be highly influential, therefore your own experiences are relevant to your application.

Before you start writing, it’s a good idea to spend a few minutes jotting down some key facts that are relevant to teaching. These might include:

• Your interests
• Qualifications/achievements
• What motivates you
• Your upbringing
• Relevant skills

Remember to include examples in your list. Coaching a sports team in your spare time suggests you are experienced in motivating young people and getting the best out of them. Maybe you play an instrument and use music in class. Including qualities like these will make your application stand out.

2. Why You Want to Teach

A key element of your application is explaining why you have chosen teaching as your future career. Show an awareness of how teachers can inspire individuals and also the benefits you might see in yourself.

Try to broaden your answer further than simply saying you are passionate about teaching or children. Every applicant will say they are passionate.

Give details of experiences that moved you towards this career or, perhaps, even the moment you realised this was what you were born to do. By using genuine examples, your passion and excitement will shine through.

3. Why You Are the Best Candidate

Try not to pull out a cliché like “I am passionate, dedicated and reliable” – make your application stand out by using a paragraph that the provider won’t see in any other application that day.

Think about what makes you different from any other candidate. Other applicants may say they can take charge of a class and have experience dealing with challenging children, but will they sing an entire lesson just to get the pupils to engage with them, like you did in your work experience? Or will they bring in a structure made out of Lego to demonstrate osmosis, like you did on your degree placement? Think of what makes you, you.

4. Why a PGCE?

Include details of why you have chosen to go down the route of a PGCE rather than doing a full teaching degree. Perhaps you dipped your toe into teaching while travelling after your degree and realised how much you love it, or maybe you are passionate about biology and wanted to decide at a later date whether to go into teaching or industry.

Show that you have done your research and understand the structure of the PGCE and what will be required.

5. Teaching-Related Experience

Include details of any experience you have gained working in schools or with children in another environment. This might include:

• Work experience
• Visits to schools
• Teaching assistant roles
• Voluntary teaching/supervision roles (like helping out at a scout hut, etc.)
• Experience via the Get School Experience service
• Classroom observations

With every experience you discuss, note the skills you gained and how they will benefit you as a teacher and how they have improved your understanding of the education system.

6. Other Professional Experience

Teaching demands a range of different skills – it’s not simply a case of delivering information.

Talk about past positions you have held:

• Did you manage people?
• Did you work within a team?
• Did you negotiate?
• Have you trained or coached others?
• When have you communicated information to different audiences?

The skills you have gained throughout your education, work and personal life can be highly relevant to your application. Be sure to include details of why these skills will make you excel as a teacher.

7. What You Learnt During Your Degree

Whether your degree was in the subject you intend to teach or not, it’s important to talk about the skills you developed throughout your learning and how they will benefit you as a teacher.

If you’re struggling to find transferable skills , here are some ideas:

• Think about how you communicated (presentations, critiquing the work of your peers, etc.)
• Give examples of how you organised yourself
• Describe times you helped others with their learning

Remember to talk about the benefits your initial degree will bring when studying for your PGCE and how your interest in it has inspired your desire to teach.

8. Your Knowledge of What Training to Be/Being a Teacher Entails

It’s important to stress your commitment to your training. To do this, you should demonstrate that you have done your research and are fully aware of what is to come.

Although teaching is a highly rewarding career, no one applying for teacher training will do so without being aware of the challenging nature of the profession.

There is no need to ignore these challenges in your application; actually, it will work in your favour if you show that you have thought about these challenges and are sufficiently prepared.

Talk about the positives and negatives that you expect to experience in your training and within your career, and how your core strengths will help you deal with them.

9. Your Future Plans

Discuss your plans beyond the PGCE:

• Do you have the ambition to be a headteacher?
• Do you plan to take on pastoral responsibilities?

Show a keenness to immerse yourself in the school system and be open to opportunities that come your way.

10. Extenuating Circumstances 

Your personal statement is the place to openly discuss any extenuating circumstances, such as low grades or large gaps in employment/education. Make sure you show how you have overcome these challenges and what you learnt from them.

Write your personal statement in Word (or equivalent) and make sure you are happy with it before copying and pasting it into your application on the UCAS system.

You need to keep your personal statement to no more than 4,000 characters across a maximum of 47 lines of text . The UCAS Teacher Training system may differ slightly to your word processor, so be prepared to amend slightly once you have copied it into the UCAS page.

To keep to the character limit and cover all the suggested material above, you will need to be succinct. Make sure you only talk about topics that are relevant and delete any waffle.

Your opening statement should be strong and memorable – a good idea is to state why you have decided to get into teaching. Back up all details with examples and be sure to say what you learned from the experience or how you can bring the skills you developed into the classroom.

Split your statement into three sections:

• Introduction – Introduce yourself and talk about why you want to do a PGCE
• Middle – Use the notes above to cover the key details
• Conclusion – Tell the reader why you are the best person for the place they are offering

Avoid using bold, underlining or italics, and write in English (or Welsh if applying for Welsh PGCEs). The UCAS system will strip all special formatting out of the personal statement (except paragraph breaks) so ensure you keep it simple.

When you are happy with the content, make sure you ask someone to check your work . Spelling and grammar in personal statements should be accurate. Make sure you have not copied anyone else’s work at all – UCAS screens all applications for plagiarism.

Below is an example personal statement which covers all of the key points you should include in this piece of writing:

A teacher at my secondary school single-handedly transformed my passion and ability for maths; I was predicted an ‘F’ at GCSE and in a matter of months, she helped me achieve a ‘B’ and start to enjoy the subject. I can’t think of a more satisfying job than one in which you can inspire young people in the way my teacher inspired me. After achieving a ‘B’ in maths at A-Level, I went on to study the subject at University College London and graduated in 2018 with a 2.1. It was in the final year of my degree that I had my first taste of teaching the subject, as several of the modules involved presenting topics to large groups of first-year students. I was thrilled when students asked to see me afterwards to share their observations of what I had been discussing – it was clear my enthusiasm had rubbed off on them and they were excited by maths, which is exactly why I want to teach. I currently work as a teaching assistant at St Andrew’s School, where I have been for six months. This position has given me a great insight into the skills needed to be a fantastic teacher; the school has several SEN pupils and I have been exposed to the more challenging side of the profession. Being trusted to run activities with the entire class has helped me build confidence and learn how important it is to adapt lesson plans to engage students who have different abilities. I have gained valuable skills in implementing strategies such as gentle competitiveness between pupils, and tactical seating plans to get the best out of each student. Before working at St Andrew’s, I completed a work experience placement at Bell Lane Academy where I shadowed teachers working across the five different year groups. This experience helped hone my skills in addressing different age groups in different ways. My ability to get the best out of students is further strengthened by the experience I am currently gaining in the position of assistant coach at my local netball team. Having worked with the girls for the last 18 months, I have developed different ways of motivating individuals, helping push them outside of their comfort zones and encouraging them to take on new challenges. In my spare time, I enjoy playing netball and rugby and would be keen to take on extra responsibilities at a school in the form of after school clubs or teams. I also have a keen interest in management styles and personality types. The knowledge I gain from books on these topics helps me understand pupils and their differing learning styles – what works for them and what doesn’t. It also helps me look inwardly, analysing my own leadership style and methods of teaching. I have chosen to do a PGCE because I am passionate about maths, and I wanted to spend three years of a degree course exploring the subject further, rather than embarking on teacher training straight from school. My degree course has helped me with my confidence and my ability to speak in front of large groups of people. Teaching first-year students during my degree course helped me think about how to deliver the subject in an exciting and creative way. The experience I have had so far has clearly shown that teaching is an extremely challenging profession, but one which I believe is undeniably my calling in life. I adore maths and I want to bring the subject alive, helping children learn in an exciting, rewarding environment. A few weeks ago, I took it upon myself to ask the headteacher for permission to get the whole year group involved in a human percentages exercise – the children loved it. I believe I should be offered a place on your PGCE programme because I can commit to dedicating myself to a role in which I will strive to inspire and excite every pupil I teach.

The personal statement is your one opportunity to capture the attention of the PGCE provider and set yourself apart from other candidates. Teaching is about bringing your personality into the classroom and inspiring students, so avoid a formulaic application and speak from the heart, giving a full picture of who you are.

Your answers should convey enthusiasm for inspiring young people, a passion for teaching, creativity, excellent organisational skills and energy.

Demonstrate an awareness of this challenging profession but conclude with excitement and enthusiasm for your chosen career path.

You might also be interested in these other Wikijob articles:

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Art and design personal statements

On this page you'll find a collection of real personal statements written by students applying to study art, design and related courses at university.

These personal statements are written by real students - don't expect them all to be perfect! But by reading through a few of these samples, you'll be able to get some ideas and inspiration for your own personal statement. 

Art and design personal statement examples

More help with your personal statement.

You can find personal statement examples for other courses by using this subject list, or by returning to our personal statements by subject page.

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Art & Design Personal Statement Examples

• 1 Personal Statement Example Links
• 2 Career Opportunities
• 3 UK Admission Requirements
• 4 UK Earnings Potential For Arts and Design
• 5 Similar Courses in UK
• 6 UK Curriculum
• 7 Alumni Network

Personal Statement Example Links

• Personal Statement Example 1
• Personal Statement Example 2
• Personal Statement Example 3
• Personal Statement Example 4
• Personal Statement Example 5
• Personal Statement Example 6

Ever been driven by a passion for creating, expressing, and visualising ideas? Fascinated by the prospect of using visual and tangible media to communicate and influence?

If so, a degree in Art and Design could be your perfect journey. This dynamic field encourages you to explore your creative potential, apply design principles, and understand the aesthetic, cultural, and social dimensions of art.

Art Design is an exciting and relevant university course for students interested in exploring the creative and innovative aspects of art. This course provides students with a comprehensive understanding of the fundamentals of art and design, including color theory, composition, and the importance of concept.

Students will learn how to effectively communicate their ideas through a variety of mediums, such as drawing, painting, sculpture, photography, and digital media. Additionally, students will gain an understanding of the history of art and design, and how it has evolved over time.

The course will also cover the practical aspects of art and design, such as how to create a portfolio, how to market their work, and how to use various tools and techniques to create their own unique works of art.

Furthermore, students will be taught how to apply their creative skills to real-world problems, such as designing products or creating visual campaigns for businesses.

Overall, Art Design is an interesting and relevant choice for students who are interested in exploring the creative and innovative aspects of art. It provides students with the opportunity to develop their skills and gain a deeper understanding of the art and design process.

👍 When writing a personal statement : Highlight your passion for the course, demonstrating your understanding of it. Use relevant personal experiences, coursework, or work history to showcase how these have fostered your interest and readiness for the course.

Career Opportunities

Earning an Art and Design degree from a UK university offers a rich variety of career possibilities, allowing you to channel your creativity in numerous ways:

1. Graphic Designer: Create visual concepts to communicate ideas, inspire, inform, or captivate consumers.

2. Art Director: Manage and coordinate the creative design output within advertising, media, or product development environments.

3. Illustrator: Produce drawings, diagrams or similar artwork for use in products like books, magazines, and digital media.

4. Exhibition Designer: Plan and design commercial exhibitions, including art galleries and museums, trade exhibitions and retail spaces.

5. Product Designer: Develop new product ideas and designs based on market trends and consumer needs.

6. Textile Designer: Create original designs for fabrics, carpets, wall coverings, and other textile products.

7. Art Therapist: Use the creative process of making art to improve individuals’ physical, mental, and emotional wellbeing.

8. Art Teacher: Inspire the next generation of artists by teaching art and design at various levels of education.

These are just a few of the creative and rewarding pathways available to you with an Art and Design degree. Let your creativity lead the way to a vibrant career!

UK Admission Requirements

In order to be accepted into the Art Design course at a UK university, applicants must meet the following entry criteria:

Grades: Applicants must have achieved a minimum of a Grade C in GCSE Art and Design, or equivalent qualifications.

Prerequisites: Applicants should have a good understanding of the fundamentals of art and design, including an understanding of the principles of design, colour theory, drawing and painting.

Other Entry Criteria: Applicants should be able to demonstrate a portfolio of work that showcases their creative ability and potential.

This entry criteria is similar to other courses in the UK, as many universities will require applicants to have achieved a minimum of a Grade C in GCSE Art and Design, or equivalent qualifications. Additionally, many universities will require applicants to demonstrate a portfolio of work that showcases their creative ability and potential.

UK Earnings Potential For Arts and Design

The average earnings for someone with a degree in art and design can vary greatly depending on the specific job they pursue. Generally speaking, graduates with a degree in art and design can expect to earn an average of £25,000 to £30,000 per year. However, those who pursue higher-level positions in the field, such as graphic designers, may earn significantly more.

In terms of trends in the job market, there is a growing demand for art and design professionals, particularly in the digital and creative industries. As technology advances, the need for skilled art and design professionals is increasing and this is likely to continue in the future. Additionally, the demand for art and design professionals is expected to increase in other industries, such as advertising and marketing, as companies look to create more visually appealing products and campaigns.

Similar Courses in UK

Other university courses related to Art Design include Graphic Design, Illustration, Animation, and Photography.

Graphic Design is a creative and technical field that focuses on the visual communication of a message or idea. It involves the use of typography, imagery, colour, and layout to create a visual representation of a concept. Graphic Designers often work with clients to create logos, branding, websites, and other visual elements.

Illustration is a creative field that involves the use of visual art to interpret or express ideas. Illustrators often work with clients to create illustrations for books, magazines, and other publications. They use a variety of media, such as pencil, ink, watercolour, and digital tools, to create their artwork.

Animation is a creative field that involves the use of computer-generated images to create the illusion of movement. Animators often work with clients to create animated films, television shows, and video games. They use a variety of techniques, such as stop-motion, 3D modelling, and motion capture, to create their work.

Photography is a creative field that involves the use of cameras to capture images. Photographers often work with clients to create photographs for magazines, websites, and other publications. They use a variety of techniques, such as lighting, composition, and post-processing, to create their work.

The key differences between these courses and Art Design are the tools and techniques used to create their artwork.

UK Curriculum

The key topics and modules covered in an Art Design course in the UK Curriculum include:

• Visual Communication: This module covers the fundamentals of visual communication, including the use of colour, form, composition, and typography. Students will learn how to create effective visual messages and how to use the principles of visual communication in their own work.
• Drawing: This module covers the basics of drawing, including line, shape, form, and texture. Students will learn how to use different drawing techniques and materials to create visual compositions.
• Painting: This module covers the fundamentals of painting, including colour theory, mixing, and brushwork. Students will learn how to use different painting techniques and materials to create visual artworks.
• Sculpture: This module covers the basics of sculpture, including the use of different materials and techniques. Students will learn how to create three-dimensional artworks.
• Digital Art: This module covers the fundamentals of digital art, including the use of digital tools and software. Students will learn how to use different digital tools and techniques to create digital artworks.
• Art History: This module covers the history of art, from the ancient to the modern. Students will learn about the different movements and artists that have shaped the history of art.

In addition to the theoretical modules, students in an Art Design course will also have the opportunity to gain hands-on experience and practical work. This could include working on individual or group projects, using various design software, creating prototypes, and presenting their designs for critique.

They may also have opportunities for internships or work placements in design studios or companies, allowing them to apply their skills in real-world contexts.

Alumni Network

Notable alumni from the Art Design course at the University include artist and designer, Yinka Shonibare MBE. Yinka is a British-Nigerian artist who has exhibited in galleries around the world, including the Tate Modern and the Museum of Modern Art in New York.

He is known for his vibrant, patterned installations and sculptures, which explore issues of race, colonialism, and identity. Yinka has been awarded numerous awards, including the MBE for services to art in 2004.

The university offers a range of alumni events and networking opportunities, including an annual alumni art exhibition, which showcases the work of alumni and current students. There are also regular alumni networking events, which provide a platform for alumni to connect with each other and to share their experiences.

The university also runs an alumni mentorship program, which provides alumni with the opportunity to mentor current students and to gain valuable insights into the art and design industry.

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• How to apply

Applications for all PGCE courses are made through the Department for Education (DfE) Apply System. To make your application for a PGCE at the University of Cumbria you will need to complete the following steps on the DfE Apply website:

1. Search for your chosen PGCE course and vacancies under 'Find postgraduate teacher training.' You can search specifically for the University of Cumbria by checking the ‘school, university or other training provider’ box and then entering University of Cumbria into the search bar.

2. All PGCE courses at the University of Cumbria with vacancies will then appear. Select the course you're interested in for further details and to view entry requirements.

3. You now need to fill in all sections of the form, including your personal statement and referees. Once you have completed the form, DfE sends the form to your referees. We recommend you give your referees a nudge to complete their reference.

Once you have submitted your application and DfE has received your references, we will review your application. No need to worry, we will be in touch directly about any next steps.

Apply Now through DfE

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PGCE - Secondary Art and Design with QTS (11-16)

Want to channel your creativity into inspiring the next generation? In this specialised PGCE pathway, you can support children and young people to hone their imagination and creative skills. Our well-respected PGCE Secondary with QTS supports you through your journey from student to Early Career Teacher (ECT). Moreover, as the PGCE programme includes QTS (Qualified Teacher Status) you'll apply for your first teaching position whilst studying with us. The University of Warwick provides accreditation for the QTS element of this University of Cumbria programme.

Accredited by:

OFSTED Rated 'Good' 2023:

Department for Education

Course Overview

Grounded in the learning of our PGCE Secondary programme, this Art and Design pathway allows you to develop the skills to teach in the secondary school setting, delivering engaging Art and Design lessons. This unique specialism gives you the opportunity to cultivate creativity in young people, nurturing imaginative skills that extend into all elements of their academic career. You’ll learn through a blend of theory and hands-on experience, working within the National Curriculum Framework. You'll explore the key concepts and themes of the PGCE curriculum, confidently devising and delivering engaging lessons to children and young people, aged 11-16 years old. Over half the course will be spent working in the classroom on assessed placement, with school-based enrichment activities alongside your university-based study. You'll take two placements across a variety of schools and settings, building a wealth of experience to help advance your future career.

On this course you will...

• Inspire young people to develop their creativity.
• Benefit from high-quality support from our academics and staff on a programme designed around you.
• Learn from an experienced, highly qualified programme team, working at the forefront of the academic field.
• Enjoy the intimate feel of our course delivery, with small class sizes and your own personal tutor.

What our graduates say

When I think of my studies here, I look at each course with a real sense of achievement. Each has helped pave my career pathway to date, providing me with a first-class education and the necessary foundations to excel professionally. Kerryann Wilson, PGCE Secondary English Alumnus of the Year 2021 and Winner of Pearson National Teaching Award 'Teacher of the Year in a Secondary School' 2021

• Course structure
• Teaching & assessment
• Entry requirements
• Fees & funding

Course Structure

What you will learn.

Our course ensures that you learn all the skills you need for effective teaching, from the basics of structuring and planning lessons to developing personal skills and confidence. Our school-based programme is delivered through dedicated sessions with trainees and school mentors, and allows you to learn from working alongside experienced school colleagues. Develop your creative portfolio with our variety of workshops covering ceramics, printmaking, textiles, drawing and painting, sculpture, brushes and books, along with ICT workshops covering animation and the Adobe Creative Cloud.

There are two distinct phases to teaching on this course; September-December and January-June. In the September-December phase, you will develop your understanding and implementation of key teaching strategies. During this phase you will take your first teaching steps by working with individual groups of pupils in school, gradually building up to the teaching of whole classes. The key focus in this initial phase is that of helping students to understand the needs of individual learners. In the January-June phase, you will hone your whole-class teaching experience, fostering achievement and a love of learning in students, in correspondence to the requirements of the Teachers’ Standards.

• PGSC7011 Investigating Teaching and Learning in Art & Design Explore concepts and structures within Art & Design in-depth, along with the connections between key subject themes.
• PGSC7012 Investigating Teaching and Learning Across and Beyond the School Curriculum Develop a secure understanding of the curriculum and the ways in which as practitioners you can contribute to the school community.
• PGSC9011 Developing Professional Skills, Knowledge and Practice Draw together your school-based experiences and achieve your QTS.

Teaching & Assessment

How you will learn.

As a student at the University of Cumbria, you are part of an inclusive learning community that recognises diversity. You will have opportunities to learn by interacting with others in a collegiate, facilitative and dynamic learning environment. Teaching, assessment and student support will allow equal and equitable opportunities for you to optimise your potential and develop autonomy. We seek to create a stimulating and innovative community of learning, whether encountered on campus or at a distance, on placement or in the workplace. Facilitated by our expert practitioner staff, you will experience a learning environment that is well equipped, flexible, and stimulating.

The Secondary PGCE Curriculum Overview.

During your studies, you will follow our Secondary PGCE Curriculum. The curriculum has 6 themes:

• Professional Behaviours
• Challenging Disadvantage.

The first 5 themes are informed by and align with the 5 themes of the Core Content Framework (CCF), a Department for Education (DfE) publication outlining the minimum entitlement that you can expect from your Initial Teacher Education (ITE) course. These 5 themes are linked to the 8 Teachers’ Standards that you must meet by the end of your course.

Access Core Content Framework

The latter theme, Challenging Disadvantage, is a key focus for the Institute of Education at the University of Cumbria, allowing you to learn from an ambitious PGCE Curriculum that goes above and beyond.

Our PGCE Curriculum is delivered through taught sessions that include students from all PGCE subjects. These occur alongside Pedagogy for Learning (PfL) sessions where you will be taught in specific subject groups led by expert tutors. These sessions will equal twelve full days of training.

The training and skills you learn throughout the generic and PfL sessions are known as Learn That and you will put them into practice during a school placement, known as Learn How To . 

How you will be assessed

Assessment loosely follows two forms; summative and formative. ‘Summative Assessment’, involves making some sort of judgement on your work that is recorded, such as essay writing. 'Formative assessment', is carefully crafted feedback that does not count towards your final grade but helps you develop your professional learning.

Progression

The programme also recognises that gaining a PGCE and achieving QTS is not the end of your professional learning journey. It is with this in mind that the contributory modules have been planned to allow you to undertake a seamless transition to a University of Cumbria MA in education. The learning outcomes of the modules have been mapped to the learning outcomes of the MA and the credits that you accrue on the PGCE are recognised as part of the MA.

You are welcome to apply if you have achieved a 2:2 or above in any Art and Design related degree, GCSE English Language or Literature, and GCSE Maths at grade C/4.

A satisfactory Enhanced Disclosure and Barring Service (DBS) background clearance check and Occupational Health check prior to starting the course.

A satisfactory academic (University) reference, or, a satisfactory professional reference if it is more than 3 years since academic study.

• UK applications: (for equal consideration)

What we're looking for

We want someone who:

• Motivated applicants with the potential to work at a Masters level.
• Evidence of commitment and appropriate professional values.
• A strong personal statement conveying an enthusiasm for the subject, for working with young people and for teaching and learning.
• Graduates with a 2:2 or above degree classification.
• Aspiring teachers who can bring their passion for creative expression to the classroom setting.

Fees & Funding

Tuition fees, 2024 - 2025.

• £9,250 - UK

PGCE Alumni Scholarship

Scholarship fund worth up to £2,000

We're offering a PGCE Alumni Scholarship worth up to £2,000 to alumni of University of Cumbria. Find out more on our Scholarships and Bursaries webpages.

For more information click here .

You will normally spend a whole year in placement. For this year you will be charged a reduce fee of £1650.

The figures above don't include accommodation and living costs.

Tuition fees are set annually and are subject to review each year. The University may therefore raise tuition fees in the second or subsequent years of a course, in line with inflation and/or the maximum permitted by law or Government policy. Students will be notified of any changes as soon as possible.

We have a wide range of scholarships, bursaries, grants and funds available to support you throughout your studies with us.

As when you study for an undergraduate degree, on a PGCE programme most applicants are eligible for student finance support provided by the UK government. This support includes a loan which covers all of your tuition fee, as well as a maintenance loan, which takes into account your personal situation to provide the support you need to live comfortably whilst on your course.

If you train to teach in a shortage subject - Chemistry, Computing, Maths or Physics - you could be eligible for up to £28,000 over the course of your training period. Specialising in Languages, Geography, or Biology could entitle you to £25,000, and English, Music, and Art and Design provides around £10, 000 in tax-free bursary.

In Languages and Physics, trainees starting courses in the academic year 2024/25 will not need to be eligible for student finance to be eligible for a bursary or scholarship. In all other subjects, trainees are only eligible for a bursary or scholarship if they are entitled to support under the student finance criteria.

Scholarships also come with a range of additional benefits, including membership to a relevant professional body, subject specialist events and webinars, subject specialist mentors and coaching, access to classroom resources and subject specialist networks, and continuing professional development (CPD) and networking events during your ITT year.

For more information click  here . 

More Information

We have a wide range of scholarships, bursaries, grants and funds available to support you throughout your studies with us. This includes the Cumbria Bursary - a non-repayable bursary designed to support first year students with a household income of less than £25,000..

Additional Costs

There will be some additional costs. For example all students will need to purchase stationery and may wish to purchase some text books. Extra costs may also be applicable to cover field trips, membership fees etc. although such features are usually options within the course. Books are reviewed annually and are therefore subject to change, course welcome information will provide you with an indicative list for the year.

Books and Journals

Most core text books are available via the University's library, however students may wish to buy copies of any texts used to support your learning on your course. This could cost between £50 - £100 per year.

Students should budget for stationery and consumables for your own personal use. This should include notebooks, pens and pencils for taking notes in class and/or in the field. Students should also budget for the purchase of USB pen drives, as well as occasional printing and photocopying costs incurred in the preparation or submission of coursework. Whilst you will choose how much you need, expect to pay around £30 - £40 per year for these items.

Clothing and Equipment

Students may wish to have their own computer or laptop for undertaking their assignments. This is not however a requirement for access to the programme as the University does make such facilities available across all of its main sites and learning gateway buildings. Should students wish to purchase a computer then an entry-level laptop would suffice, £300 - 400. Placement will require sensible, professional clothing and footwear as appropriate to the setting.

Field Trips

Students will need to fund their own transport to their placement. There is the possibility that a university arranged placement will require travelling time, and any expenses incurred are to be met by the student. Therefore, the student should budget for these travel costs.

Lancaster Campus

Lancaster is the Red Rose heartland, a student haven full of history and culture. With iconic stone architecture, parkland, and a caring community, this is the place to get involved. The campus houses top-quality facilities tailored to the needs of life-savers, world changers, and future leaders.

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Writing a personal statement for a PGCE

How To Write a PGCE Personal Statement

Your personal statement is crucial to the success of your application and must be well written, concise, well-structured. It must also clearly demonstrate your reasons for choosing teaching and your commitment and suitability for this career in only 47 lines!

Before applying, do your research. Find out what being a teacher is really like. Get experience in a school, talk to teachers and read careers information.

General Tips:

• Compose your statement in Word and cut and paste it into your online application. This will allow you to ensure it fits, that you have used spell check and have proofread it to ensure its word perfect. Personal statements with a poor level of written English will be rejected.
• Use Verdana 12 as this is the size and font used by UCAS.
• Ensure it has a good structure with an introduction, a middle and a conclusion.
• Get someone to check your final draft who is knowledgeable in this area and whose judgement you trust.
• Research the Training Provider you are applying for. Which skills/experience/qualifications do they expect?

Your Personal Statement should:

• be persuasive
• be fluent, realistic, relevant and specific
• mention young people- it is about enabling them to learn rather than why you want to teach
• overuse of short sentences all beginning with ‘I’
• general statements and narrative
• I feel/think/believe – instead, use positive action words e.g. planned/managed/implemented/organised
• making a statement without having evidence to back it up

Sections in your Personal Statement:

• Introduction- why teaching and why you?
• The relevance of your work experience
• What subject you want to teach and why?
• Additional factors
• Concluding paragraph

1.Introduction

Why teaching?

• What is your motivation? What has influenced your decision to teach? Avoid ‘I have always wanted to teach’ or ‘I believe teaching is worthwhile’ or ‘I like children’.
• Concentrate on what influenced your decision to teach, how the idea has developed and what can you offer in terms of personal skills and attributes.
• Have certain people influenced you? Why? How?
• Show your desire to work with young people and refer to evidence.

Make a list of skills and qualities that you have that can be linked to all the key skills that make an effective teacher and how you can demonstrate this with examples:

• Organisation
• Communication
• Energy & enthusiasm
• Responsibility
• Love of subject
• Team player

2.Relevant Experience

School-based experience:

• Where? Try to avoid visiting the school you attended as a pupil
• How long for? One day is probably not enough time to see what it means to be a teacher, you need enough time to gain a good understanding of teaching and schools.
• What did you do? Did you observe lessons, work as a TA, attend meetings/training/ research curriculum/teaching and learning/had a focus on EAL or SEND pupils?
• What Key Stages did you experience? Make sure it is relevant to the specific PGCE course you are applying for.
• What techniques did you observe? Effective and not effective and why?
• Lesson-planning
• Classroom organisation
• Classroom management
• Inclusion/ diversity issues e.g. English as an additional language (EAL); special educational needs (SEND); disadvantaged pupils and gifted and talented pupils.

Always say what you have done and how it demonstrates the skills required as a teacher. For example, ‘reading with a group of pupils showed me that…’ or ‘working with a low ability group allowed me to…’

Other work with young people (paid/unpaid): 

• Youth groups
• After school groups
• Summer camps

What if you don’t have any relevant experience?

Highlight the other experiences you have engaged in and use these to demonstrate your understanding of teaching and schools.

3. What subject you want to teach and why?

• For Secondary, you need to show that you are passionate about your subject area and passing on that enthusiasm to young people.
• Link to relevant work experience, what have you observed and match your skills to this.
• Refer to any research you have done regarding your subject and also the curriculum/ examinations you would be required to teach at that Key Stage
• Link your qualifications and wider reading to your subject knowledge, if your qualifications are not relevant you need to show how you are going to develop your subject knowledge in order to teach the subject.
• State why you have applied to this particular type of PGCE course e.g. school-based/ flexibility/ reputation.

4. Additional Factors

• Hobbies linked to the profession/ skill set e.g. value-added skills such as sport, music, language etc.
• Additional courses you have completed/ completing e.g. ICT, subject knowledge enhancement course etc.
• Further experiences planned for the future prior to commencing a PGCE course.

5. Concluding Paragraph

• State your commitment to the course, acknowledge that teaching requires dedication, stamina, time management, being pro-active
• Reinforce your reasons for being committed to teaching
• Demonstrate awareness of the physical and mental demands of the course and the profession
• Career plan – what is your goal for your teaching career?

A teacher’s must-have qualities:

• Interpersonal skills
• Ability to think of their feet
• Good time-management

Background Reading

www.ucas.com/ucas/teacher-training 

Times Educational Supplement ( www.tes.com )

www.theguardian.com/education

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Kickstart an exciting career in Graphic Design at Middlesex University.

Art and Design

Art has always been a form of expressive and elevating nature. Telling intricate stories through compositions and being able to denote messages through imagery has been a fundamentally meaningful aspect of my upbringing. Being half Dutch and immersing myself in the language has enriched my understanding of the world, whilst allowing me to see creativity across different nations, thus expanding my knowledge and curiosity for the subject.

My infatuation for art and design and therefore, drawing and illustrating has been prominent from a young age- seen through gaining East Anglia young artist 2010 and leading me to study A level art. This has been a process both creatively and personally developmental. I've allowed and encouraged myself to use the qualification and workshops as a platform for my own personal interpretations and ideas. This notion is intriguing as it has really urged me to think less like a standard student and more like a practising artist or designer; assisting me to adhere to briefs whilst thinking imaginatively. Taking this course will propel me to find new ways of communicating such as through print, visual arts and animation. Moreover, always drawing and creating in my sketch-books and finding inspiration everywhere has allowed me to start to develop my own unique style and therefore, I'm excited to experiment with new methods towards art in a focused and practise environment.

My inquisitiveness has taught me to question multiple facets across the broad spectrum of art and design. I take pride in teaching myself about adobe Photoshop and illustrator, allowing me to gain more of an insight into the technical aspects of art and digital strategies. Social connections in the industry are crucial, therefore setting up an art Instagram has encouraged me to share my work with fellow artists and peers. I have also gained valuable interpersonal abilities through volunteering in my local town and other activities around school, allowing me to express opinion and critique along with team-building skills- nurtured through bronze DofE.

Across my studies, I have always questioned 'how can I take this further?' and 'how will this benefit others around me?' meaning a range of interests alongside art have been significant for me. History has encouraged a love of analysing and evaluating, in addition to teaching me about diverse cultures and societies. I enjoy this, as enriching myself with a range of information both in and outside of the lesson is important in gaining perception into what we have and what we should appreciate. Translating art into other subjects has taught me that it doesn't necessarily have to lie at the end of a pen, but art is ever-present in a multitude of societal contexts. English language A-level has taught me multiple skills and opened many doors in terms of analytical abilities. Growing up, I was fascinated by Shirley Hughes books and illustrations and how she uses art and language together as a platform for storytelling. This curiosity has encouraged my own personal research into typography and how it can be used as a new way of relaying messages graphically. Maths AS level has helped likewise in using all kinds of techniques and approaches to solve a problem. This I think, is a valued skill that I can bring to degree level studies and flourishing into a successful artist.

My own imagination and passion have the ability to create original and innovative work to the highest standard. The desire to craft comes from within, and gaining a degree in an art and design-based subject will provide a valuable grounding in producing work on a personal but professional scale. These final steps will help me get to where I want to be as a creator, gaining and achieving knowledge along with expertise- so that I can make a personally significant impact on the world and therefore, live a dream that I've had ever since I could pick up a pencil.

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Centre for Teacher Education

Pgce secondary with art & design.

Course code

Full-time - TBC

Qualification PGCE Secondary Art & Design

Duration 1 year

2 nd September 2024

Department of Study Centre for Teacher Education

Location of Study University of Warwick

The course is underpinned by the values of creativity, intellectual curiosity and social justice, recognising the potential of the subject to play a critical role in the development of young people in a diverse, fast-changing society.

You will be taught by a creative practitioner with over 30 years of professional experience within art education at all levels. Whether your degree is in Textiles, Fashion, Graphic Design, Photography or Fine Art, you will undertake a series of dynamic workshops which integrate theory and practice.

Alongside the mentoring by experienced Art and Design teachers in partner schools, this will enable you to become research-informed, highly skilled and innovative classroom practitioners. The Art and Design course is enriched by a range of visiting specialists and enhanced by visits out to centres of excellence in schools and art galleries, taking advantage of the proximity of the Mead Gallery and the renowned University of Warwick Art Collection.

You will be fully prepared to gain employment in schools through one-to-one support with applications, portfolios and the interview process. As a result, our trainees are highly successful in gaining employment in teaching, often gaining rapid promotion in the early stages of their careers.

  96% of our trainees find employment upon completion of their course ( 22-23 post-course survey respondents )

  98% of trainees are confident that the training they received from Warwick will make them a good teacher ( 22-23 post-course survey respondents )

  We're nationally known for the quality of our training, and we partner with over 500 local schools in Coventry, Warwickshire and the West Midlands.

SHOWCASE 2023

Find out more about our Art and Design Showcase for 2023 - Where trainees showcase their work with pupils from placement schools in an online exhibition. Watch videos of each trainee talking passionately about the importance of art in schools and view outstanding artwork by pupils across all media.

• Course details
• Entry requirements
• Core modules
• Fees and funding
• Apply and visit

Course overview

Our Secondary Postgraduate Certificate in Education focuses on the 11-18 age range. Our course will develop you into a highly effective teacher, equipped with the values, skills and knowledge to become a successful school leader.

Our courses offer the best of both immersive, school-based training and regular teaching input from experts with subject specialist teaching experience. In addition, you can access the support and learning facilities of a world-class university.

On the course you will develop a secure subject knowledge base, and the ability to plan and teach in your subject so that all pupils learn and make good progress. You will learn how to assess and evaluate learning and develop your teaching to ensure progress for all pupils. You will also learn about the needs of pupils and how to adapt your teaching to strengthen inclusion in your teaching.

In partnership with regional schools, we will ensure that you have the skills and knowledge needed to forge a strong personal and professional identity, which you will continue to develop throughout your career. The Warwick Teacher Values, of Social Justice, Intellectual Curiosity and Creativity run through all our programmes.

What is a PGCE?

A Postgraduate Certificate in Education (PGCE) is usually a one-year teacher training course. It offers a mixture of academic and practical learning, and it's the first step for graduates in the development of a teaching career. It provides a recommendation for Qualified Teacher Status (QTS – a requirement to teach in the state school system as an Early Career Teacher).

Which route will you take?

Throughout the year, both the University-led and Partner led routes are taught together. From September until the end of May, you will spend one day a week at the university. During the final few weeks of the course, you will experience five days a week in school.

There are regular personal tutorials with your university personal tutor throughout the year, as well as weekly mentor meetings in school and termly school visits from your moderation tutor. A minimum of 120 days are spent on school placement and a short primary school placement is undertaken during the year.

Core | University-led

On the university-led PGCE programme you will undertake two main school placements organised by our partnership office, one for one term and one for two terms.

You will also have further days in school as part of our Intensive Training and Practice programme focussing on key pedagogies including behaviour, planning, literacy and inclusion. The rest of the programme will consist of sessions taught by the University of Warwick as well as independent study.

If you feel passionate about teaching and would like a programme offering placements in a range of schools, this may be the best option for you. We will provide you with a good grounding upon which you will be building your professional skills and understanding in schools. A limited number of optional three-day placements in a special school are also available to students on the University-led route.

Lead Partner route

Partner-led trainees have placements in two schools organised by the Partners school. Two terms are based at the host school and up to one term at an alternative setting where the complementary placement takes place.

You will also have further days in school as part of our Intensive Training and Practice programme focussing on key pedagogies including behaviour, planning, literacy and inclusion.

If you would rather be immersed in the classroom environment and school culture and apply directly to one of our lead partners, consider the Partner led route where you'll spend the majority of the year based in a single school. There are two Lead Partner Routes available, Partner Led Training and School Direct Salaried , on both routes you’ll complete a complementary placement.

On the Partner Led training route you may be eligible for funding through tuition fee loans and bursaries. School Direct salaried provides an employment-based option and is ideal for graduates with extensive work experience, who have worked in a school or similar setting for some time. You won’t be eligible for any bursaries or scholarships but you will receive a salary while you train. School Direct (salaried) trainees are usually contracted to the end of the school year.

Why Warwick?

In the Centre for Teacher Education, our values-based approach to developing early career teachers derives from our commitment to developing teachers who are just,   curious, and creative who contribute positively to every child’s educational outcome (including SEND and EAL pupils), and to tackling social deprivation.

At Warwick, we’ll help you find your own path to success. We understand that teaching is more than just a job. We also know that you are more than just another applicant. That’s why our approach is tailored around your needs. We’re focused on getting you prepared to enter the classroom, and ready for all the challenges that teaching throws at you. We won’t drop you in at the deep end, but we will help you become accustomed to different school environments.

We have a long history of providing students with the best access to the contacts, resources and facilities needed to fulfil teaching promise. You’ll also benefit from our research-informed teaching, delivered at an acclaimed university with a reputation for excellence. That teaching will come from people who truly understand about the journey that you’re taking.

There’s lots to take in when you think about becoming a teacher. That’s why we ensure that support is available whenever you need it. As well as having a personal tutor, that will support you throughout the time you’re at Warwick, you can rely upon the friendship and guidance from your fellow trainees. We also have online resources dedicated to giving you the help and support you need.

So choose Warwick, and give yourself the ideal start for that journey. Be somewhere which believes your teaching career can be as long, rewarding and enjoyable as you want it to be. Be somewhere that trusts you to follow a more personalised teaching path, but will be there for you wherever that path takes you.

Enrolment questions: cte dot admissions at warwick dot ac dot uk

General entry requirements

Minimum requirements.

• Bachelors degree with Honours at 2:2 or above, or equivalent level.
• At least Grade C or the new Grade 4 in GCSE English and Mathematics.*

Equivalency Tests

We are able to accept approved 3 rd  party equivalency tests in place of GCSEs. The c urrent providers that have been approved are as follows, with details of the current discounts that are available . If you are intending to use another equivalency testing company, we recommend you contact our admissions team prior to doing so to ensure that they meet the entry criteria.  

Equivalency Testing

• Why choose Equivalency Testing?  
• Long standing company  
• Excellent student support  
• Secure testing  
• Good and quick feedback  
• Significant discount available for PGCE offer holders, please email [email protected] for the code.  

A Star Equivalency **

Why chose A Star Equivalency?  

• A clear outline of required material in each exam  
• Rolling programme of live online subject specific support sessions.  
• An extensive range of  free  support material  
• Practice papers and marking schemes  
• Discounted from £165* to £139 (saving £26). Please contact [email protected] for the discount code.  

If you are intending to use another equivalency testing company, we recommend you contact our admissions team prior to doing so to ensure that they meet the entry criteria.  

English requirements

Your spoken and written English must be of an adequate standard for postgraduate study. If English is not your first language, you will need a minimum score of 7.0 under the International English Language Testing System (IELTS) .

Find out more about English requirements at Warwick .

Documentation

If you graduated in the last two years, you’ll need to provide an academic reference. Please refer to your DfE portal for further information

You will need original certificates of all your qualifications. If you don’t have these any more, you can obtain a Certified Statement of Results instead, but these can take some time to retrieve from exam boards and you may need to pay a fee.

Classroom Experience

Although it is not a requirement for entry, we strongly recommend that you have some experience in the classroom within mainstream UK schools (Key Stage 3 and 4) before applying. This experience will give you a flavour for your potential future career and will help you write your application. Find out how to gain school experience.

  Safeguarding checks

We are committed to safeguarding and promoting the welfare of children and young people and expect all staff, enrolled trainees and offer holders to share this commitment. The successful completion of an enhanced DBS check to confirm your suitability for the profession is a condition of any offer to study within CTE. Disclosure does not automatically make you ineligible to enrol onto a PGCE course, each application will be considered on a case by case basis, we recommend you use the DBS guidelines for applicants with previous convictions .

*The new grading system for those receiving their results for GCSE Maths and English was adopted in 2017. The grading system is now 9-1, with Grade 9 awarded to those students in the very top tier. Grade 4 is considered equivalent to the old Grade C.

** Special offer for the University of Warwick students. Maths exams are available in Foundation or Higher. English, Science and Biology are untiered If students require further support, we offer a range of low cost options.

Core Modules

Subject studies.

This module is taught by a subject specialist and focuses on the theory, method and practice of teaching your own subject.

Professional Enquiry

This module aims to add depth and breadth to your professional development by supplementing the practical, school-based components of your training, by developing you as an effective reflective practitioner who is able to engage critically with both academic research and your own practice.

Professional Practice

This module contains both taught content and school placements, focusing on the Teachers Standards which range from behaviour management and lesson planning to personal and professional conduct.

You’ll be assessed in the following ways. All assignments are submitted in electronic form. Your tutors will give you formal feedback identifying the strengths of the academic piece, and offer any advice for future work. The current assessment methods consist of the following, however, CTE reserves the right to change these as appropriate in line with the requirements of regulatory authorities such as Ofsted and the DfE.

Subject Studies (Master's level)

A series of assessments focussing on both educational theory and issues in your specialist subject (1 x 3000-word essay, 1 x Academic Poster.)

Professional Enquiry (Master's level)

A reflective case study on an area of educational practice in your placement school(s) supported by a literature review (1 x 1000 word formative essay and 1 x 4000 word essay.)

Professional Practice (Honour's level)

Meeting the Teachers’ Standards at a Good or Outstanding level (Regular observations by mentors and Teaching Fellows; Tutorials; Professional Digital Portfolio, Viva Voce.)

Fees and Funding

Additional Costs

• Study costs There may be extra costs on top of the tuition fee, such as set books, a computer and internet access.
• Computing requirements A computing device with a browser and broadband internet access is required for the course. The university provides central guidance on the recommended specification for any device you use to undertake your academic work.
• Travel expenses There will be extra costs associated with travel to professional practice placements

For up-to-date information concerning fees, funding and scholarships for Home/EU and Overseas students please visit Warwick's PGCE Fees and Funding webpage Link opens in a new window .

Your career

Career progression may be through a specialist curriculum or pastoral role, or by moving into management. Teachers may become heads of Key Stages or coordinators of a cross-curricular area, such as special needs or careers education, as well as subject or professional mentors for trainee teachers on placement.

Upon completing this course you'll be recommended for qualified teacher status (QTS) and gain 90 credits at Master's level. This allows you to fast-track to stage two of our Master's degree, quickly progressing your professional development. If you choose to complete a different Master's, you can still use 60 credits towards your course.

What do our students say?

The course always contained dynamic and interesting sessions that have inspired my practice this year.

Anonymous Former Trainee Graduated 2019

PGCE University-led (core)

Applications are usually open between October - June. Once you have your course choice and certificates, you can apply through DfE Apply.* Link opens in a new window

Lead Partners

You can find our lead partners on DfE apply - Each school has a different DfE Apply Code and you can apply directly to the partners. Our proposed lead partners for 2024/25 are:

With the possible addition of more. The list will be updated here once partnerships are confirmed.

*When applying for the University-led PGCE through DfE Apply, you need to select the University of Warwick. If you are applying for a Partner led route with us, you select the name of the school accredited by the University Of Warwick.

We recommend that if you wish to gain your qualification through the University of Warwick, you select your DfE Apply options as University of Warwick University-led (Core) and one of the schools affiliated with us (Lead Partners). We have lots of information about our partner schools available.

Art and Design PGCE

London, Bloomsbury Ages 11 - 16 Secondary

The Art and Design PGCE is a challenging and forward-looking programme. The course prepares students to teach across the 11-16 age range, and to develop their knowledge and understanding of teaching the subject at A Level / post 16. The course encourages students to relate art, craft and design education to contemporary art practice. It has a strong reputation for promoting innovation in education theory, practice and policy.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications open

Start teaching

IOE, UCL’s Faculty of Education and Society, has been ranked 1st for Education in the QS World University Rankings by Subject for the past decade (2014–2023).

• Entry requirements

First degree

A minimum of a lower second-class UK Bachelor’s degree or an overseas qualification of an equivalent standard in an Art and Design related subject.

No specific subjects required.

English Language and Mathematics at grade C or 4. We do not accept "applied" or "additional" GCSE subjects. Applicants who do not offer a GCSE in English Language or Mathematics may demonstrate an equivalent standard by completing a test via Equivalency Testing or A Star Equivalency and achieving at least a grade 4. For Mathematics, equivalency tests in Mathematics Foundation or Mathematics Higher with grade 4 are accepted. BTEC, Functional Skills or Access course qualifications are not accepted in place of GCSEs.

School experience

We recommend that you aim to gain some experience in a classroom prior to interview.

Skills tests

Trainees will be assured against a set of fundamental Mathematics and English skills by the end of their teacher training.

Relevant experience and background

Applicants whose degree qualifications are lower than 2:2 standard may be admitted if they can demonstrate an appropriate academic background at master's level and above and/or significant postgraduate experience in the relevant field.

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

The English language level for this programme is: Level 2

Further information can be found on our English language requirements page.

This programme is suitable for international students on a Student visa - study must be full-time, starting September.

DBS and occupational health

If you are made an offer you will be required to successfully complete Occupational Health and Disclosure Barring Service (DBS) Enhanced Disclosure checks. The Occupational Health Check is £90, and depending on your DBS requirements, there may be an additional fee of £15.00 if you can submit your DBS Enhanced Disclosure check via a UK Post Office. These checks are required to ensure you meet the Department for Education’s requirements for physical and mental health to teach, as well as assessing your suitability for access to children and vulnerable adults. More details can be found on the Entry requirements page.

About this course

This programme supports students in becoming confident, creative and critical teachers of art and design. We do this through:

• Promoting inclusive art and design pedagogies that enable all pupils in the classroom to flourish.
• Encouraging our students to model thinking through making in the classroom as practising artists, designers, curators and art historians
• Interrogating current policy and art and design education practice through different theoretical and pedagogical frameworks.

The Art and Design programme will feature four ‘Intensive Teaching & Practice’ (ITAP) sequences designed to establish and develop students’ art and design teaching through the year. Closely linking theory and practice, and enabling students to observe, deconstruct, plan, practice and progress in specific areas of teaching, these focus on 1) behavioural expectations, 2) establishing a positive learning environment, 3) negotiating the politics of representation and 4) modelling sustainable thinking through making.

Towards the end of the PGCE, students will initiate a curriculum development project that explores the relationship of their particular constellation of specialist practice in relation to the art and design classroom. They will then research an issue that arises through this experience via their own studio practice, culminating in the display of their work at a final exhibition that represents their personal philosophy for art and design education.

Who this course is for

Graduates with a good degree (2.2 and above) in Art & Design are invited to apply. This includes degrees in art, craft, design and art history.

The Secondary PGCE is suited to those wishing to gain Qualified Teaching Status (QTS) for teaching in a UK Secondary school and who have fulfilled the appropriate entry requirements.

What this course will give you

You will have access to excellent studio space and facilities for Art and Design, including a computing suite. The programme also has strong links with galleries, museums and other sites for learning, which are recognised as an important resource for engaging students in cultural and social issues.

Our approach to ITAP is proudly subject-specific. Our ITAP sequences are embedded through the Art and Design programme and will give students the opportunity to build their practice and confidence in pivotal areas of art and design-specific pedagogy.

As a leading PGCE in Art and Design in the country, this programme has a strong reputation for promoting innovation in education theory, practice and policy. The tutor team provide a wide range of expertise and interests in contemporary art practices, alternative pedagogies and art histories.

A distinctive feature of the programme is the final exhibition where, using their own creative practice, artist-teachers develop work representing their personal philosophy for art and design education.

The teacher you want to be

Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and beyond. Almost all graduates secure their first teaching post by the time they finish the PGCE programme.

Our graduates also have great career prospects in the long term. Many become Head of Department or Head of Year within 2-5 years, often acting, in their schools, as mentors to new PGCE student teachers and later becoming senior leaders and indeed headteachers. Others have developed their careers as subject specialist teachers and educators, both becoming lead teachers in the classroom and researching, writing and advising other teachers themselves.

Overall, the Secondary PGCE Programme aims to provide a springboard into a rewarding career as a skilled subject specialist teacher and future educational leader.

The tools of a great educator

• Understanding of theory and subject or phase pedagogy
• Creating a successful climate for learning, including behaviour management
• Planning and teaching classes that engage pupils
• Using assessment to inform planning
• Working with the wider school community, including parents

Employability

Graduates of this programme are currently working across a broad range of areas. Some are working as teachers and heads of art and design departments in schools and colleges, while others have jobs as education officers in galleries and museums. Graduates in this area can also be found working as lecturers on art foundation courses.

Accreditation

Students who successfully complete this programme will be recommended for Qualified Teacher Status (QTS).

The programme is taught through a mix of face-to-face and online sessions, (including keynote lectures and debates, presentations, discussions, and classroom group tasks), and a practical teaching element based in two schools. Students are required to read widely and to carry out written assignments in their own time. 

Students will also take part in specific activities that provide the opportunity to focus on specific, pivotal areas of our curriculum. These opportunities (totalling 20 days of ITAP) will strengthen the link between theory and practice and provide students with specific feedback to support their progress in these pivotal areas. 

We have identified four placement days for ITAP. The remaining 16 days for ITAP will take place during IOE timetabled time.  

Assessment is by practical teaching, assignments and portfolio tasks.

When students are not undertaking face-to-face teaching at IOE, they will be spending at least 124 days of teaching practice in IOE Partnership Schools.

Contact hours vary throughout the year depending on whether students are on placement or attending IOE.

Students undertake two modules at level 7 (Masters level) of 30 credits each and one Professional Practice module at level 6. The level 7 credits can be carried forward onto some full Masters programmes at IOE (check individual programme requirements).

When you are not undertaking face-to-face teaching at IOE, you will be spending at least 124 days of teaching practice in IOE Partnership Schools.

Throughout the year, you will also participate in specific activities at IOE and in school that focus on important areas of our curriculum. These activities (totalling 20 days with at least 4 days in school) will help you to better understand links between theory and practice. They will also involve feedback from experts so that your progress is supported in these pivotal areas. These days form part of your 124 days on placement.

You will be awarded a PGCE when you successfully complete all three modules.

Compulsory modules

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Upon successful completion of 60 credits and the Professional Practice module, you will be awarded a PGCE in Art and Design.

School placements

You will spend the majority of your time in schools, working with art and design mentors who support you through your two school placements. We are fortunate to have a good choice of schools with whom we work, with some outstanding mentors and strong art and design departments.

The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

During placement periods you should be prepared to travel to and from each school placement. It should be noted that there is variation in how accessible schools are, and whether they have parking facilities. However, if you let us know of any particular accessibility needs you have, we will endeavour to accommodate them.

We ensure your placement will provide fulfilling and valuable experiences through:

• A dedicated team who will identify the best schools for your placements
• Support and guidance from your university tutor and your school-based mentor
• School experience that allows you to progress at an appropriate pace for you
• Reasonable travel times from your home to your school

Making the most of your placement

Teaching is a demanding profession and student teachers can feel nervous about school placements or anxious about the workload. Your tutor and school-based mentor will help you navigate your school experience, ensuring that you have the input you need. Empathetic feedback and discussion about your developing professional practice will support you to be successful.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Online - Open day

Graduate Open Events: PGCE Secondary Teacher Training

Are you interested in a career in teaching? Join our virtual events to find out more about Teacher Training at UCL, including admissions and student funding information.

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students are responsible for funding their travel to and from placements.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

Bursaries and Scholarships may be available for some subjects, subject to eligibility. Visit the Department for Education website for information.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website .

Digital Media Programme Bursary

NOW CLOSED FOR 2024/25 ENTRY Value: £5,000 (One year) Criteria Based on financial need Eligibility: UK

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

Application and next steps

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

Got questions? Get in touch

Culture, Communication and Media

[email protected]

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Personal statement for PGCE secondary

If you want to teach children aged 11 and over you'll need to apply through the Department for Education's (DfE) Apply for teacher training service

This example should be used for guidance only. Copying any of this text could significantly harm your chances of securing a place on a course.

Example personal statement for PGCE secondary

I became interested in teaching after realising how much I had benefited from excellent and passionate teachers. They exuded a real sense of enthusiasm for learning, which inspires me to pass on that passion.

My love for computing developed during my A-levels after discovering an aptitude for programming and networking. This drove me to study more, going on to gain a 2:1 in BSc Computer Systems and Network Engineering from the University of England. Studying at university developed my passion for computer sciences and taught me a range of transferable skills that I believe are fundamentally important to teach young people. This is demonstrated in my dissertation, which was awarded a first, investigating The Internet of Things (IoT) and how it can help shape educational establishments of the future.

While at university I decided to volunteer as a teaching assistant in a mainstream school. By my final year I was able to take responsibility for running activities in the classroom, balancing the needs of each child and managing behaviour issues. In addition, I regularly helped run the lunchtime computer club. In working with more vulnerable students such as SEN learners I saw the role played by support staff in maintaining control of the classroom, particularly with those who can be disruptive when under stimulated. I learned the importance of differentiating lesson plans to educate and engage students with special needs and the power of strategies such as a well thought out seating plan and friendly competitiveness in learners. I saw students develop within the classroom as a result of my determined support and these good working relationships are beginning to result in higher grades. I have liaised well across several departments to communicate information about students in an organised and diplomatic way.

One highlight was when I supported a young person with ADHD who attended computer club. They had been struggling to remain focussed and on task in class but were able to focus well when completing tasks on a computer. As a result, they suffered from poor behaviour, disengagement and low self-esteem. I negotiated with some class teachers to allow this pupil to use a tablet during their lessons. The pupil could then access any PowerPoint presentations being delivered to enable them to go back and reread specific slides. They could also access links to visual resources to enhance their understanding of the subject being taught. Homework was posted online for them to complete and submit electronically. This was such a success that the school invested in more tablets to be used by a range of students across the school. This further inspired me to want to become a teacher to enable me to support others who may be facing barriers to learning that could be tackled through the introduction of technology.

To support my professional development further I undertook short work placements in two other schools. Volunteering in Key Stages 1 and 2 confirmed my desire to teach Key Stages 3 and 4. I became aware of the many demands placed upon teachers and their time and I believe that the project management, communication and problem-solving skills gained during my degree will be invaluable assets within the classroom and beyond. I was exposed to a range of pedagogical models and teaching methods, which is something I look forward to learning more about on a PGCE.

One of my hobbies is to make short films about how to use different forms of technology and software packages. I post these on YouTube as instructional videos. These have proved to be very popular and I am considering how I can use this type of activity to benefit the students I teach. One option is to support students to create their own videos to help deepen their understanding of a subject, which they can then choose to upload to the school's virtual learning environment to aid their peers if they wish.

During school placements I witnessed the challenges and rewards present in a school environment. Teachers need to be resilient particularly when working with students who find school difficult, do not want to engage and do not want to accept support. However, I look forward to working in the education system and believe I could help and inspire students to develop their future aspirations.

While researching for my dissertation I spoke with secondary school teachers about the challenges their students faced and one that came up often was digital poverty. In many inner-city schools, pupils do not always have access to up to date and reliable computer technology to allow them to keep up with the advances in technology that they’ll face when seeking employment. One of my aims would be to investigate how the use of integrated technologies, as well as fostering links with local companies and the community, could result in a cost-effective solution allowing all students equal access to computer technology.

Technology has become its own form of literacy due to its prevalence in everyday life. Numerous careers use at least one aspect of Microsoft Office or Google Drive daily; balancing budgets on spreadsheets, creating slides to be presented, or attaching documents to emails to communicate important information. Allowing students to learn and refine these skills prepares them for life beyond the classroom.

With technology being present in many classrooms, and not just to teach computing skills, the introduction of the IoT could enhance learning activities even more. It could provide improved connectivity, introduce artificial intelligence and virtual reality to the learning environment as well as cloud computing platforms. I am excited about the future of education and how I can be an active part of it.

When writing your personal statement, you need to include:

• What inspired you to choose teaching.
• Why you wish to teach at secondary level.
• Your knowledge of the pressures and rewards of teaching.
• The personal qualities and skills that will make you a good teacher.
• How you might contribute to the wider school environment such as running extra-curricular activities and clubs.
• Any experience of working with children and what you learnt through doing this.
• Evidence of your knowledge related to the subject you hope to teach.
• Any relevant work or unpaid experience.
• Your degree, degree modules and dissertation topic where relevant.
• Any relevant skills, hobbies and achievements.

Find out more

• Read all about applying for teacher training .
• Get prepared with our teaching interview questions .
• See more examples of teaching personal statements .

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INNOVATIVE COSTUME OF THE 21st CENTURY: THE NEXT GENERATION  

Has been extended until October 2 at the: 

 A.A. Bakhrushin State Central Theatre Museum 

Center for Contemporary Arts-MARS 

The State Historic Museum Exhibition is closed.

INNOVATIVE COSTUME of the XXI CENTURY: THE NEXT GENERATION

WELCOMING STATEMENTS:

DMITRY RODIONOV

General Director A.A. Bakhrushin State Central Theatre Museum

Chairman of the Organizing Committee

Head of Project

The title of our project INNOVATIVE COSTUME OF THE 21st CENTURY: THE NEXT GENERATION may seem too avant-garde for the artistic search industry.  The term “innovative” is customary for a market economy. This is how a new or significantly improved product or process, a new sales or a new organizational method in business practice, workplace organization is defined. Innovative development today is becoming one of the determining factors of national success of the economic strategy all over the world.

What is innovation in art?  In other words, something new or updated thanks to the earlier achievements?  Actually, the whole history of art is a dynamic update of the aesthetics of styles and genres.  Even when it seems that the new completely denies the previous, in fact any avant-garde is invisibly connected with the art of the past.  So, this is a constant movement: “Innovatio”---"towards change”. It turns out that innovation and art are inseparable. Theatrical costume, in particular, and the costume in a wider context in the field of performing arts is the focus of our project.  How do young artists who have actively entered the profession in the last ten to fifteen years, reflect the changes in our life, whenever they occur? This reaction is extremely important for all of us to understand the global mental shifts in the social and cultural space of the new century and the millennium of human civilization.  An amazing panorama of images arises in the works of artists represented at the exhibition, connecting an inventive and exquisite form with bright colourful and sensual context.  You can see how problems common for artists from different countries unite them in their work, how an artistic search leads some of them to natural forms, others to abstract constructions.  The creative palette of this artistic movement is the least quiet and calm water surface. On the contrary, one wave rises above another, and it seems that somewhere near is the culmination of the tenth wave, beyond which a new harmony of our being can arise.

I am sincerely grateful to Igor Roussanoff and Susan Tsu for this fascinating journey, which thanks to their patience, perseverance and intuition, is successfully completed.  The project, of course, could not have taken place on such a scale without the active participation of regional curators and employees of the Bakhrushin and the Historical museums.  An important contribution to the project was the support of OISTAT (International Organization of Scenographers Theatre Architects and Technicians), USITT (United States Institute of Theatre Technology) USA, CMU (Carnegie Mellon University) USA, NACTA (National Academy of Chinese Theatre Arts) China, TATT (Taiwan Association of Theatre Technology) and the Academy of Fine Arts in Warsaw, Poland.

Uniting around the project of many people and organizations can certainly be considered our joint achievement.  And most importantly, the audience will see the work of young artists and will be able to experience the joy of empathy in search of beauty and truth, both in art and in life.

IGOR ROUSSANOFF

Artistic Director

MAKE THE WORLD A BETTER PLACE

There is no future without a present, as there is no present without a past.  -Alexandra Exter

INNOVATIVE COSTUME OF THE 21st CENTURY: THE NEXT GENERATION is the second large-scale project from the series, COSTUME and TIME.  This new project represents experimental work of young designers from more than 40 countries around the world.  At this exhibition, you will see a range of work for theatre, fashion, and performing arts from designers who began their professional careers between 2000 and 2019.  This project continues research into the development of modern theatrical-visual thinking in the spirit of the previous exhibition, COSTUME AT THE TURN OF THE CENTURY: 1990-2015, which provided the international community the premier opportunity to become more familiar with the art and development of theatrical costume of the late 20th and early 21st centuries.  This exhibition presented a wide palette of work by artists for both experimental and traditional forms of theater and created a unique opportunity to consider the main and important trends in the development of the design of theatrical costumes on a global scale.  It showcased over 1,500 pieces by more than 250 designers from 30 countries representing different generations, social status, and cultural heritages. This exhibition, with all of its variety of styles, ideas, and opinions, allowed us to analyze, compare, and evaluate creative searches in the interpretation of the artistic representation of theatrical costume in the transitional period of the 20th and 21st Centuries.  It made an invaluable contribution to the enrichment of the artistic and theatrical vocabulary of our contemporaries.  

Taking into consideration the special place that innovative costume has gained during the last four decades, be it in the theater, fashion, or in performance arts, as well as in such new directions as costume as a living sculpture, installation, art-object, or as wearable art, we concluded that it is important to consider innovation from the point of view of transforming habitual into unusual.  From the beginning, we declared that that the exhibition INNOVATIVE COSTUME OF THE 21st CENTURY: THE NEXT GENERATION, would be an important tool for research in the field of non-commercial design and for studying the role of costume in contemporary art, including theater, opera, and ballet, as well as fashion in the daily life of society.  We were interested in the phenomenon of what the costume is for us today and how it is seen by the next generation of new, young artists.

Our goal was to provide an opportunity for young designers eager to reveal their creative ideas and dreams to surprise and inspire viewers with their always exciting and intriguing, unexpectedly attractive with fresh elegance, and bold, not always clear, even sometimes disturbing, aesthetics of the future.  I want to believe that this exhibition will once again be able to persuade others to appreciate the importance and necessity of self-expression for innovative artists, for whom the search for the new is a natural and essential part of their own existence. The culmination of this project is the publication of a comprehensive exhibition catalog, as well as a three-day costume festival and symposium that will set a precedent for international dialogue on topical issues in the field of innovative costume, as well as contemporary theater and culture in a globalized community.  In conclusion, I would like to express my deepest gratitude to the Head of this Project, General Director of the A.A. Bakhrushin State Central Theater Museum, Dmitry Rodionov, for his courage, resilience, and many years of generous support on this major international project; to the incredibly brave and amazing Chief Curator of the exhibition, INNOVATIVE COSTUME OF THE 21st CENTURY: THE NEXT GENERATION, the irreplaceable Susan Tsu for her countless sleepless nights and the thousands and thousands of emails that she had to write, read, send and re-send over and over again for the past two years; and to all regional curators, the participants of this project, and the staff of the A.A. Bakhrushin State Central Theater Museum and the State Historical Museum in Moscow for their hard work, understanding and support; as well as to everyone who participated in the creation of this complex, multinational project.

This project is the result of a collaboration between the A.A. Bakhrushin State Central Theater Museum, OISTAT (International Organization of Scenographers Theatre Architects and Technicians), the State Historical Museum min Moscow, USITT (United States Institute of Theatre Technology) USA, CMU (Carnegie Mellon University) USA, NACTA (National Academy of Chinese Theatre Arts) China, TATT (Taiwan Association of Theatre Technology), and the Academy of Fine Arts in Warsaw, Poland.

With an open heart, I welcome you to our project, INNOVATIVE COSTUME OF THE 21st CENTURY: THE NEXT GENERATION.  I hope you will find here many new and exciting ideas and get acquainted with these amazing artists who are coming to Moscow to meet you.

Together, we will change the world.

Chief Curator

Representing two years of active curation and organization, our exhibition, sharing the work of the world’s young theatre and fashion visionaries, is enormously exciting and meaningful to me. Theatre holds a mirror up to life’s events, and costume design brings visual acuity to the human condition.  The exhibition in Moscow offers a way of bringing people together to learn about each other’s challenges, hopes, fears, and premonitions of the future. In our own small way, I hope the work will promote greater understanding and a coming together of the nations of the world.   

I am pleased to report that we collected 1323 submissions from 938 designers.   112 Curators and their assistants from 60 nations engaged in Phase I (National) Curation!  Igor Roussanoff (Artistic Director) and I then selected 300 exciting submissions augmented by 63 videos from 50 nations in Phase II for the curators at the Bakhrushin Museum to begin Phase III Curation- determining the final selections. 

There are now 250 designers who have been selected to present over 300 designs. The exhibition contains costume designs in renderings, photographs, videos and 3-dimensions from designers who entered their fields and created innovative work between 2000-2018.  Costume design for cinema, opera, ballet, theater, devised work, installations, performing arts, and fashion is included. Inventive designs of students, young professionals and independent costume and fashion designers, as well as makers are featured.

We live in urgent, volatile times where the instantaneous dissemination of world news challenges us to respond as a global community.  As media, technology, and shifting national/political/racial/gender identities form us afresh, so too our perception and practice of theatre is breaking old boundaries.   With this in mind, we provide an opportunity to view the work of costume designers from around the world without judgment or discrimination against their gender, race or the national/social/political/economic environment they inhabit. 

The world in which we live is struggling with an immigrant crisis that is shifting the way in which people are voting for their governmental leaders, and many countries are grappling with fierce polarities within their populace. This exhibition catalogue stands as testament to the enormous contribution that immigrant creators have made in their newly adopted nations.  Despite national differences, the designers within these pages have shown us that shared themes that address identity, gender equality, environmental awareness, costume activism, redefinitions of what constitutes costume/clothing and skin, and the fragility of existence exist throughout the world. 

I hope that people viewing our exhibition will find that it reveals not only innovation but the courage that it takes to represent humanity afresh.  Designs containing revolutionary new forms and material usage exploring the aforementioned themes live next to new interpretations of existing forms.  Our goal is to both curate and document the artistic vocabulary that the next generation of theatre and fashion designers are creating, and to generate a platform by which dialogue on the issues of the day may be explored.  

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Language Personal Statement Examples

What is a languages personal statement?

Your languages personal statement is a way to sell yourself to the university admissions tutors, explaining why you want to study this subject and why you would make a great language student.

Therefore, it’s crucial you spend as much time as possible writing your languages personal statement.

This means starting early (usually the summer holidays, in July or August), and reading through lots of languages personal statement examples for inspiration (please see above).

How do I write a languages personal statement?

As a future university languages student, it's crucial to provide examples of everything you mention to back up your claims.

This includes any skills, experience, academic achievements and relevant hobbies/extracurricular activities that would be useful in a languages degree.

Most students start their languages personal statement with why they want to study this subject, and what makes them passionate about it.

Reading through our languages personal statement examples above will help you understand how students have successfully applied for this type of course in the past.

Try to start your statement with an attention-grabbing opening that will make tutors want to read to the end. Doing some brainstorming and getting some notes down will help you start putting together an initial draft.

What should I include in my languages personal statement?

• It's important your statement covers everything that is appropriate, such as achievements, work experience, personal traits/skills, hobbies and activities outside of school/college, and career plans.
• To make sure you do this, we recommend you brainstorm and write down as many notes as you can before you start writing. This way, you won't miss anything out.
• Skills you may want to focus on include communication, reading, writing and listening.
• Talk about what you hope to do with your languages degree in the future, e.g. do you want to become a journalist, marketer, or holiday rep? Students often tend to round off their statement with their career plans and ambitions once they have completed their studies.

For more help and advice on what to write in your languages personal statement, please see:

• Personal Statement Editing Services
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• The 15th January UCAS Deadline: 4 Ways To Avoid Missing It
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• What To Do If You Miss The 15th January UCAS Deadline.

What can I do with a languages degree?

There are many different career options open to those wishing to study a languages degree. These include:

• Academic researcher
• Interpreter
• Political risk analyst
• Secondary school teacher
• Tourism officer
• Investment analyst
• Public relations officer

For more information about careers with a languages degree, please see Prospects , Targetjobs , and TopUniversities .

What are the best UK universities for languages?

Currently, the best universities in the UK for studying languages are:

For more information on UK university rankings for languages, please see The Guardian and What Uni .

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