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Discover our specialist degrees at Goldsmiths!

Do you think you can organise the next best exhibition to showcase in the UK? Are you interested in what rituals people living in London have adopted today? Have you got a pioneering design for a new instrument that could disrupt the electronic music industry?

You will have all studied core subjects such as English, Maths and Science whilst being at school and I’m sure heard of many mainstream subjects that you can study at University, such as English Literature, Economics and History. But what about those niche degrees? The ones you haven’t had the opportunity to explore but they spark intrigue in you?

Take a look below at some of the niche courses we offer at Goldsmiths and what they entail…you might be surprised!

BA Curating

The term ‘Curating’ is used to refer to a wide range of activities including organising art exhibitions, festivals and professional events, staging of lecture series, public conversations, reading groups, and even the management of our lives on social media. This course explores how curating allows us to stage culture and put knowledge into circulation in multiple ways, and to place its practices in a historical and critical context.

BA Electronic Music, Computing and Technology 

Imagine being able to create your own tools for performance. Or develop your own instruments, interactive installations or reactive sound design. This interdisciplinary programme gives you that opportunity. Alongside developing your own musical practice, you will learn to create custom software that can be used to further your artistic goals and to pioneer the future of electronic music. You’ll learn electronic music composition, production and performance with software design and digital signal processing.

BA Digital Anthropology

From fake news to data breaches, digital technology is shaping and reshaping our lives faster than at any other time in human history. By bringing together these two areas – anthropology and digital expertise – you’ll learn to investigate the growing role of technology in global challenges, such as health, the environment, economic and political relations, and social justice. You’ll learn to research the digital social world, about how technology is changing the way we live, and even our fundamental understanding of ourselves.

BA Psychosocial Studies

A multidisciplinary degree that’s ideal if you’re interested in counselling and psychotherapy practices but also want to study the social and cultural contexts of their production. This innovative multidisciplinary degree is concerned with the interrelationship between self, psyche and society and promotes a psychosocial framework of understanding the interconnections between the personal and the social, inner and outer worlds, as well as the social conditions to mental health.

BA Law with Criminal Justice and Human Rights

This programme gives you the opportunity to obtain specialist knowledge and deepen your understanding of criminal justice and human rights, and their challenging interactions. It enables you to contextualise the study of Law and broaden your horizons, opening up career opportunities in criminal justice professions, and human rights jobs in the third sector. You will also hone the essential critical thinking and practical skills needed in representing clients and defending cases as a solicitor or barrister specialised in criminal law and human rights.

Are you attending a UCAS fair? Read our top tips from a student ambassador…

Anthea Islam, a student ambassador at Goldsmiths, shares her five top tips for students attending higher education fairs. 

 

Going to a UCAS fair is a great opportunity to learn about courses, different places to study and a chance to talk to current students or members of staff. However, if you’re unsure of what to expect or how to prepare, check out my 5 top tips! 

 

1. Be open minded!

Why not talk to one of our student ambassadors?

You may think you know exactly what course you want to study or what university you wish to attend, but a UCAS fair will allow you to learn about universities or courses you might have little information on. Also, if you’re completely unsure of what you want to study, it’ll be a great way to see what’s out there to start off your research.

 

2. Have a couple of questions in mind!

Exhibitors have a lot of knowledge about their university. If you want to know whether the University offers the societies you want, how the university is inclusive, the facilities you’d like or if you’re just wondering where it is, make sure to ask. Nothing is a silly question!

 

3. Avoid being in a really large group!

It’s really easy to wander around with all of your friends at a UCAS fair, but if all ten of you are together, you might miss out on conversations with a particular university you wanted to speak to but your friends didn’t! Pairing up with friends who are interested in similar course, locations or types of universities (Campus or City) might be more worthwhile!

 

4. It’s okay to be a bit nervous

UCAS fairs can have a lot of attendees which may feel a bit overwhelming as some of the spaces are massive and fit lots of people! However, don’t let this put you off, exhibitors will always have time to answer your questions, so it’s easier if you have some ready!

 

5. Enjoy yourselves!

Researching Universities and finding the right place for you can be really exciting – make the most of being able to ask experts about it and meeting new people!

 

UCAS: Next steps

The undergraduate application deadline is here! You might be ahead of the game and have submitted your application weeks in advance and already have replies from universities, or you might be cutting it close to the finish, making last minute decisions on what courses to apply for. Either way, the waiting game begins…

 

 

 

 

 

What happens next?

If you’ve got your applications in before the 15 January deadline, your universities will give you a decision by 2 May, but these are often received much earlier. As you can imagine, January is an extremely busy time for university admissions teams so don’t worry if you are waiting until February or even March to hear back. Keep an eye on UCAS Track and your email to follow your applications.

When universities do get back to you, you’ll see one of the following in Track:

– Conditional offer: you still have some entry requirements to meet before you can take up a place (these are usually results from current qualifications)

– Unconditional offer: you have met all entry requirements and your place at the university is confirmed (though you may need to show proof of qualifications or for certain courses undergo a Disclosure and Barring Service check)

– Invitation received: you’ve been invited for an interview, audition, or similar (the university will likely contact you via email with details)

– Unsuccessful: you haven’t been accepted (feedback can sometimes be seen in Track or you can contact the university)

– Withdrawn: the university has withdrawn the choice (the reason should be shown in Track or you can contact the university)

 

Making your decision

Once you’ve heard back from all universities, you’ll be given a deadline to respond to your offers. This is no earlier than the start of May, but may be later if you’ve had to wait a longer time to receive responses from universities. You have these choices to make:

– Firm: this is your first choice of course and university

– Insurance: this is your back-up choice if you don’t meet the requirements of your firm choice

– Decline: all other offers need to be declined

If your firm choice is a conditional offer, you’ll now have to wait for your results and work hard to make sure you meet the requirements. As soon as you have your results, Track will be updated to confirm if you’ve fulfilled the conditions of your offer.

If your firm choice is an unconditional offer, you’re pretty much there. You’ll just need to check if there are any extra requirements from the university (such as DBS checks and proof of qualifications).

 

Aside from your university application, you’ll need to start thinking about applying for student finance, looking into bursaries and scholarships, and if you need to apply for accommodation. Watch this space for future posts on all of the above. Good luck to you all!

Eye on admissions

With many changes to the education system, and a focus on encouraging those from non-traditional backgrounds into higher education, our admissions experts explain how this translates to applications.

GCSEs

The new grading system for GCSEs has not fully started to affect universities yet but some applicants who have been taking GCSEs alongside Level 3 qualifications are now presenting with the new grades. Most higher education providers have agreed that the equivalent to an old style C grade is grade 4. Finding an appropriate equivalent for a grade B at GCSE has been more complicated, with grades 5 and 6 to choose from. Goldsmiths have settled on grade 6 for programmes where a GCSE grade B was previously required. However, we are looking at this flexibly, particularly where the applicant can demonstrate that they have the required skills in these subjects in other parts of their application.

 

A levels

In the summer we received the first results for reformed A levels for our offer holders. Most applicants had a mix of reformed and old style A levels. While overall there was a drop in the number of applicants achieving top grades in the reformed subjects, at Goldsmiths this did not have a noticeable effect on the number of applicants meeting their offer conditions.

 

Extended Project Qualifications (EPQs)

A very common question at open days is how we consider EPQs. At Goldsmiths we don’t ask for a particular grade in the EPQ in an applicant’s offer conditions but this does not mean the EPQ is not considered at all. The research element of the EPQ allows students to gain skills invaluable to them on a degree programme, and can help demonstrate a genuine interest in a subject. In addition, a good grade in the EPQ may allow us to confirm an applicant who has not met their A level/BTEC requirements. Find out more about the effect of the qualifications reform from UCAS and other universities on the UCAS website.

 

Widening Participation

The Admissions team at Goldsmiths clearly sets out criteria when assessing applications to ensure a fair and consistent approach for all our applicants. A core part of this approach is ensuring that applicants who come to us with a non-traditional range of qualifications or from backgrounds that have not tended to access higher education, have an equal opportunity as those students who come with more traditional qualifications. We particularly look at certain groups of applicants, such as care leavers or those from local boroughs, and ensure these applicants receive extra consideration. This can take the form of an interview, a piece of written work, or an offer with a lower grade requirement from our typical offer. We don’t make decisions on the basis of this information alone, but, through the coordinated use of contextual data, we aim to ensure we take account of the effect that applicants’ social and cultural backgrounds might have on their ability to enter university. All of this is designed to draw out the potential to succeed that may not be obvious through a simple consideration of the qualifications obtained.

Where applicants have either left school with lower-than expected grades or left school many years ago with no formal qualifications, we also offer a number of foundation programmes. Initially these were designed for mature students, but they are now also popular with students who have perhaps not achieved the qualifications they had hoped for, and who decide to take a year or more out of education to reflect and develop, and seek to re-enter education with renewed zeal to succeed. These programmes provide an excellent introduction to both the subject and the important study skills needed to succeed on degree level study.

As a team we believe that, given the right encouragement and support, admitting students who have faced challenges to entering higher education is a positive thing, and these students can achieve the same progression and degree classification as their more advantaged peers when given the chance.

 

Jennifer Geary, Head of Admissions, and Yeliz Ali, Admissions Policy and Fair Access Manager

Study Skills & Learning Styles

With January just around the corner, many students will have exams of some sort to be preparing for over the Christmas break. Amidst the celebrations, it’s vital to get your head down and do some revision. We’ve put together the following advice based on learning styles.

What is my learning style?

Knowing your learning style may help you to find the ways of studying and revising that work best for you. Most people are a combination of different styles, so different methods may help you in different circumstances.

When you have to remember a phone number and type it into your phone, do you:

a. Imagine how the number is written on the screen?

b. Hear the number out loud in your head?

c. Feel how you would type the number into a phone? (i.e. remember the movement of typing it in)

If you think a then you are a visual learner, b indicates an auditory learner, and c gives a kinaesthetic learner. Remember – you could be a mix of 2 or even all 3!

 

Visual learners

General characteristics and habits of visual learners include:

– Tend to be fast talkers and may interrupt others

– Learn by seeing charts and diagrams

– Need quiet study time

– Take detailed notes which may include pictures

– Learn best when sitting at the front of class

Tips for visual learners when studying and revising:

Use maps, charts, graphs, diagrams, videos, and anything visual to create revision aids that will really help. Flashcards are a great option for definitions of words in languages, or learning equations in science and maths. With important information that is essential to remember, make this stand out by colour coding, highlighting, circling, underlining, or anything that works for you. In class, copy down what is on the board, take notes, and make lists to help your revision process.

 

Auditory learners

General characteristics and habits of auditory learners include:

– Tend to be natural listeners, speak slowly and explain things well

– Prefer to hear information rather than read it

– Read slowly

– Like to repeat things aloud

Tips for auditory learners when studying and revising:

Record lectures and lessons, or even yourself reading notes, on a voice memo or recorder and listen back to them later. This will help to reinforce the information that’s being put across. Read material aloud when you’re revising or going through the topic after learning for the first time. Explain concepts aloud in your own words, either to yourself or within a group discussion. If you are able to tell someone else about a topic, chances are you already know it well yourself. Use word associations or mnemonic devices to help you to remember.

 

Kinaesthetic learners

General characteristics and habits of kinaesthetic learners include:

– Tend to be the slowest talkers and have a short attention span

– Learn by doing and solving real life problems

– Like hands-on approaches

– Can’t sit still for long, get fidgety

– Need to take breaks when studying

Tips for kinaesthetic learners when studying and revising:

Make and use flashcards or memory games to give a dynamic aspect to your revision. These could be to remember definitions, equations, historical eras, anything you like. Study with others and exchange ideas. Study in short blocks with regular short breaks or rewards between topics. In school, subjects that involve lab classes, practical activities and field trips will help you with learning. Doodle while studying or reading, or keep active by bouncing a ball or walking around while you read notes.

 

Feel free to try out any of these techniques, and remember to try different things to find out what works best for you!

Goldsmiths Young Writer Prize 2018: Winner

The winning story for the Goldsmiths Young Writer Prize 2018 was written by 17 year old Sally Piper. The prize will open again for applications in early 2019 for students aged 16-18. Students will be given a brief to follow when writing their 1,000-word entry.

‘One Day’

Across the river from Edna’s hotel was the town. She rarely let herself look across to the cluster of buildings that constituted it, except at night when the lights were softly glowing and the details were obscured.

Edna’s hotel was called The River’s Way, and she hadn’t been to the town in nearly fifty years. She had Angie, after all, the young girl who helped out a couple of afternoons a week, to run to the shops for supplies. But other than that, she could usually find everything she needed in the hotel. She had a good team of staff who didn’t tend to ask many questions and always kept things ticking over.

“I have no need to,” is what she said to anyone asking why she never went across the river; it was the truth, really, though not the whole truth. Edna didn’t believe in lies of omission; the guests did not need to know her whole life story. Besides, if she were to tell them that she had been turned out of the town by the torch-carrying villagers who held her in contempt, it might stop people visiting, and she was quite reliant on the town’s tourism.

It didn’t really matter that the people who lived in the town were quite foul. It didn’t matter that the night when they had come for her and Catarina was still enough to make her wake up sweating.

“Yes, I am the founder of The River’s Way,” she would reply when asked, and she allowed pride to inflate itself a little. “We – I bought it nearly half a century ago, can you believe it? Still going strong. Of course, at first I lived in the main town, but then… well, you know how prices rise! Plus, I personally never trust someone who owns a hotel and yet does not believe it good enough to stay there.”

That is what Catarina had said on the first morning after they had fled to try and reassure both of them; they were both shaking, holding each other for what felt like hours in silence. And then she had said that. Softly, quietly, in her special way, and Edna felt her heart beat finally start to ease. Catarina had always known exactly what to say to turn things into a positive.

But now, on cold mornings when the town was starting to stir and the harsh sound of it seemed to bore into Edna’s ears even over the flow of the water, there was nothing to break the silence. And Edna’s arms had been empty for several decades now.

“What happened to you?” the letter from her sister read; it was old and tattered, but looking at it still brought tears to Edna’s eyes. “When are you coming home? We miss you. Times are changing, Eddie, I swear – you and Catarina, you should come by. It’s Ma’s birthday tomorrow, and I know she’d like to see you…”

When the letter had first come, Catarina, with her now aching cough and premature greying, had stroked Edna’s back as she cried. Edna could still feel the touch when she scanned the blurry page. The times might have changed, but had the tides?

She wondered, with a pang, whether her sister would even recognise her now. It certainly wouldn’t be her mother’s birthday again any time soon. And yet…

“I’m popping out for a quick walk. I might take the canoe, you know. The sun is shining, after all, and Mr Sands said yesterday that he’s seen some baby moorhens along the bank…” she said to Angie out of nowhere, taking herself by surprise.

Angie knew, of course; she always knew. She smiled gently, and raised one eyebrow.

“Do you want me to come with you?”

“No, I’ll… I’ll be going alone. Won’t be long, though.”

“Take as long as you need.”

The canoe was small and a bit battered, but it was Angie’s preferred mode of transport to the town, so Edna felt obliged to trust it. It wobbled slightly in the water, but Edna got herself comfortable and took some deep breaths. Already, from her lower position in the water, the gargoyles that decorated the town’s church seemed far closer and far more grotesque than she was used to.

She almost got right back out again. But then she closed her eyes, and thought of Catarina. Of her smile. Of her softness and warmth and beauty. Of how, even after everything, she maintained a sense of pity for the townspeople who had turned them out; they were only doing what they believed was right by God, she had said. She said that one day they’d come to accept them, and she’d even made Edna promise not to ignore the acceptance when it came. She had died too soon to see the promise kept, but Edna decided in that moment not to break it completely.

So, with still-shaking hands and a head swimming with what could be, Edna dropped the oars into the water, throwing the rope into the river in a sudden movement to let it trail behind her like the wedding trains they never got to have.

And, as she began to drift towards the place that had been her home in childhood, and away from the place which had been her home ever since, she felt calmer than she had in years.

That’s the way the river flows, she supposed dreamily; one day it is turbulent and fierce, and the next day it calls out to you, honey-sweet and repentant. And, when the river calls, you answer.

Personal Statement Checklist

It’s the final countdown to the application deadline. You’ve researched your university courses. You’ve chosen your subject. You’ve drafted (and re-drafted) your statement and it’s nearly there. Now have a look through our handy checklist to make sure you’re ticking all the boxes!

  1. Is it clear what you’re applying for…

You’d be amazing at the number of personal statements that we receive that don’t make it clear what subject area you’re looking to study – make sure it’s in your first paragraph.

  1. …and is it clear why?

Just as important as what you want to study is why you want to study it. Avoid generalisations, clichés and un-evidenced enthusiasm (“I have always wanted to study…”) but explain clearly why you specifically want to study your subject. Use examples of particular topics that you’re really interested in within that subject.

  1. Proof read and proof read again, then find someone else to proof read for you.

Remember that university admissions tutors will be looking for spelling, punctuation and grammar to be perfect (as it shows that you’ve put time and effort in), so make sure you get someone else to check it through.

  1. Does it focus on your course?

Remember that this is an application for an academic degree and therefore the majority of it (around 70–80%) should be focussed on your subject area.

  1. Have you developed your work experience?

When you write about your work experience, ask yourself one question: What did I get out of this that I couldn’t have got from reading a book?

  1. Have you done anything outside of the classroom?

University admissions tutors love it when you can show that you have a genuine interest in your subject – a good way to do this is to talk about something related to your subject that you’ve seen or read outside of your curriculum at school or college.

  1. Where’s the proof?

It’s really easy to write that, you “…regularly read The Economist”; much more impressive is to talk in more detail about a specific example of an article that you’ve read.

  1. Are your examples specific?

The clue is in the name…this is a PERSONAL statement and so the examples you use should be really specific to you.  You can also afford to go into detail: one or two great and detailed examples (where you’ve drawn out your key skills) are better than loads of underdeveloped ones.

  1. Are you emphasising the positives?

Keep the tone of your statement positive – don’t talk about what you haven’t done or can’t do or can only almost do, but focus on all the things you have done and can do!

  1. Delete any information that’s elsewhere on your application

A list of your other subjects? It’s elsewhere on your form. Your GCSE results? Also elsewhere on your form. Your home address? Yup…that’s there too. You don’t need to repeat any information that we can find out elsewhere (unless you’re making a specific point).