Secondary NQT Programme


NQT sessions for Newly Qualified Teachers

We can offer bespoke sessions for schools. Please contact Sue Dixon (, Head of Goldsmiths Teachers’ Centre  to discuss this further.

Our NQT sessions are aimed at supporting Newly Qualified Teachers. They require active participation and are an opportunity to discuss your practice and reflect on your progress. There is time to discuss individual classrooms issues, share ideas and explore solutions to overcome difficulties. Feedback from previous participants is very good and indicates that the sessions are relevant, interactive and interesting. Tutors at Goldsmiths are drawn from a wide range of professional and educational backgrounds and they support a diverse and exciting educational experience and provide a broad research profile.

Secondary NQT Feedback (PDF)

The starting point for this course is participants' direct experience of teaching in the classroom.

With a focus on your successes and issues in behaviour for learning, participants are asked to bring any issues or experiences to the sessions that you would like to reflect on and share with others.

Working together as a group, we will develop excellent reflective practice by conducting shared analyses. As we begin to identify common concerns, we will draw on a range of existing research and consider how relevant theoretical approaches might be applied in practice.

There will be an initial introductory session in which the aims of the programme will be introduced and participants will meet each other.  In subsequent sessions participants will take turns in giving a short presentation of an issue or experience for discussion by the group. Participants will be expected to attend all sessions and prepare in advance when presenting.

As the programme progresses, we expect participants to develop a research mentality which we believe will inform your practice. Towards the end of the year you will have an opportunity to attend a taster MA session as a possible route for future study.

Whilst the programme is very flexible indeed, the following outline may help you follow our direction of travel. Based on the Action Learning methodology, set up by Reginald Revens, we anticipate that the sessions might follow this pattern;

Session 1: Identifying the problem(s) in the classroom.

We will follow a question and answer “round” so that everyone understands the problem.
This will be followed by a “heuristics round” to establish what might make a difference?

Finally there will be an “advice round” in which colleagues can contribute.

Session 2: Presenting the data.

This could be in the form of a video, some feedback notes from an observer.

Here the result(s) of the action(s) are shared with the group.

Session 3: what have we learnt?

A very reflective session to establish successes and next steps.

Sessions 4-6:

These may be interactive in nature or continue to develop themes that have been established in previous sessions.

Contact | teacherscentre ( | 020 7929 7326