Routes into Teaching
Contents How to Use this Mini-Guide Skills gained whilst at university & what employers want Teacher Training Options – Primary and Early Years Roles Teacher Training Options – Secondary Roles Teacher Training Routes Selecting training providers Funding Options Getting school based work experience The Teacher Training application process Teacher Training Personal Statement Advice The Professional Skills Test Example questions to help you prepare for your PGCE university interview (with guidance) Useful sources of Information How the Careers & Student Employability (CaSE) team can support you References
Education breeds confidence. Confidence breeds hope. Hope breeds peace. “Confucius� This mini-guide has been written to provide information about career options for those who are interested in training as a teacher. How to use this mini-guide This mini-guide is split into different sections, with a different focus in each topic area. You may find it useful to read the whole guide, or you may wish to skip to the section that is of particular interest to you by using the hyperlinks on the front page. Teacher training is a rapidly changing area. Every attempt will be made to update this guide to reflect sector changes when they occur, but readers are encouraged to undertake their own research to keep up to date with emerging trends. If you are unable to find the information that you are looking for, you can contact the Careers and Student Employability team www.uel.ac.uk/case . Alternatively, for up to date information and advice related to teacher training, the National College for Teaching and Leadership can be contacted on 0800 389 2500.
Skills gained whilst at University It is important to recognise that throughout your degree you will have developed a vast number of transferable skills which will be relevant to a career within almost any industry or specialism including: • Communication and interaction • Knowledge of theories, models and methods, legislation, policy and practice • The ability to maintain records and manage competing priorities • Computer literacy (word-processing, electronic communication, electronic databases, statistical software, using the internet for research) • The ability to draw on a range of practice skills and knowledge • The ability to work with others; sustaining respectful, professional relationships • Planning and time management skills • The ability to design and conduct research • Professionalism and inclusion Source: University of East London. 2015. Cass Our Programmes. [ONLINE] Available at: http://www.uel.ac.uk/cass/undergraduate/ourprogrammes/ . [Accessed 14 August 15]. What do employers want? Research has shown that there are common skills that all employers are looking for, regardless of the sector and work area. These include: • teamwork; • problem solving; • communication; • time management; • IT skills; • numeracy; • customer awareness Source: Graduate Prospects. 2015. Applying for jobs: What skills do employers want?. [ONLINE] Available at: http://www.prospects.ac.uk/applying_for_jobs_what_skills_do_employers_want.htm. [Accessed 14 August 15]. As well as these general skills, employers will also look for knowledge, experience and skills that are more specific to the job role. Skills and qualities that directly relate to teaching include enthusiasm for your subject, the ability to develop good relationships with pupils, parents, carers and colleagues, creativity, excellent organisational skills, excellent communication skills and patience. Different schools and settings may emphasis certain skills and qualities. It is a good idea to look at job descriptions, as the person specification section will indicate the required skills and qualities. Once you have an awareness about what employers are looking for, you can decide whether you need to develop your skills, knowledge and experience to match their requirements.
Teacher Training Options Primary and Early Years Roles General Primary roles General primary school teaching roles will usually involve teaching one main class over the course of a year. There may be the opportunity to move between year groups as your experience builds. Progression options include key stage head initially, with progression to a position in a senior leadership team (such as deputy or head teacher) possible. Primary roles with specialisms There is also the option to train as a primary teacher with a specialism. This can give you the advantage of becoming an expert within a particular subject, and leading within the school to devise teaching techniques and lessons to share with colleagues across the school. Early Years Early Years teachers are specialists in child development and work with children from birth to 5 years. Early Years teachers may be based in a range of settings, including all maintained schools, non-maintained schools, independent schools and all providers on the Early Years Register. Completion of an early year's initial teacher training programme leads to Early Years Professional Status (EYPS), which is equivalent to Qualified Teacher Status (QTS). Secondary Roles Priority Subjects Certain subject teachers are particularly in demand. Because of this, additional funding may be available, as well as access to Subject Knowledge Enhancement (SKE) programmes. The current priority subjects are: • Maths • Physics • Chemistry • Computing • Modern Languages – French, German and Spanish • Design and Technology Additional Subjects The subjects below are not in as great a demand as the priority subjects. Although bursaries and scholarships for these subjects are less common, it is a good idea to check with training providers and to search for your own sources of funding. See the funding section for more information. Subjects offered in Secondary Schools currently include (but are not limited to): • English • Geography • History • Art & Design • Drama • Music • Biology • Physical Education
•
Business Studies
Source: DfE Get Into Teaching. 2015. Explore My Options. [ONLINE] Available at: https://getintoteaching.education.gov.uk/ . [Accessed 14 August 15].
Further Education & Skills Sector There are a wide range of roles in education outside of schools in this sector. The subject range for this sector is huge, and it also includes skills for life and practical training. The main areas of work are: Work Based Learning These roles support people to learn and gain skills whilst working. This may include short courses to develop IT skills, as well as longer qualifications, such as apprenticeships. Roles linked to these qualifications are often linked to assessment and quality assurance. Adult and Community Learning This sector includes courses that take place in community venues. The scope and student range is very broad, and as with work based learning, it can range for short courses with no linked qualifications to more formal learning. Over 20,000 people currently work in this sector. FE Colleges There are currently around 300 colleges in the UK and they employ around 100,000 people. As well as providing education within the college setting, college staff increasingly work in other locations (for example job centres, community centres and prisons). Source: FE Advice . 2015. Want to Work in the Sector. [ONLINE] Available at: https://www.feadvice.org.uk . [Accessed 14 August 15]. Higher Education Lecturer Roles If you are interested in combining the love and knowledge of your subject with research and teaching at a high level, you may be interested in higher education. The subject you teach will be related to your academic qualifications. Some lecturers are employed on a part time basis and continue to work directly within their specialist field. Roles in higher education have a strong focus on developing your knowledge of your field and making a contribution to further research in your field.
Training Routes There are a number of initial teacher training routes to choose from. A summary of the main current routes are listed below. For further information, and changes to the initial teacher training options, please see the government’s ‘Get into Teaching’ website. All teacher training routes require trainee teachers to gain experience in at least two schools. To teach in a state maintained school, teachers are required to hold Qualified Teacher Status (QTS), and all of the routes listed below lead to QTS on successful completion. However, not all school based routes offer the Post Graduate Certificate of Education (PGCE), so if this is important to you check with the provider you are considering applying to. School-centred Initial Teacher Training (SCITT) SCITTs are networks of schools that have been approved to run their own school centred courses. The courses generally last a year, and may include the PGCE qualification (although not in all cases, so it is important to check this). You will receive support from experienced teachers. School Direct School Direct courses are designed by groups of schools in conjunction with a SCITT or a university. The majority of training is done ‘on the job’ with support from experienced teachers and mentors. School Direct (Salaried) The School Direct salaried route is for graduates who have around three years’ work experience in any field. It is similar to the School Direct route, with the main difference being that you will receive a salary from the school whilst training as you will be working for them as an unqualified teacher. University-led Postgraduate Training University-led teacher training routes are offered by universities and colleges. The course takes a year full time or two years part time. You will be taught by university staff and work with other students. In addition, this route involves a minimum of 24 weeks learning in at least two placement schools. Other training routes include: • Undergraduate training – this route combines a degree with teacher training and includes the bachelor of education (BEd) degree , and the bachelor of arts (BA) and bachelor of science (BSc) degrees with QTS. • Troops to Teachers – this salaried route is for armed Service leavers. It combines four days school placement with time at university. • Assessment Only – this route is for experienced teachers who already hold a degree. It allows teachers to submit evidence in relation to their teaching practice so that they can be awarded QTS. Source: Get Into Teaching. 2015. Training Options. [ONLINE] Available at: https://getintoteaching.education.gov.uk/explore-my-options/secondary-training-options . [Accessed 14 August 15]. Further Education and Skills Sector Teacher/Trainer roles There are a wide range of qualifications related to this sector. These start at level three (equivalent to A level or BTEC). The full teaching qualification for the sector is the level 5 Diploma in Education and Training (DET). If this is taken at a university (or even some FE colleges) it may be called a PGCE
or a Cert Ed. There may also be the designation PCET (standing for Post Compulsory Education and Training) to distinguish it from a schools’ PGCE. FE teaching qualifications do not assign the qualified teacher status (QTS) required to teach in a school. Colleges and providers in this sector can specify their own requirements when recruiting teachers and trainers, so it is a good idea to look at the person specifications for the providers you are interested in working for to gain an understanding of their requirements. Assessor roles Assessment may include observations of tasks being performed, as well as reviewing and marking written work and supporting documents. Assessors will normally be required to hold a qualification relevant to the area they are assessing. In addition, some Awarding Bodies will require assessors to hold a specific assessor and quality assurance qualifications. For further information about related qualifications see www.feadvice.org.uk or call the FE Advice line 0300 303 1877. FE Advice. 2015. Want to Work in the Sector. [ONLINE] Available at: https://www.feadvice.org.uk/iwant-work-fe-skills-sector . [Accessed 14 August 15]. Higher Education Lecturers University requirements may vary so it is a good idea to research the requirements for the universities you are interested in working for. A large majority of permanent lecturers have completed a PhD, as well as an undergraduate degree at (2:1 or above). A separate teaching qualification is not normally required (although you may be offered the chance to do one while studying for your PhD). In addition, many higher education institutions will provide training in relation to teaching and learning styles when you are employed. Individual institutions will prioritise research and teaching differently (although they are key aspects of the role for all). It is important to get teaching experience when possible, as well as experience related to other aspects of teaching, such as marking work and devising course content. For further information and advice in relation to lecturing roles (including job adverts) see http://www.jobs.ac.uk/ . Source: Jobs.ac.uk. 2015. How to Become a Lecturer. [ONLINE] Available at: http://www.jobs.ac.uk/careers-advice/working-in-higher-education/1057/how-to-become-alecturer . [Accessed 14 August 15].
Selecting training providers Once you have decided the sector you want to teach in, the subject or age group you want to teach and the training method that works best for you, you will need to decide on the training provider(s) to apply to train with. You are can apply for up to three providers through UCAS in the first application stage (Apply 1). You will have your own criteria in relation to the best provider for you, but it is worth thinking about the following issues: Location You may want to choose a provider that is close to where you currently live, or if you have moved away for university, you may want to return to your home town. As time is precious when you are undertaking teacher training, this can cut down on the time (and money) that you will spend getting to the training provider. It is important to consider where your placements are likely to be too, as they are not always on the doorstep of the training provider. Entry Requirements The requirements for different providers and routes will vary, and it is important to be aware of this ahead of applying. Your current qualifications may also impact the amount of funding or salary you are entitled to, so make sure you do your research to help you to make a well informed decision. Support Think about the training approach that best suits you, as well as the information the training provider has in relation to available support for trainees. This may include a pastoral tutor if you are studying through a university route, and/or buddy or mentoring schemes if you are applying for school based training. If you are studying through a university based route you will attend some lectures and seminars with other trainees which can also be a good source of support through your training. Some school based training providers organise workshops and have regular communication with their trainees. Environment Consider where you will be training – if you are considering a university based approach this might include the institution itself, but you will also spend a large amount of time on placement. For school based programmes it is likely that most of your time will be spent in one school (although you will also be placed in a contrasting school for some of the time). Visit the university if you have not already been there, and make sure you meet the training provider and ask them questions in relation to the type of placements offered and available facilities to support your studies. Progression It is a good idea to research progression after qualifying for different providers, as well as the numbers of students who complete training each year. You are applying to train with the aim of employment at the end, so check how likely this is, and the support that the training provider offers in relation to finding and applying to jobs.
Funding Options The financial support you can apply for will depend on a number of factors, including: • The subject you are applying to teach • Your degree classification • Your chosen training route Bursaries Tax free bursaries are available for some trainee teachers, depending on the age group and subject area. Primary A general primary trainee teacher or a primary trainee teacher specialising in PE may be eligible to apply for: • a training bursary of £9,000 with a first or PhD • a bursary of £4,000 with a 2:1 or master’s degree Secondary There are currently bursaries available for training as a secondary teacher in the following subjects: Physics
Maths
French, German and Spanish
Biology
Chemistry
Computing
History
Geography
Design Technology
Religious Education
English
The amount that you can apply for depends on both your subject and your degree classification (or additional post graduate qualifications). For further information in relation to bursaries to support teacher training see https://getintoteaching.education.gov.uk Salaried Routes The School Direct salaried route is designed for graduates with at least three years’ experience. The amount you earn will depend on the school that you train in and the subject you are training to teach. It is important to bear in mind that you will be paid by the school and your salary will be subject to tax. Source: Get Into Teaching . 2015. Funding. [ONLINE] Available at: https://getintoteaching.education.gov.uk/explore-my-options/secondary-funding . [Accessed 14 August 15]. Student Finance Student finance is available for: • Initial Teacher Training (ITT) • Postgraduate Certificate of Education (PGCE) • School-Centred Initial Teacher Training (SCITT) This is at the same level as undergraduate students. From 2016 this will include the tuition fee loan (to cover the costs of your course) and the maintenance loan (to assist with living costs whilst studying). For further information about student finance, including the application process and a loan repayment calculator see https://www.gov.uk/apply-for-student-finance
The Teacher Training application process The below diagram summarises the teacher training application process for qualified teacher status (QTS) routes. The content has been adapted from the Department for Education’s website Get into Teaching at https://getintoteaching.education.gov.uk . You can get support and advice in relation to the different stages of the application process from the Careers and Student Employability team Check that you are eligible to apply for teacher training. You need: GCSE grade C (or overseas equivalent) in maths and English to teach at secondary level GCSE grade C (or overseas equivalent) in maths, English and science to teach at primary level A degree - your classification level may impact the funding you are entitled to receive, and some providers will state a minimum requirement in relation to this. (CaSE) – for more information, or to book an appointment see www.uel.ac.uk/case .
Get school experience This is important to help you to make an informed decision in relation to whether teaching is right for you. In addition, the majority of training providers will want to see evidence of at least ten days of school based work experience, and what you have learnt from it. You will need to demonstrate this on your application for teacher training.
Choose the right course and provider Search for providers at the UCAS teacher training website https://www.ucas.com/ucas/teacher-training . Once you have your shortlist, it is important to check whether your chosen providers have any specific requirements (for example in relation to your degree classification or minimum amount of school experience at application).
Booking (and passing) your professional skills test You have to pass the literacy and numeracy skills tests before you start any teacher training course. You can book these in advance for a date by which you expect to have submitted your application. Prepare forofand attend your interview/assessments Submit your application The first attempt at taking these tests is free charge. You can book up to two resits if required, but you will need to pay Depending training you may be to undertake ascalled well as‘Apply an interview. These are You on canthe apply to upprovider, to three providers in asked the initial application stage. This is 1’ in UCAS. for this yourself. assessments designed to measure your suitability for teaching and the training route you have selected. You can book a mock You will need to complete the application form on the UCAS website, submit a personal statement and get two interview at www.uel.ac.uk/case. references before you can submit your application.
Getting school based work experience Getting school based work experience is important for a number of reasons: • It strengthens your application to teacher training providers. The majority of teacher training providers will expect you to have at least ten days of school based work experience. In addition, they will expect you to demonstrate your understanding of the role of a teacher and what you learn from your experience in schools as part of your application. • It gives you a chance to observe aspects of teaching, such as lesson planning and behaviour management. Observing teachers doing their job gives you an idea of the wide range of skills that teachers need, as well as the different elements of the job. It is important to recognise and acknowledge the challenges the role may present, as well as being aware of why you are motivated to teach, and what you would enjoy. It is important to understand how you can apply your current skills and qualities to teaching, and whether there are any areas that you feel you would particularly need to focus on to develop. • You can get an idea of what different school environments are like, and what type of school you would like to work in. Ideally, it is a good idea to get experience in a range of settings if possible. This could include the school or education model (for example community school, free school, faith school, academy), the location and demographic of the students, as well as the management styles and ethos. School environments can widely vary, so getting a range of experience can help you to decide what you may prefer when you are starting your career. Planning ahead is important when you are arranging school work experience. It may take a while to secure a placement, so make sure you begin your search as soon as possible. Many schools will require you to hold a Disclosure Barring Service (DBS) check before you start your placement and this can take time to arrange. Remember that you will need to write about your experience as part of your training application, so factor this in. Making use of existing contacts or your personal links to a school can be very useful – for example, you could approach the school that you studied at if you have left recently, or you could ask around your personal network to see if you know anyone who works within a school who may be able to help with your request. If you do need to approach schools directly make sure you do some research. The Edubase portal http://www.education.gov.uk/edubase/home.xhtml is a list of all schools in England and Wales, and you can search by school type, phase and location. Once you have identified schools to approach, call them to check who to address your request to. Be flexible if possible. Some schools receive a high number of requests and may not be able to accommodate placements at certain times of the academic year. Volunteering in related roles, for example as a mentor through UEL’s peer mentoring programme, or within a community children’s club can help to strengthen your approach to schools. You could also frame your offer as volunteer classroom support, rather than a request to get something from the school. If you have any specific skills or knowledge that you could offer to the school make sure you mention this is your approach to them. For secondary school applicants, here is a school experience programme for candidates who register with the Department for Education through their ‘Get Into Teaching’ website https://getintoteaching.education.gov.uk .
Teacher Training Personal Statement Advice Your personal statement gives you the opportunity to tell your chosen training providers about your skills, qualities and experience, as well as why you want to be a teacher. You are limited to 47 lines of text (and 4,000 characters). This means that you need to make a powerful impact in a short space of time! Describe what sparked your enthusiasm or reinforced your interest to teach – for example: • Personal experience, such as raising children or your own experience of a teacher that made a difference to you • Course or modules during your first degree. How is the knowledge from your degree relevant to the classroom? This might include areas of interest, such as your dissertation or areas of interest from research. • Has voluntary work inspired you to work with children or young people? It is a good idea to talk about your direct experience, and what you have learnt from this. • Are you up to date with issues related to education? For example, the national curriculum and different types of schools in the UK. For more information in relation to these topics the Department for Education’s website and in particular https://www.gov.uk/government/collections/national-curriculum and https://www.gov.uk/typesof-school/overview What do you know about the profession? • Has the practical experience you have gained working as a teaching assistant/ volunteer/ shadowing a teacher helped you understand the role? Talk about any observations you have made – for example, in relation to different learning styles, creative teaching and behaviour management. • It’s also a good idea to think about the skills that are valuable in a classroom or school setting, and talk about how you have developed and demonstrated these through your academic and work experience to date. Demonstrate your knowledge and research, and mention what you hope to develop through teacher training. This may include: • A greater understanding of your subject/age group • Understanding education policy • Opportunities for professional development • Reflecting on your teaching practice Talk about the knowledge and skills that you have gained from your undergraduate degree, and how you will apply these in the classroom. How can you contribute to extra curriculum activities? Or how can you help the school in other ways? What skills or experience do you have in or outside of education that might be useful in a school environment? These could include: • Language skills - do you speak more than one language? To what level/ability? • Music – can you play an instrument? Do you have experience of singing in a group? • Sports – do you participate in any sports? Do you belong to any clubs? Do you understand the rules of different sports, and have you participated in related activities? Make sure you get your personal statement proof read before submission. As well as making the content relevant and engaging, the spelling and grammar needs to be precise!
The Professional Skills Test The professional skills tests (skills tests) assess the core skills that teachers need to fulfil their professional role in schools, rather than the subject knowledge needed for teaching. All current and prospective trainee teachers must pass the skills tests in numeracy and literacy before they can be recommended for the award of qualified teacher status (QTS). Initial teacher training (ITT) providers are responsible for checking that all trainees meet the current ITT entry requirements for the skills tests, before they start the course. Details of the format of both the literacy and numeracy tests, well as practice tests are available at http://sta.education.gov.uk/ . It is a really good idea to make use of the practice tests so you know what to expect for the real thing. If you would like support in relation to the professional skills test, the UEL Skillzone team run regular workshops in relation to this. For further information see http://www.uel.ac.uk/skillzone/ . To book the professional skills test, you need to register with Learn Direct at https://www.skillstestbooking.com/ . You can normally book up to three months in advance, depending on the centre you choose. You can register for the professional skills test before applying for teacher training. However, you must take the tests after you have applied - you will need to provide evidence of your application when you attend the test centre.
Example questions to help you prepare for your PGCE interview (with guidance) Why do you want to become a teacher? Try to avoid clichés here if possible. Think about how you can apply your own unique skills and experience to teaching. You might also want to mention any observations of teaching that you have as well as more general knowledge of the profession such as the setting you might want to work in. What relevant work experience do you have Talk about your observations of classroom and what did you learn from it? environments. Did anything surprise/motivate you? Draw on other relevant experiences such as working with children and young people, or within team settings. How does your degree relate to National Make sure you have done some research into Curriculum requirements? the National Curriculum ahead of your interview. Consider obvious links as well as how specific modules might link to your teaching practice. Why have you chosen a postgraduate route Show an awareness of alternative routes and into teaching? (for PGCE applicants) why you have chosen a university based route to train. Why would you make a good teacher?
What aspects of the course do you think will be most challenging? Tell us about an example of a school lesson you’ve observed and how it was run?
Why do you want to work with children?
What has influenced your decision to become a teacher?
Tell us about an educational issue that interests you?
Consider your skills, experience and personal qualities and draw on these to demonstrate how you would apply these to the role. You can also use your response to this question to demonstrate passion in relation to the phase/subject you are applying for. Show an awareness of the course and think honestly about what you feel the challenges will be. Think about specific elements from observations – for example, classroom management, creative teaching practice, differentiation. What makes a good lesson stand out and how do the children respond as a result? Talk about your experience and motivations towards teaching – what is it that appeals to you about teaching, and specifically the age group that you are focusing on. This is likely to be a very personal response – you could include the impact that specific teachers have had on you as well as your experience or observations of teaching to date. Make sure you do your research ahead of the interview. The TES website and the Guardian Education section are good sources of
What sort of schools would you like to work in and why? What made you choose your undergraduate degree subject? What weaknesses will you have to work on to become a successful teacher?
What is the hardest thing about working with children?
information, as well as the Government’s website. You could talk about a news story that you have seen and your opinion on it to show that you’re interested in and engaged with the sector. Demonstrate your knowledge of different schools and environments through research and observation. This is likely to be a personal response, but try to make sure you demonstrate passion and interest when answering this question. Try to avoid being negative when answering this question – try to think about weaknesses as ‘areas to develop or improve’. You can then link this to elements of the course or talk about what you have already done to develop this area. Demonstrate your awareness of the realities of the role, and any challenges you anticipate or have already observed/experienced.
How could you make a subject or topic interesting to children?
Be creative here and talk about your own ideas, as well as any lesson observations that particularly motivated you or that you enjoyed.
What aspect of teaching do you like least?
This question is to make sure you understand the role of a teacher beyond standing in front of a classroom. So for example, your response to this question might include producing reports/collating data or some of the more challenging aspects of the role, such as behaviour management and/or discipline. Think about your time management skills (draw on examples from your degree or work history). You could also talk about your responses to stress and pressure and how you manage it.
How will you cope with the intensity of the course?
Useful sources of Information Useful resources: https://getintoteaching.education.gov.uk – the government website has a wide range of information, and is a great starting point for research. https://www.ucas.com/ucas/teacher-training - the teacher training section of the UCAS website has lots of information in relation to the application process, including the different teacher training routes available, key dates for the application process, tips for writing your personal statement and funding advice. http://www.prospects.ac.uk/applying_for_teacher_training.htm the Graduate Prospects website has useful information about the application process for teacher training and includes an example personal statement for reference. https://targetjobs.co.uk/career-sectors/teaching-and-education information and advice related to teaching roles and applications to train as a teacher.
How the Careers & Student Employability (CaSE) team can support you The Careers and Student Employability (CaSE) team are here to support you to achieve your goals. Take a look at our rich array of career resources to help activate your career journey http://www.uel.ac.uk/case . Some of the support we can offer includes: • Internship and work experience opportunities to help you develop your skills, networks and experience. • Volunteering opportunities - search our volunteering database, which includes one off opportunities and regular activities to fit around your other commitments. • Mentoring programmes, including professional mentors within a range of sectors and a peer mentoring programme that will enable you to mentor students in local schools and colleges. • The Professional Development Award Careers Guidance and Coaching appointments You can also book an appointment with one of our Careers Consultants to discuss a range of topics including interview skills, CV and application form writing and career planning amongst a range of other topics related to careers and employability. To book an appointment please go to http://www.uel.ac.uk/eet/bookanappointment/ Support within Cass The Cass School of Education and Communities has a dedicated Careers Consultant, Catrina Holmes. Catrina offers twice weekly drop in sessions, E-guidance and appointments at a time to suit you. For more information, see http://www.uel.ac.uk/eet/careersdropinservice/#CASS or email C.Holmes@uel.ac.uk .
References Website FE Advice. 2015. Want to Work in the Sector. [ONLINE] Available at: https://www.feadvice.org.uk/iwant-work-fe-skills-sector. [Accessed 14 August 15]. Website Get Into Teaching . 2015. Training Options. [ONLINE] Available at: https://getintoteaching.education.gov.uk/explore-my-options/secondary-training-options . [Accessed 14 August 15]. Website FE Advice . 2015. Want to Work in the Sector. [ONLINE] Available at: https://www.feadvice.org.uk . [Accessed 14 August 15]. Website University of East London. 2015. Cass Our Programmes. [ONLINE] Available at: http://www.uel.ac.uk/cass/undergraduate/ourprogrammes /. [Accessed 14 August 15]. Website Graduate Prospects. 2015. Applying for jobs: What skills do employers want?. [ONLINE] Available at: http://www.prospects.ac.uk/applying_for_jobs_what_skills_do_employers_want.htm . [Accessed 14 August 15]. Website DfE Get Into Teaching. 2015. Explore My Options. [ONLINE] Available at: https://getintoteaching.education.gov.uk /. [Accessed 14 August 15].