Foundations for Teaching

Foundations f o r te a c h i n g

Spring 2008

Fieldwork Taking learning to the great outdoors Plus

 Cash flows  Stage fright  Cultured kids  Class experience

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31/03/2008 16:56:00

CONTENTS FOUNDATIONS FOR TEACHING

OUTDOORS

TEACHING

Culture vulture kids

Fieldwork:

Taking the class outside of the classroom can be invigorating for pupils, according to DAVID EXETER

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ducation need not only take place in the classroom. Taking a group of students skiing or rock climbing may just seem a nice outing for them, but it can also prove to be a valuable lesson: “We place a great emphasis on developing enterprise skills such as collaboration, problem solving, decision-making, creative thinking, communication, project management and selfassessment,” says David Exeter, Director of Outdoor Learning at Macmillan Academy in Middlesborough. “From garden projects in the school grounds to museum visits, allowing children to learn away from the classroom is a great way to improve pupils’ attainment and motivation.”

Taking the classroom outdoors PLUS    

OUTDOORS

Beyond the books: learning from outdoor activities

Spring 2008

PGCE courses Fighting fears Money matters CRB checks

The great outdoors David was always interested in outdoor pursuits at school – from venture scouts to summer camps. Whilst doing his MSc in Sport’s Management at Sheffield University, he continued with mountaineering and skiing, and then took an instructor post at Skern Lodge Outdoor Centre in Devon. “Skern Lodge has a solid reputation for delivering high quality outdoor learning for schools and its corporate clients and it was here that I gained my outdoor instructor qualifications across

Ripple out: the benefits of outdoor teaching can quickly permeate all Macmillan and the students willingly engage in the exciting range of opportunities which are provided for them... Outdoor Learning activities permeate the curriculum.”

Macmillan Academy has signed the “Learning Outside the Classroom Manifesto” which was launched in

"Children can gain valuable learning experiences by going on visits overseas or using the school grounds imaginatively" a range of disciplines.” He became an Accredited Practitioner of the Institute of Outdoor Learning, and was given his appointment in 2005 at Macmillan Academy. The recent Ofsted report of the school reported that: “Outdoor Learning is a major strength of

November 2006 by the then Secretary of State for Education and Skills, Alan Johnson. The Manifesto sets out specific measures to help schools widen access to high quality educational experiences for every young person. “Learning outside the

classroom should be at the heart of every school’s curriculum and ethos,” said Mr Johnson at the launch.

“Children can gain valuable learning experiences from going on cultural visits overseas to teachers simply using their school grounds imaginatively.

Educational visits and out-of-school teaching can bring learning to life by deepening young people’s understanding of the environment, history and culture and improving their personal development.”

The aim of the Manifesto is to encourage more widespread use of the huge range of educational opportunities that lie outside the normal classroom and to inspire schools and the organisations that

aspects of academic life for younger students support them to provide high quality experiences for all young people.

Those who have already signed up to the Manifesto include the RSPB, The Eden Project, The Natural History Museum, The National Trust, Outward Bound Trust, Youth Hostel Association and the Arts Council.

skiing trip to a geography field trip, the experiences pupils gain are critical.

They are engaged, motivated and inspired,” he says. The trips teach them confidence and help build their selfesteem. “They learn to say ‘I can’ and this attitude is then translated into the classroom for other subjects. We then

"I totally believe in the value of outdoor learning. From skiing to field trips, the pupils are engaged, motivated and inspired" An 'I can' attitude David has lived in Cumbria for the last ten years. “I practice what I preach, and in my spare time I am out on the hills.” He is incredibly passionate about what he teaches. “I totally believe in the value of outdoor learning. From a

have hungry and motivated learners.

“The part of my job I get most satisfaction from is working with students across a wide range of activities – from the climbing centre walls to the ropes course, from getting out on the water to going on an

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expedition. I get a real satisfaction from each activity as the students really respond positively to each challenge. A real strength of learning outside the classroom is that it can happen anywhere at any time and all students can feel the benefits. It stretches across the curriculum and schools can engage in it in so many ways.”

For details of the Learning outside the Classroom Manifesto, see www. teachernet.gov.uk/ learningoutsidetheclassroom For details about become a teacher, see www.teach.gov.uk or call the Teaching Information Line on 0845 6000 991. For more information about Macmillan Academy go to www. macmillan-academy.org.uk

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CAREER PATH

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aking a group of school pupils around an art gallery may seem like a day off for them, but in fact they can learn more on these trips than in the classroom. “It’s a fun place to learn and it’s different from school,” says Julie Howse, Arts Coordinator at Birchfields

A career in teaching is not for the faint-hearted or those who don’t like children, says SIMON MIDGLEY

Gallery. “All the classes attend the gallery and participate in a range of arts activities, from dance and drama to music, writing and visual art. It has become a familiar place for the children, and they always enjoy coming to the gallery and working.”

Museums and galleries Julie began her career running drama

"I had always been keen to get children out of school to learn and to provide them with a wide range of experiences" Primary School in Manchester. “The benefits for the children of learning outside the classroom are great. They have so much to talk about, learn from and the works of art captivate and motivate them.”

Birchfields Primary school is closely involved with the nearby Whitworth Art

Editor James Donald

CAREER PATH

Carrying your strengths to the centre stage

JULIE HOWSE, of Birchfields Primary School in Manchester, has developed links between her school and local museums and galleries, allowing pupils a rich and varied education

workshops for children at the Stamford Arts centre in Lincolnshire. “I enjoyed doing this so volunteered at a local school.

Working with children was challenging but rewarding, and the possibilities are endless.” After undertaking her Postgraduate Certificate of Education

(PGCE) at St Martin’s College in Lancaster (now part of the University of Cumbria), she initially worked in London, but soon moved to Manchester. “Although I really enjoyed working in London, I moved back north as I have many friends here. I worked in several schools on temporary contracts before starting work at Birchfields Infant School in May 1992.”

Julie began to see the benefits of learning outside the classroom as her work and liaison between the school and the art galleries developed. “In 2005 I became a lead practitioner in the Museums and Galleries Partnership in Education (Magpie) project which started a new area in my career. I had always been keen to take children out of school to learn and to provide them with a wide range of experiences – amongst these experiences

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hoosing teaching as a career should not be seen as an alternative to joining the real world, Mrs Clarissa Williams, the head of Tolworth Girls School, a secondary school in Surbiton, says emphatically. ‘’You should not go into teaching thinking it is a place where you can hide away,’’ she says. ’’Nor because you do not know what else to do. It cannot be - if all else fails, I will teach. ‘’It is not for the half-hearted,’’ she adds. ‘’People need to go through quite a soul-searching process before opting to teach – it is a very demanding job. You need tremendous physical and mental stamina. If you are unfit, you will have problems. You need stamina to cope with a class of 30 children. There is no job like it."

Flexible and willing “Nor is it a job for people who count the hours. You have got to be willing to be flexible and know that you will be very busy during term-time.’’

Teaching is also a profession for the optimistic, she says. ‘’If you are a pessimistic person – critical and judgmental, then it is not the job for you. You have to accept youngsters as they are and to like young people.’’ ‘’You must also accept that you will be challenged by young people. So

Careful understanding: teachers need to be aware of their surrounding environment and pay particular attention to forming a bond with their students horrible time because you will give out a lot of negative energy. When you use your energy in that way, you drain your resources. ‘’You must have a strong sense of who you are and not get easily upset,’’ she adds. ‘’It is not for the hypersensitive or those of a weak mental disposition. Nor should you take yourself too seriously."

Mrs Sue Kirkham, head of Walton

"Teaching is not for the faint hearted. People need to got through quite a soul-searching process before opting to do it" you have to be mature. You cannot take offence easily or be thin-skinned.

These things would make your job much harder. You have to give young people lots of fresh chances. ‘’If you are confrontational by nature, you are going to have a

High School in Stafford, agrees that you need a reasonably strong personality to be a teacher. ‘’If you do not have a presence or have a very quiet voice and are not willing to train your voice to carry, then I think you would be unsuitable.’’ Would-be

secondary teachers, she says, need to like teenagers and be able to establish an immediate rapport with them.

Troublesome teenagers ‘’You need to accept that teenagers can be difficult,’’ she says. ‘’You have to be willing to treat them as individuals, be interested in them and see beyond their initial behaviour.’’

The second key quality, she adds, is real enthusiasm for their subject and a desire to communicate this to others.

Good teachers, she says, are selfcritical. ‘’You have to evaluate what you are doing and to consider what you can do to improve. No good teacher is ever 100 per cent satisfied with their lesson.’’

Anton Franks, assistant dean of initial education and a PGCE tutor in English and Drama at London University’s

Institute of Education, says that good teachers need a kind of radar for reading groups, anticipating, responding appropriately and knowing how best to develop individuals. Such people also need poise, control and quiet confidence in front of a group.

Teachers must also be able to continue to learn because they need to update their knowledge. As an example of an effective teacher, he

off the walls, by the end almost all of them had made some progress. And they were proud of themselves.’’

David Fann, head teacher at Sherwood Primary in Fulwood, Preston, says there are still too many people coming into the profession for the wrong reasons. ‘’They see a very good salary, reasonable conditions and long holidays but they do not see the children - and children are all individuals."

"A teacher should not see himself as someone who delivers a script, but rather someone who tunes into children's needs" cites one of his female students. No matter how disruptive the pupils are, she sees good in each child in her class and because she can see that, that is what they quickly become. ‘’Even though at the beginning of one lesson some of them were pinging

Demanding job ‘’When you have 30 of them, all with different needs, it is a very demanding job. And if you have not got the energy, the enthusiasm and the flexibility mentally to change and adapt and look at yourself and be reflective,

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you are not going to survive.’’

He wants teachers who are able to teach outside the box. For example, if it’s snowing, a teacher might scrap his planned lesson, let the children out to play and do some science of snow flakes, followed by creative writing based on the children’s experiences.

Malcolm Trobe, head of Malmesbury School, Wiltshire, an 11 to 18 mixed comprehensive, says that anyone who finds it difficult to relate and communicate with others would have a problem teaching. ‘’Anyone who is extremely retiring, shy or nervous may find it difficult because of the need to put on a show.

People who like to work on their own would also find it difficult because you need to share and work with others, and especially important is a generosity of spirit.’’

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Designer Kathleen Rayfield Sub-editor Francis Andrews

Foundations for Teaching is published by Educate Ltd, 91-93 Southwark Street, London SE1 OHX, 020 7902 1200. The opinions in the articles are those of the individual writers and not necessarily those of Educate Ltd or any associated personnel. Educate Ltd, the Editor and Publishers of Foundations for Teaching do not necessarily agree with the views expressed in this publication and do not accept responsibility for any of the personal opinions therein. All rights reserved. No part of this publication may be transmitted in any form or by any means, electronic and mechanical, photocopying, recording or otherwise without prior permission of Educate Ltd. The paper used for Foundations for Teaching is made from sustainable wood pulp.

For advertising enquiries, please call Educate Ltd on 020 7902 1200.

Stage fright choice 23 04 Right Facing your teaching Which career suits you fear Are you experienced?

06 Learning the ropes A new dawn 26 Moving from customer before starting service to teaching Outside the box 10 Making physics fun vulture 28 Culture Adding spice to the Classroom sidekicks curriculum 13 Working with teachers' doors assistants 31 Open Multiple routes into Beyond the books teaching 16 Take the class to the checks great outdoors 35 Criminal Vetting all new Thick skinned teachers 18 Make sure you have flow the strength to teach 37 Cash What financial assistance is available?

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CAREER PATHS

Treading the right path: w So you want to teach? But which age group do you wish to instruct and in what kind of school do you want your first job? SIMON MIDGLEY looks at your options

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roadly speaking, there are three options – to teach in a primary school, a secondary school or a further education college.

Primary teachers work with children between the ages of 3 and 11 and teach all subjects in the UK's national curriculum.

Secondary teachers work with children aged 11 to 18 and specialise in teaching one or two subjects from the national curriculum. Further education teachers usually teach a skill such as brick-laying or plumbing in a college for 16-year-olds and above.

Dr Norbert Paschler, acting dean for initial and continuing professional development at London University’s Institute of Education, says the route you choose will depend on your personal disposition. If you like children and want to work with younger pupils, then you will opt for primary teaching.

Many women are drawn to primary teaching and some 85 per cent of primary teachers are female. If, however, you like children but are equally keen to communicate your enthusiasm for a particular subject then secondary teaching is more likely to be for you.

FE teachers People with extensive experience of a particular profession or trade often train to be further education teachers later in life. They discover a need to pass on the skills and knowledge they have acquired to others.

If your enthusiasm for your subject is paramount, then you may prefer to teach sixth-form classes or students in further education colleges so you can concentrate on teaching your subject

rather than worrying about discipline or other extraneous matters.

When deciding where to train, there is a plethora of training routes from which to choose. Universities, colleges and other higher education institutions offer undergraduate and postgraduate initial teacher training courses, which include at least 18 weeks spent teaching in schools. There are also school-based training schemes such as school-centred initial teacher training (SCITT). These programmes are provided by groups of neighbouring schools and colleges.

On-the-job training The graduate teacher programme (GTP) offers on-the-job training, allowing graduates to qualify while they work. The registered teaching programme (RTP) is a blend of work-

based teacher training and academic study, allowing non-graduates with some experience of higher education to complete their degree and qualify as a teacher at the same time.

There is also the Teach First programme, which enables top graduates to spend two years working in challenging secondary schools in London and Manchester, qualifying as a teacher while completing leadership training and work experience with leading employers.

Graduates seeking an initial teacher training place have to apply through the Graduate Teacher Training Registry (GTTR) at www.gttr.ac.uk. This offers applicants the opportunity to search for a suitable course throughout the UK. The Training and Development Agency for Schools website – www.tda. gov.uk gives profiles of all the initial

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CAREER PATHS

h: which career suits you? primary. The proportion of trainee teachers failing to achieve qualified teacher status nationally – without which you cannot teach in state schools – was 15.1 per cent in secondary and 11.9 per cent in primary.

Job seekers Regarding employment, twice as many primary (5.4 per cent) as secondary (2.7 per cent) teachers achieving QTS were still seeking a post after six months. But it was higher than average for some primary institutions – Northumbria 21.8 per cent, Liverpool Hope 13.7 per cent and Manchester University 12.9 per cent. This partly reflected the competition for regional employment in the northeast and west of England. Among secondary trainers, the Open University had the highest proportion of those awarded QTS still seeking employment – 9 per cent.

teacher training institutions. The Ofsted website – www.ofsted.gov.uk gives inspection reports on the quality of individual training providers.

So by consulting all three websites you should be able to start honing down your choice of target training institutions. One other invaluable aid in choosing which institution to apply to is Buckingham University’s Centre for Education & Employment Research’s annual “league” table of teacher training establishments in England.

Professor Alan Smithers analyses TDA data to evaluate performance on the basis of student entry qualifications, college inspection ratings and student employment record. The most recent report for the academic year 2004/5, published in 2006, puts Oxford University’s training department at the top of the league. The universities of Cambridge, Manchester, Central England in Birmingham, Bristol and Sheffield are also highly rated.

Primary field On all three performance criteria, Cambridge leads the primary field followed by Manchester and Brighton.

For secondary training Oxford, Cambridge and Staffordshire achieved maximum ratings with Warwick, Bristol and Exeter not far behind. Canterbury Christ Church offered top-quality primary training, with Warwick, University of Central England, East Anglia and Southampton also being highly rated.

The main source of primary teachers in England, because of the size of their student intakes, are St Martin’s College, Canterbury Christ Church and Manchester Metropolitan. The main source of secondary teachers are the Institute of Education, Manchester Metropolitan University and Edge Hill.

Oxford, Cambridge and Sheffield attract the highest proportion of well-qualified trainees to secondary, and Chester, Southampton and Bishop Grossteste to

The top 10 training institutions for primary teachers: 1. University of Cambridge 2. University of Manchester 3. University of Brighton 4. Canterbury Christ Church 5. University of East Anglia 6. University of Warwick 7. University of Central England 8. Trinity and All Saints College 9. University of Southampton 10 University of Northumbria The top 10 for secondary training: 1. University of Oxford 2. University of Cambridge 3. Staffordshire University 4. University of Bristol 5. University of Exeter 6. University of Warwick 7. University of Sheffield 8. University of Newcastle 9. Roehampton University 10. University of Central England

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TRAINING

Learning the ropes If you want to stay composed on your first day of teaching, experience is vital says SARAH JEWELL

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efore applying to do a PGCE course it makes sense to spend some time in a school and find out what it’s really like to stand in front of a class of 30 noisy and exuberant children. As well as giving you a better understanding of the profession you are about to enter, work experience is actually an entry requirement for many courses. Most institutions want to know that you have the skills and motivation to teach, and you will usually be expected to show that you have some recent experience of working with children in a school.

Are you experienced?

For primary Postgraduate Certificate in Education (PGCE) courses, many institutions ask you to complete a two week minimum amount of observation

starting a taster course in England, you must obtain a registration number, either by registering with the TDA online or calling the Teaching Information Line on 0845 6000 991.

The Student Associates Scheme (SAS) is a nationally funded scheme for students in higher education who are considering postgraduate teacher training. The scheme gives you the chance to discover what teaching is really like, work alongside experienced teachers, and develop new skills. There is a tax-free bursary of around £40 for every day spent in school or college during the scheme. The scheme is open to students registered on relevant HND, foundation degree, undergraduate degree and postgraduate programmes subject to certain conditions.

Tracking changes experience before your interview, some may even ask for 30 days or more.

To find out about work experience in a school talk to your local careers service, or you may prefer to approach local schools yourself and ask if they will let you help with their classes. The EduBase website (www.edubase.gov. uk) has an up-to-date list of all schools across England and Wales. If you have relatives or friends who are teachers

Your progress during the placement will be assessed and recorded using the training entry profile (TEP) resource, which you may later use to demonstate your achievements when applying for an initial teacher training course.

Guided by experienced teachers you will be learning how to work with pupils in the classroom. Where possible, you will also contribute to the delivery of lessons, use your degree

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx "Placements allow you to contribute to the delivery of lessons, and learn more about aspects of education that interest you" you can also ask them. This experience can range from helping to prepare a lesson for the classroom teacher to actually taking part in a lesson yourself.

There are also three-day taster courses designed to give you an overview of what it is like to be a teacher. Details are available on the TDA website (www.tda.gov.uk). Before

subject in the classroom and learn more about aspects of education that interest you.

You could also arrange a schools visit through the Open Schools Programme (OSP). Call the teaching information line on 0845 6000 991 but be aware that owing to high demand for places, visits are subject to availability. The

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Be in a class of your own Whatever your ambitions, and wherever your future in education lies, Edge Hill University can provide you with skills that really will put you in a class of your own.

For over 120 years, we’ve been providing high quality education and training for teachers. Now, as a recognised centre of excellence, and one of the UK’s largest providers of Initial Teacher Training, we offer innovative, career-orientated PGCE courses, with full-time, part-time, flexible and even distance learning options.

Our programmes combine academic excellence and research with vocational relevance, and our strong links with over 2000 partner schools means we can also offer excellent placements.

We’ve long been at the forefront of developments within education, and our facilities, teaching and learning resources all reflect a national drive to enhance the capabilities of those working with the UK’s children and young people.

For more information, please contact our Enquiries Line on 0800 195 5063 or email enquiries@edgehill.ac.uk

edgehill.ac.uk/classofyourown Edge Hill University, St Helens Road, Ormskirk, Lancashire L39 4QP

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TRAINING

OSP provides the opportunity for potential teacher trainees in England, who have not yet applied for a teacher training course, to spend a day in one of over 700 schools involved in the scheme. Participating in the OSP will give you the opportunity to observe your chosen subject or age range being taught and to speak with qualified teachers about the curriculum and any concerns you may have.

Teaching assistants A growing number of teaching assistants are being recruited to help in school, so this could be an option to gain experience in a school before embarking on a PGCE course. The TeacherNet website (www.teachernet. gov.uk) has more information on teaching assistants.

Going from company to classroom: learning the importance of experience Emma Kitter, 23, has a BA in English with Drama from Greenwich University and recently did a oneyear, full-time PGCE at the University of Hertfordshire.

“When I left university I decided I wanted to work in the media and I worked for two years in London selling advertising space, first for a camping magazine and then for a small educational publishing company. At first I enjoyed my work but after a while I realized it wasn’t for me. I didn’t really enjoy selling and I wanted to do something more fulfilling that I knew I’d enjoy for years and years. I’d always thought about being a teacher and I decided to apply to do a PGCE to teach English at secondary school.

I knew that to get on the course at Hertfordshire I needed to have at least two weeks work experience because this is one of the things they stipulate on their website and in their prospectus. So I decided to try and get some work experience during the summer near where I live in Luton. I rang up a few schools but most of

them were holding exams and didn’t want me to visit them – but luckily Challney Girls School, in Luton, was interested.

I rang up and spoke to head of English and we decided on a week in June when I could go along and help out. I observed the lessons and went round the class and helped the pupils.

I also taught a Year 9 lesson which was very nerve-wracking. I planned a lesson,

to understand the point of the trailer and to analyse what messages it was giving out. I chose the Gladiator trailer because it is a very good one.

We set up the DVD player with a screen in class and watched the trailer four times and then I asked some questions about it.

I was really scared but it went really well and the kids were interested. It was fun to teach and I walked away feeling quite buzzy and knew that I really had made the right decision – teaching was what I wanted to do.

In the interview the tutors asked me about my work experience. I think they wanted to know that I understood about the hard parts of of teaching as well as the good parts. Doing the work experience and listening to teachers moan in

"Work experience made it clear it's not all fantastic. Tutors want you to have a realistic view of what teaching is like" with the teacher’s help, on film trailers and media and decided to show the class a trailer from Gladiator. I studied film at university and as the pupils were doing a media module I wanted them

the staff room made it clear it’s not all fantastic. I think the tutors want to make sure you understand this before starting your course - a realistic view of what teaching is like.

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“A teacher affects eternity; he can never tell where his influence stops.”

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CLASSROOM

Extolling the virtues of the X Thinking outside the box a bit when teaching can better engage the class, according to school teacher DANIEL HIRST

T

he art of teaching physics, according to Daniel Hurst, head of science at the Ramsay School in Essex, is to make the abstract concrete and relevant. For Daniel, this can mean bringing his Xbox into class and connecting it to the interactive whiteboard and getting his pupils to race each other at Project Gotham Racing. “They love doing this and don’t even notice that they are recording the speed every 10 seconds in a results table. Nor do they complain when they have to plot a velocity-time graph to compare the two racers and annotate various portions using brand new vocabulary such as ‘accelerate’, ‘decelerate’ and ‘constant velocity’.”

Acting the part The inspiration for Daniel’s lessons come partly from his own passion for the subject and partly from the challenges of getting his pupils to grasp physical concepts and how these relate to phenomena they encounter in everyday life. “In my lessons, I want to get young people to understand things, rather than simply recite a string of facts verbatim. I also try to start my lessons with the more involving aspects of physics, moving on to the drier aspects, such as the

standing up when they reach the student who is the positive terminal of the battery who gives them a Joule of energy (an A5 piece of paper with a capital ‘J’ written on it), and crouching down when they give their energy to the lamp. Another student plays the

"Daniel adopts a novel approach by getting students to act as electrons, batteries, lamps and other circuit components" equations, later.”

An example of this is when he is teaching Ohm’s Law, a topic that has challenged many a physics teacher to explain in the past. Daniel adopts a novel approach by “getting students to act as electrons, batteries, lamps and other components in series and parallel circuits. They move round the circuit,

ammeter, counting the electrons as they move through a particular point in the circuit.” For the students it’s a lot of fun and they really enjoy themselves, often falling over each other as they go around.

Daniel sees this type of teaching as becoming the norm now in modern classes, with many lessons “beginning

with something arresting and thoughtprovoking and ending by drawing different strands together”. His lessons also involve “thought experiments and brain gyms; a variety of interesting and stimulating learning activities in each lesson; and, above all else, the opportunity for enjoyment – among teachers and pupils alike.”

Early start Daniel's own career as a physics teacher started after he did a Post Graduate Certificate of Education (PGCE) at the University of Bath, straight after finishing his degree there in physics. He feels that career progression in teaching – and in physics in particular – is excellent. “There are many

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CLASSROOM

e Xbox in the classroom

opportunities to take on extra responsibilities, such as becoming a Key Stage co-ordinator. Progression routes are very clearly mapped out and good teachers can rise to the top, surprisingly rapidly.”

Daniel wanted to be a teacher since his GCSEs and it was an English teacher who first inspired him: “His lessons were very memorable and he encouraged his students to really think about the subject.”

Daniel has tried to follow this route of inspiring his pupils, and he thinks it is the key to success for any potential physics teacher: “If you can remember that physics is a fantastic and deeply engaging subject when brought to life, and can convey this to your students, then you will be a successful teacher.”

Cyber Space The Teaching and Development Agency for Schools (TDA) has launched a new recruitment tool to attract science teachers. This is an online computer game, Navigate the Planets (http:// navigatetheplanets.co.uk).

Supported by Myleene Klass, who is currently studying for an MA in astronomy and planetary science at the Open University, the game is designed to illustrate the creativity of modern science teaching. It challenges players to test their grasp of

gravitational physics by guiding a space craft through the solar system, making use of the planets’ gravity as they do so.

Players who complete the game successfully can enter a prize draw, challenge friends and find out about what a career in teaching has to offer science graduates.

Myleene Klass said: “It’s important that we challenge people’s preconceptions about physics and physics teaching, showing that this is a colourful subject and one that’s relevant to people’s lives.”

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31/03/2008 15:36:06

CLASSROOM

Classroom sidekicks If placed in a classroom with a support teacher, it's essential you form a bond with them, says SARAH JEWELL

I

n the golden age of workforce remodelling, the role of the teaching assistant is transforming. Long gone are the days of ‘classroom helpers’ being limited to paint mixing and brush cleaning, with a spot of picture mounting thrown in for variation.

Now, along with those tasks, teaching assistants are more likely to be found working closely with teachers to support specific pupils through learning difficulties, and even taking the greater part of a class while the teacher works at developing the skills of a small group. The role has matured and along with that process, teachers are adapting their classroom practice to make the most of the support available to them in order to further nurture the teaching and learning that goes on in the room.

According to the latest figures available from the Training and Development Agency for Schools (TDA) there are 152,800 support staff in state maintained schools in England.

While these are not shared equally between secondary and primary schools, with the latter having approximately three times more teaching assistants (TAs) than the former, there is every chance that you will encounter support staff in your classroom during the course of your teaching career as the commitment to training up increasing numbers remains strong.

Setting the standard Combined with the growing number of TAs in our schools is the recent introduction of a new tier of assistants.

Higher Level Teaching Assistants

FOUNDATIONS FOR TEACHING  13 13-14.inddF.indd 13

03/04/2008 11:38:34

CLASSROOM

(HLTAs) were created in response to the national agreement on raising standards and tackling workload which was signed by the government, some unions and employers on 15th January 2003. HLTAs are TAs with at least two years of experience and additional training which enables them to reach the HLTA standards. These standards cover professional values and practice, knowledge and understanding, and teaching and learning activities, and those TAs who meet and pass the standards when assessed can perform additional responsibilities in schools.

These may include the devising of learning plans for children with special educational needs, taking on responsibility for ICT management in the classroom or acting as specialists in counselling and managing children with emotional and behavioural difficulties.

Solid bond If you find yourself with a TA or an HLTA when you start work as a newly qualified teacher there are many ways in which you can ensure that your working relationship is as effective as possible. Try these for starters: l Make sure you know exactly why your TA or HLTA is in the room. They may be there to support one specific pupil or to work with all children with special educational needs or to be deployed as you see fit. l It is essential that you are both united in the way that you tackle behaviour issues in the classroom. It is appropriate for you to ask your TA to follow your lead on this (which should, in turn, be informed by your school’s behaviour policy).

relationships acknowledge the skills and talents of both people. l It is important to meet regularly with any classroom support that you have.

Your TA should at least know what your plans for the day are, if not for the week as it will help him/her (although it is most likely your TA will be female!) to see where the work they are doing with pupils fits into your overall plan for them. Making these kinds of connections can help to ensure that maximum use is made of the time that your TA is with you. l Be crystal clear about your intentions for each lesson and for the ways that

"It is essential that you and your TA are both united in the way that you tackle behaviour issues in the classroom" l Aim to cultivate the attitude that you and your TA or HLTA are partners in the classroom. It is important to keep in mind that support staff are under the direction of teachers, but partnership is key.

TAs should defer to your judgement, but the most effective working

you would like your TA to support pupils. l Always keep the channels of communication open between you and your TA. This is the key to developing a great working relationship, which is what will help to ensure that the teaching and

learning that happens in your classroom is as effective as possible. l Don’t allow concerns to slide by without addressing them. Miniresentments or misunderstandings can cause rifts which ultimately lead to the breakdown of working relationships. l Talk to your induction tutor if you feel that there may be a personality clash between you and your TA. It may also be useful to organise a mediated meeting to help you both to establish a productive way of working together. l Have regular reviews of progress with your TA. Remember, the ‘two stars and a wish’ approach can work for everyone, teachers and TAs included!

Further information l You can find out more about TAs and HLTAs from the TDA website, at http://www.tda.gov.uk/support.aspx l FAQs for NQTs (Routledge, ISBN 0415367964) contains useful advice on making the most of classroom support.

14  FOUNDATIONS FOR TEACHING 13-14.inddF.indd 14

31/03/2008 15:38:04

Y PL E! P A LIN ON

summer camp

Y PL E! P A LIN ON

summer camp jobs in the usa

jobs in the usa

Summer Camp USA offers you a fun and rewarding opportunity to work with groups of children on a camp in the USA. Spending the summer on camp is a great way to gain hands-on experience working with children Lydia while Harrison spent fourwork summers adding valuable skills to your CV working as a cabin counsellor and and discovering the American culture and waterfront assistant on a summer camp in way of life. the USA and is currently studying towards a primary PGCE at Wolverhampton Benefits include: University. She was placed at Camp Low upfront costs and competitive Timber Tops in Pennsylvania through BUNAC’ssalary Summer Camp USA programme.

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Return food and science accommodation “When I began myflight, degree in sport with included I knew that I wanted to go on physical education, to do a PGCE in secondary physical education. I had Time toCamp explore America after heard of Summer USANorth and thought it would camp be a perfect opportunity to gain some valuable experience working with children. Before I knew it Personal placement, support and I was having the time of my life on camp and found expertthe advice. myself returning following three summers.

Summer Camp USA offers you a fun and rewarding opportunity to work with groups of children on a camp in the USA. Spending the summer on camp is a great way to gain hands-on experience working with children while adding valuable work skills to your CV and discovering the American culture and way of life.

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Low upfront costs and competitive salary Return flight, food and accommodation included Time to explore North America after camp Personal placement, support and expert advice.

During my fourth year on camp I progressed to the role of head counsellor, looking after the younger campers in the junior division. During this time I realised I wanted to focus my career on primary school teaching, rather than secondary. I’m truly grateful for my BUNAC experience as I believe that without it I would have never known how much happier I could be working with younger children.

Gaining a place on a teacher training course can be extremely competitive and I believe my experience with BUNAC greatly strengthened my application. My confidence increased significantly on camp and I was able toSummer develop transferable which now rely Camp USAskills is open toIanyone on and use in the classroom on a daily basis.”

aged 18 or over, who has good experience of working withBUNAC children and is available Established in 1962, is a unique, not-for-profi t, student-centred organisation from June to August.

dedicated to providing affordable opportunities for international work and travel. For further For more information information take a look R to apply, please at the or BUNAC website: visit the BUNAC www.bunac.org or call (020) website.

7251 0662 to request a brochure.

www.bunac.org/foundations tel: 020 7251 3472 e-mail: camps@bunac.org.uk 13-14.inddF.indd 15

Summer Camp USA is open to anyone aged 18 or over, who has good experience of working with children and is available from June to August.

For more information or to apply, please visit the BUNAC website.

R

www.bunac.org/foundations tel: 020 7251 3472 e-mail: camps@bunac.org.uk

FOUNDATIONS FOR TEACHING  15

02/04/2008 10:13:41

OUTDOORS

Beyond the books: learning f Taking the class outside of the classroom can be invigorating for pupils, according to DAVID EXETER

E

ducation need not only take place in the classroom. Taking a group of students skiing or rock climbing may just seem a nice outing for them, but it can also prove to be a valuable lesson: “We place a great emphasis on developing enterprise skills such as collaboration, problem solving, decision-making, creative thinking, communication, project management and selfassessment,” says David Exeter, Director of Outdoor Learning at Macmillan Academy in Middlesborough. “From garden projects in the school grounds to museum visits, allowing children to learn away from the classroom is a great way to improve pupils’ attainment and motivation.”

The great outdoors David was always interested in outdoor pursuits at school – from venture scouts to summer camps. Whilst doing his MSc in Sport’s Management at Sheffield University, he continued with mountaineering and skiing, and then took an instructor post at Skern Lodge Outdoor Centre in Devon. “Skern Lodge has a solid reputation for delivering high quality outdoor learning for schools and its corporate clients and it was here that I gained my outdoor instructor qualifications across

Ripple out: the benefits of outdoor teaching can quickly permeate all Macmillan and the students willingly engage in the exciting range of opportunities which are provided for them... Outdoor Learning activities permeate the curriculum.”

Macmillan Academy has signed the “Learning Outside the Classroom Manifesto” which was launched in

"Children can gain valuable learning experiences by going on visits overseas or using the school grounds imaginatively" a range of disciplines.” He became an Accredited Practitioner of the Institute of Outdoor Learning, and was given his appointment in 2005 at Macmillan Academy. The recent Ofsted report of the school reported that: “Outdoor Learning is a major strength of

November 2006 by the then Secretary of State for Education and Skills, Alan Johnson. The Manifesto sets out specific measures to help schools widen access to high quality educational experiences for every young person. “Learning outside the

classroom should be at the heart of every school’s curriculum and ethos,” said Mr Johnson at the launch.

“Children can gain valuable learning experiences from going on cultural visits overseas to teachers simply using their school grounds imaginatively.

Educational visits and out-of-school teaching can bring learning to life by deepening young people’s understanding of the environment, history and culture and improving their personal development.”

The aim of the Manifesto is to encourage more widespread use of the huge range of educational opportunities that lie outside the normal classroom and to inspire schools and the organisations that

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03/04/2008 09:38:48

asp

OUTDOORS

g from outdoor activities

all

aspects of academic life for younger students support them to provide high quality experiences for all young people.

Those who have already signed up to the Manifesto include the RSPB, The Eden Project, The Natural History Museum, The National Trust, Outward Bound Trust, Youth Hostel Association and the Arts Council.

skiing trip to a geography field trip, the experiences pupils gain are critical.

They are engaged, motivated and inspired,” he says. The trips teach them confidence and help build their selfesteem. “They learn to say ‘I can’ and this attitude is then translated into the classroom for other subjects. We then

"I totally believe in the value of outdoor learning. From skiing to field trips, the pupils are engaged, motivated and inspired" An 'I can' attitude David has lived in Cumbria for the last 10 years. “I practice what I preach, and in my spare time I am out on the hills.”

He is incredibly passionate about what he teaches. “I totally believe in the value of outdoor learning. From a

have hungry and motivated learners.

“The part of my job I get most satisfaction from is working with students across a wide range of activities – from the climbing centre walls to the ropes course, from getting out on the water to going on an

expedition. I get a real satisfaction from each activity as the students really respond positively to each challenge. A real strength of learning outside the classroom is that it can happen anywhere at any time and all students can feel the benefits. It stretches across the curriculum and schools can engage in it in so many ways.”

For details of the Learning outside the Classroom Manifesto, see www. teachernet.gov.uk/ learningoutsidetheclassroom For details about become a teacher, see www.teach.gov.uk or call the Teaching Information Line on 0845 6000 991. For more information about Macmillan Academy go to www.macmillan-academy.org.uk

FOUNDATIONS FOR TEACHING  17 16-17.inddF.indd 17

03/04/2008 11:37:38

CAREER PATH

Carrying your strengths to t A career in teaching is not for the faint-hearted or those who don’t like children, says SIMON MIDGLEY

C

hoosing teaching as a career should not be seen as an alternative to joining the real world, Mrs Clarissa Williams, the head of Tolworth Girls School, a secondary school in Surbiton, says emphatically. ‘’You should not go into teaching thinking it is a place where you can hide away,’’ she says. ’’Nor because you do not know what else to do. It cannot be - if all else fails, I will teach. ‘’It is not for the half-hearted,’’ she adds. ‘’People need to go through quite a soul-searching process before opting to teach – it is a very demanding job. You need tremendous physical and mental stamina. If you are unfit, you will have problems. You need stamina to cope with a class of 30 children. There is no job like it."

Flexible and willing “Nor is it a job for people who count the hours. You have got to be willing to be flexible and know that you will be very busy during term-time.’’

Teaching is also a profession for the optimistic, she says. ‘’If you are a pessimistic person – critical and judgmental, then it is not the job for you. You have to accept youngsters as they are and to like young people.’’ ‘’You must also accept that you will be challenged by young people. So

Careful understanding: teachers need to be aware of their surrounding envi horrible time because you will give out a lot of negative energy. When you use your energy in that way, you drain your resources. ‘’You must have a strong sense of who you are and not get easily upset,’’ she adds. ‘’It is not for the hypersensitive or those of a weak mental disposition. Nor should you take yourself too seriously."

Mrs Sue Kirkham, head of Walton

"Teaching is not for the faint hearted. People need to got through quite a soul-searching process before opting to do it" you have to be mature. You cannot take offence easily or be thin-skinned.

These things would make your job much harder. You have to give young people lots of fresh chances. ‘’If you are confrontational by nature, you are going to have a

High School in Stafford, agrees that you need a reasonably strong personality to be a teacher. ‘’If you do not have a presence or have a very quiet voice and are not willing to train your voice to carry, then I think you would be unsuitable.’’ Would-be

secondary teachers, she says, need to like teenagers and be able to establish an immediate rapport with them.

Troublesome teenagers ‘’You need to accept that teenagers can be difficult,’’ she says. ‘’You have to be willing to treat them as individuals, be interested in them and see beyond their initial behaviour.’’

The second key quality, she adds, is real enthusiasm for their subject and a desire to communicate this to others.

Good teachers, she says, are selfcritical. ‘’You have to evaluate what you are doing and to consider what you can do to improve. No good teacher is ever 100 per cent satisfied with their lesson.’’

Anton Franks, assistant dean of initial education and a PGCE tutor in English and Drama at London University’s

18  FOUNDATIONS FOR TEACHING 18-19.inddF.indd 18

03/04/2008 11:36:45

CAREER PATH

o the centre stage

ding environment and pay particular attention to forming a bond with their students Institute of Education, says that good teachers need a kind of radar for reading groups, anticipating, responding appropriately and knowing how best to develop individuals. Such people also need poise, control and quiet confidence in front of a group.

Teachers must also be able to continue to learn because they need to update their knowledge. As an example of an effective teacher, he

off the walls, by the end almost all of them had made some progress. And they were proud of themselves.’’

David Fann, head teacher at Sherwood Primary in Fulwood, Preston, says there are still too many people coming into the profession for the wrong reasons. ‘’They see a very good salary, reasonable conditions and long holidays but they do not see the children - and children are all individuals."

"A teacher should not see himself as someone who delivers a script, but rather someone who tunes into children's needs" cites one of his female students. No matter how disruptive the pupils are, she sees good in each child in her class and because she can see that, that is what they quickly become. ‘’Even though at the beginning of one lesson some of them were pinging

Demanding job ‘’When you have 30 of them, all with different needs, it is a very demanding job. And if you have not got the energy, the enthusiasm and the flexibility mentally to change and adapt and look at yourself and be reflective,

you are not going to survive.’’

He wants teachers who are able to teach outside the box. For example, if it’s snowing, a teacher might scrap his planned lesson, let the children out to play and do some science of snow flakes, followed by creative writing based on the children’s experiences.

Malcolm Trobe, head of Malmesbury School, Wiltshire, an 11 to 18 mixed comprehensive, says that anyone who finds it difficult to relate and communicate with others would have a problem teaching. ‘’Anyone who is extremely retiring, shy or nervous may find it difficult because of the need to put on a show.

People who like to work on their own would also find it difficult because you need to share and work with others, and especially important is a generosity of spirit.’’

FOUNDATIONS FOR TEACHING  19 18-19.inddF.indd 19

03/04/2008 11:37:03

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20 ï&#x20AC;¡ FOUNDATIONS FOR TEACHING 20-21.indd 20

02/04/2008 10:14:55

STUDY OVERSEAS

Stephen Galvin United Kingdom Graduate Diploma Of Education (Secondary) We researched and found a lot of courses on offer throughout Australia, but when we started going through them I could see that the content of the Postgraduate Diploma in Education at ECU was exactly what I was looking for. That’s why we’ve ended up in Perth. We live in Ocean Reef now and wake up each morning to see the sea. It only takes 30-40 minutes in rush hour traffic to get into the city or to ECU in Mount Lawley.

The structure and content of the course certainly lives up to standards, but it’s the lecturers that stand out for me. I suppose you could say that they are at the top of their game!

The most rewarding thing about it all? The fact that we could have sat in our small house in the UK and done nothing but we chose instead to take life by the scruff of the neck and seize our chance!

Adam Staples United Kingdom Recent teaching graduate ACU National is the third university I have studied at, and it is the one I have the most affection for. With its boutique atmosphere, dedicated and approachable staff and, most tellingly, its sense of spirituality and social justice, ACU National has nourished and developed my learning.

For me, the most rewarding aspect of the course was my exposure to Australian school life during the comprehensive and highly regarded professional experience program run by the School of Education. A particular highlight has been working within a variety of cross-cultural environments.

I now find myself as a highly employable graduate who is positioned to take advantage of the many opportunities within the education sector, both within Australia and internationally.

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FOUNDATIONS FOR TEACHING  21 20-21.indd 21

02/04/2008 10:15:24

If you have a relevant, degree,we can offer:

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23-24.inddF.indd 22 Untitled-2 1

02/04/2008 12:17:35 15:57:44 02/04/2008

17:35

FAQS

Laying concerns to rest Too often newly qualified teachers fret about their first lesson in front of the class. ELIZABETH HOLMES offers some advice to remedy the situation and help ensure a smooth start in the early stages of your career l Be quick to praise and reinforce good behaviour. l Never be afraid to ask for help or advice concerning behaviour in the classroom.

When is the best time to start looking for jobs?

You can look for vacancies at any time but it’s a good idea to start thinking about applying from about January onwards.

Where do I look for job vacancies?

T

raining to be a teacher is bound to throw up questions and issues as you grapple with the finer details of life in the profession.

Here are answers to some of the more frequently asked questions that student teachers have.

I’m concerned about behaviour management when I’m teaching a whole class. At the moment I’m just working with groups but what if I can’t control a whole class?

This is a really common fear for trainee teachers but one that needn’t get you down! There has to be a first time for everything and it’s bound to be daunting when you’re the one in charge but a few top tips will get you through: l Behaviour is all about relationships so

be aware of building them as soon as you meet the pupils. l Be clear about what your expectations of pupils are. Set out ground rules and stick to them. Make sure they closely

There are several places to start looking for jobs so it’s important to cover every base. There is no single source where all teaching vacancies are listed so make sure that your search is comprehensive. This list will help: l The internet is the place where most vacancies are posted, especially on the specialist teacher recruitment website www.eteach.com. Some teacher unions have online job clubs too. l Local authorities advertise vacancies in job bulletins which are usually available on the internet. l The national press sometimes advertises teaching vacancies. Newspapers such as The Guardian and The Times Educational Supplement carry job ads. l Local papers sometimes advertise teaching jobs too.

"Behaviour in the classroom is all about relationships so be aware of building them as soon as you meet the pupils" match the rules and routines the class teacher usually uses. The aim is to make the transition between the class teacher and you as the student teacher as seamless as possible. l Make sure that you know exactly what rewards and sanctions you can use as a trainee in the school. l Be sure that you know who you can call on for help (there will usually be a teacher or teaching assistant present in the room or within easy reach). l Your behaviour needs to reflect what you expect of the children.

Never stick to a single source; spread your net wide and you’ll find plenty of jobs to apply for.

I’ve heard about the dreaded supporting statement that you have to complete for job applications. What’s the best way of doing this?

This needn’t be the nightmare it sounds!

The supporting statement is where you can really sell yourself so don’t shy away from it. The most important thing to remember about this is that each

FOUNDATIONS FOR TEACHING  23 23-24.inddF.indd 23

03/04/2008 09:41:37

FAQS

statement you write must match as closely as possible the person specification for the job. Never try to pass one supporting statement off on all the applications you make. Those doing the shortlisting will spot this a mile off and will bin your application quickly. You have to show that you are applying for a specific job and that you can offer the skills and aptitudes that they are looking for. This may be time consuming but it will get you a job. Never be tempted to write one statement. Go right back to the beginning with every application you make. These ideas will also help: l Always match your unique selling points to the job description and person specification for the job. l Back up what you say with examples from your classroom experience. l Be positive! False modesty is boring to read! l Begin and end your statement with real impact. l Convey a sense of your personality in

the statement. The reader wants to be able to visualise you as a three dimensional person interacting with the children in their school. l Use ‘action’ words and make sure that your spelling and grammar are immaculate. Keep it concise too. There is no need to go on for pages! Two sides of A4 is the maximum. l Always ask someone you trust to read through what you have written.

If I get a job that only lasts a term can I still work towards completing my induction period?

Yes you can. As long as any posts you accept are for a term or more in duration you will be able to work towards your induction. It is really important to double check at the interview stage whether the post you are going for is inductable. If it isn’t you may still want to go for it but you need to be aware of whether you can complete some of your induction or not

before being in a position to decide whether you want the job.

What if I don’t get a job when I finish my course? Will that mean I have to give up my Qualified Teacher Status?

Once you gain Qualified Teacher Status you will not lose that. If you do not secure a job in which you can complete your induction all is not lost. You can do noninductable supply teaching for a limited period or you can undertake your induction in stages, one term at a time. Once you have started your induction it is expected that you would complete it within five years. If you do supply teaching for the full time allowed under the rules and still haven’t secured a job you can apply for an extension. If ever you are unsure about teacher induction and how the rules apply to your specific circumstances you can contact the Training and Development Agency for Schools or the General Teaching Council for England.

24  FOUNDATIONS FOR TEACHING 23-24.inddF.indd 24

31/03/2008 15:52:07

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EDUCATION MINISTERS: THE FRONTLINE OF THE DFES JOB SEARCH: WHERE TO FIND THE ONE THAT SUITS YOU BEST

LEARNING STYLES: FROM VISUAL TO AUDITORY THE UNIONS: PROTECT YOURSELF AND JOIN UP NOW

SPECIAL SITUATION As an NQT you will face the rewards and challenges of teaching pupils with special educational needs

SURF for CORNWALL

02/04/2008 16:02:16

TRAINING

A new beginning Primary school can be one of the most rewarding careers, providing you have the right training, says LAURA BOWDERY

What did you do before you became a teacher?

Customer Service Department at British Airways' London Eye

Why did you decide to become a teacher?

I had always enjoyed working with children in groups like Brownies and Summer Clubs. So I decided to train as a Primary School Teacher after working at the Eye for three years and working in partnership with the School visit groups.

Which course did you do to train to become a teacher?

I decided after going to Drama School for a year that it wasn’t quite for me so looked into a degree course in Primary Teaching with Drama and English as a subject. I enrolled at Winchester University, formally King Alfred’s College, on the BA Hons QTS Primary Teaching course.

How did you find the course?

Excellent, it was pitched just right and I had some fantastic experiences there. I was able to travel and do my third school placement in the London Borough of Newham for seven weeks with five of my friends.

How did you get your first job?

My boyfriend got relocated through his work and I decided to move with him at the end of my degree to the Midlands.

We didn’t know the area at all so we did lots of research and visited lots of schools in my reading week. I applied to about eight schools and had two interviews set for the same day and four in the following week. I got offered the first two jobs on the same day and decided to take Southfields that evening because everyone

had been so welcoming when I arrived there and the school just felt like a really lovely place.

What was the support like in first job?

The support from Southfields and Coventry Local Authority was great and I was made to feel really welcome straight away. There was contact from the team for NQTs very early on and paperwork was sent through regularly from Coventry. We also had a welcome evening so we could meet other NQTs and Head Teachers and Heads of

recruitment fairs and talks for Final Year Teaching Students at Warwick University.

At Southfields I have had four work experience students in my class, which is good fun. I am coordinator of PSHCE at the moment and have started to run the School Council and support the Playground Pals this year.

What are your future plans as a teacher?

I’m really glad I have taught in both Keystage 1 and 2 so early on in my career, as I can see where the children

"Teaching Keystage 1 and 2, I can see where the children come from and where they are going to through the primary school" Services in a relaxed environment. I get on really well with my colleagues at Southfields and we do a lot together as a team so it is really easy to talk to my Head, Paul Tuffin as well as other people in my school.

What has been your career progression since you first job?

I’m in the middle of my third year and I’ve taught in two different Key Stages so far. I have been part of the team at Coventry Local Authority who support things like

come from and where they are going to through the primary school. I also think it allows you to maintain interest and enthusiasm for fresh ideas and continue to have high expectations for the children. I love working with the broad spectrum of children we have at Southfields, including EAL and Special Educational Needs (SEN) children as the children bring so much vibrancy to the school day! I think for my next role I would like to take on more responsibility within the school and work more with SEN children.

26  FOUNDATIONS FOR TEACHING 26.inddF.indd 26

02/04/2008 10:19:12

Make a difference

Teach.

Are you thinking of becoming a teacher of the future?

At Bath Spa University we offer teacher training PGCE courses in a wide choice of subjects for both the Middle Years (7–14) and Secondary (11–16) age groups.

If you feel you can make a difference please call today!

We particularly welcome applications from ethnic minority candidates.

Tel:

01225 875624

Email: teaching@bathspa.ac.uk

www.bathspa.ac.uk/courses/teaching

www.chiuni.ac.uk

Let us train you for a rewarding and fulfilling career The University of Chichester has a distinguished reputation for the training of teachers. We have an excellent record of graduate employment and enjoy consistent success in Ofsted inspections We offer excellent opportunities for graduates on the following courses:

� PGCE Primary – inc specialisms in Early Years or Modern Languages � PGCE Secondary - English, Design Technology, History, ICT, Mathematics, Physical Education, Religious Education or Science � Graduate Teacher Programme

We are committed to a policy of equality and opportunity, and welcome applicants from all social and cultural backgrounds For further details of any of our courses please contact our Admissions Office on (01243) 816002 or email admissions@chi.ac.uk or visit us at: teachered.chiuni.ac.uk

26.inddF.indd 27

“I would recommend Chichester to anyone looking to do teacher training.”

“I have nothing but good things to say about the course. The support from both university and subject tutors has been excellent and I would recommend Chichester to anyone looking to do teacher training.”

Mark Crook, Design Technology

31/03/2008 16:06:51

TEACHING

Culture vulture kids

Julie Howse, of Birchfields Primary School in Manchester, has developed links between her school and local museums and galleries, allowing pupils a rich and varied education

T

aking a group of school pupils around an art gallery may seem like a day off for them, but in fact they can learn more on these trips than in the classroom. “It’s a fun place to learn and it’s different from school,” says Julie Howse, Arts Coordinator at Birchfields

Gallery. “All the classes attend the gallery and participate in a range of arts activities, from dance and drama to music, writing and visual art. It has become a familiar place for the children, and they always enjoy coming to the gallery and working.”

Museums and galleries Julie began her career running drama

"I had always been keen to get children out of school to learn and to provide them with a wide range of experiences" Primary School in Manchester. “The benefits for the children of learning outside the classroom are great. They have so much to talk about, learn from and the works of art captivate and motivate them.”

Birchfields Primary school is closely involved with the nearby Whitworth Art

workshops for children at the Stamford Arts centre in Lincolnshire. “I enjoyed doing this so volunteered at a local school.

Working with children was challenging but rewarding, and the possibilities are endless.” After undertaking her Postgraduate Certificate of Education

(PGCE) at St Martin’s College in Lancaster (now part of the University of Cumbria), she initially worked in London, but soon moved to Manchester. “Although I really enjoyed working in London, I moved back north as I have many friends here. I worked in several schools on temporary contracts before starting work at Birchfields Infant School in May 1992.”

Julie began to see the benefits of learning outside the classroom as her work and liaison between the school and the art galleries developed. “In 2005 I became a lead practitioner in the Museums and Galleries Partnership in Education (Magpie) project which started a new area in my career. I had always been keen to take children out of school to learn and to provide them with a wide range of experiences – amongst these experiences

28  FOUNDATIONS FOR TEACHING 28-29.inddF.indd 28

31/03/2008 16:10:09

TEACHING

were sessions in museums and galleries.”

The focus of the project is to develop children’s writing, and involves the Manchester Museum, Whitworth Art Gallery, Science and Industry Museum, the People’s History Museum and Manchester Art Gallery. “The project has been monitored by Warwick University and in the last interim report it was found that children’s attainment in writing developed 2.7 points over two terms and the national average for writing development is two points.” The project also has particular benefits for boys, children with English as an additional language and children with special learning needs, which Julie thinks is down to the “practical aspects of the project”.

flexible, creative, patient, diplomatic and should be “willing to admit when they are wrong – both to children and staff.”

Julie also trains new teachers so that they can take their classes to museums in the future: “I want to develop further the teacher training work so that museum and gallery teaching and learning is embedded into teaching courses.” She is involved with workshops at the Whitworth Gallery where trainee teachers develop their own ideas for activities and schemes of work using art works and artefacts. “As trainees explore and discuss a range of activities they consider how these can be an integral part of curriculum planning and how key aspects of learning such as self awareness, self-evaluation, motivation and empathy are addressed. “

Feeding the brain According to Julie, the visits to the museums help to challenge the pupils: “Children need to be stimulated so they

Contact knowledge with others.” Julie believes that teachers need to “be creative and

"Teachers need to be flexible, creative, diplomatic, and willing to admit when they are wrong - both to children and staff" ask questions, and find out the answers by predicting, hypothesising, and sharing their

resourceful so the pupils will learn to be too.” She thinks that teachers need to be

For further details about the Magpie Project, see www.mlanorthwest.org.uk For details about learning outside the classroom, see www.teachernet.gov.uk/ learningoutsidetheclassroom For details about become a teacher, see www.teach.gov.uk or call the Teaching Information Line on 0845 6000 991.

Food Glorious food.

Food. Food.

Glorious food.

Ready for the challenge?

Apply online through the GTTR: www.gttr.ac.uk GTTR Course Code: D6X1

Contact our Admissions Tutor: 01274 431610 j.devanny@bradfordcollege.ac.uk www.bradfordcollege.ac.uk

28-29.inddF.indd 29

Food is an important part of a balanced diet. It’s also a growing area within schools’ curriculum and yet there is a severe shortage of specialised teachers.

The PGCE Secondary Design (Food Technology) is a pioneering 12-month course that prepares you to teach Food Technology in secondary schools at Key Stages 3, 4 and 5.

With 24-weeks practical experience based in a school at the forefront of this curriculum area, you will be fully equipped to educate children about the science and joy of food.

Feel free to inspire the next great chef – naked or master.

The PGCE Secondary Design (Food Technology) course is open to individuals who hold (or are about to gain) a degree in one of the following subject areas: )RRG 6FLHQFH 7HFKQRORJ\ %LRFKHPLVWU\ 1XWULWLRQ 6WXGLHV +HDOWK 6WXGLHV ZLWK UHODWHG PRGXOHV LQ )RRG 7HFKQRORJ\ 'HVLJQ 7HFKQRORJ\ &DWHULQJ +RVSLWDOLW\ Plus design courses including textiles

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SURF SURFforforCORNWALL CORNWALL

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YOUR WAY IN

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26/10/2007 14:50:30

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Log on to www.foundations4.com Fill out our very simple registration form and you will receive a FREE issue of Foundations for Teaching Careers later this year. It will be packed with articles on interview skills and techniques, career paths and where to find the best jobs.

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FOUNDATIONS FOR TEACHING ď&#x20AC;Ą 21 31-34.inddF.indd 20-21.indd 30 21

03/04/2008 11:34:25 26/10/2007 14:51:20

TEACHER TRAINING

Doors wide open There are many ways of gaining Qualified Teacher Status, from full-time and part-time PGCE courses to training in a school

P

GCE courses focus primarily on the development of teaching skills, and not the knowledge of the subject you intend to teach. As such, you are expected to have a good understanding of your chosen subject(s) – usually to degree level – before you start training.

How long does a PGCE take?

Courses generally last for one year fulltime or up to two years part-time.

Where can you do a PGCE? PGCE courses are available at universities and colleges throughout the UK. You can also take a PGCE via flexible distance learning (see www. tda.gov.uk), or in a school by completing a programme of school centred initial teacher training (SCITT) - see below.

What qualifications do you need?

You must have a UK undergraduate degree or a recognised equivalent qualification (see www.naric.org.uk).

Your degree should relate to the subject you want to teach. If primary, that means the core subjects of the national curriculum (www.nc.uk.net). If it doesn’t, you might be able to complete a pre-training course to get your knowledge up to the required level. Visit www.tda.gov.uk for details of courses.

You must also have achieved a standard equivalent to at least a grade C in GCSE English Language and Mathematics. And if you were born on or after 1 September 1979 and want to teach primary or Key Stage 2/3 (ages

7-14), you need to have achieved a standard equivalent to a grade C in a GCSE science subject.

your application will be passed on to your second, and so on. See www.gttr.ac.uk for full details.

Obviously it is better to complete your application as soon as possible, as courses do fill up How do you apply?

When should you apply?

The majority of PGCE applications are made through the Graduate Teacher Training Registry (GTTR), online at www.gttr.ac.uk. However, some ITT providers require that you approach them directly.

For secondary courses, you are able to apply to up to four different providers and for primary courses two providers. If you are unsuccessful with your first choice,

The closing date for primary applications is 1 December – as long as the application is received by then the GTTR guarantee to send it to the applicant’s first choice. The deadline for all other applications is 30 June, as long as there are still spaces available, and applicants have met all the requirements. Obviously it is better to complete your application as soon as possible, as courses do fill up.

FOUNDATIONS FOR TEACHING  31 31-34.inddF.indd 31

31/03/2008 16:37:04

Teacher training School-centred initial teacher training (SCITT) School-Centred initial teacher training (SCITT) courses are postgraduate initial teacher training (ITT) programmes designed and delivered by groups of neighbouring schools and colleges.

Importantly, they allow graduates to complete almost all of their training in a school environment.

Taught by experienced, practising teachers, and often tailored towards local teaching needs, all SCITT courses lead to qualified teacher status (QTS).

Many, though not all, will also award you the Postgraduate Certificate in Education (PGCE) validated by a higher education institution.

The SCITT is a good option if you would prefer to spend more of your training time in the classroom, putting theory into practice and developing confidence through more contact with pupils and other members of staff.

How long does the SCITT take?

Courses generally last for one year and are full-time.

What qualifications do you need?

You must have a UK undergraduate degree or a recognised equivalent qualification. Your degree should relate to the subject you want to teach (if primary, that means the core subjects of the national curriculum) – if it doesn’t, you might be able to complete a pretraining course to get your knowledge up to the required level.

You must also have achieved a standard equivalent to at least a grade C GCSE English language and mathematics. And if you were born on or after 1 September 1979 and want to teach primary or Key Stage 2/3 (ages 7-14), you need to have achieved a standard equivalent to a grade C in a GCSE science subject.

Is there any additional funding available?

Eligible trainees completing SCITT courses in England are entitled to receive a tax-free training bursary of £6,000£9,000. The precise amount depends on the subject and course start date.

In addition to funding such as this, you may be eligible to receive taxable “golden hello” payments (or teaching

grants in Wales) worth between £2,500 and £5,000, depending on the subject, after successfully completing your induction period as a newly qualified teacher (NQT).

When should you apply?

SCITT courses follow the academic year, so to start your training in September or October you generally need to apply through the GTTR or directly to the provider during the preceding academic year before.

However, be aware that courses in primary teaching, PE and history are very popular and there is considerable competition for places. In these cases, to guarantee that your first choice of SCITT provider will consider you, you need to apply by the end of November in the year before you wish to train.

Graduate teacher programme (GTP) The Graduate Teacher Programme (GTP) is a programme of on-the-job training allowing graduates to qualify as teachers while they work.

It is a particularly good choice for mature people who want to change to a teaching career but need to continue earning while they train.

To take part in the GTP you can either respond to an advertisement for the GTP programme, apply direct to a GTP provider, or find a job in a school as an unqualified teacher, provided they will support you throughout the programme. Once on the programme your training will be tailored to your own individual needs and lead to qualified teacher status (QTS).

How long does the GTP take?

Training takes from three months to one school year.

Where can you do the GTP? You can complete the GTP in any English or Welsh maintained school, as long as they are prepared to employ you as an unqualified teacher for the duration of the programme. Schools in “special measures” and Pupil Referral Units do not employ GTP trainees.

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Teacher training complete their degree and qualify as a teacher at the same time.

To take part, you first need to be working in a school as an unqualified teacher. This makes the RTP a good option for mature people who want to change to a teaching career but need to continue earning while they train.

Once on the programme your training will be tailored to your own individual needs and lead to qualified teacher status (QTS). Your school will also work with a local higher education institution to ensure that you receive suitable training to extend your subject knowledge to reach degree level.

How long does the RTP take?

The programme normally takes two years. However, if you already have some teaching experience, it may take less time. The minimum length of time you'll spend on the programme is one academic year.

Where can you do the RTP?

What qualifications do you need?

You need qualifications at least equivalent to a UK bachelors degree and GCSE grade C or above in mathematics and English. If you intend to teach primary or Key Stage 2/3 (ages 7-14) and you were born on or after 1 September 1979, you also need GCSE grade C or above (or an equivalent qualification) in a science subject.

Is there any financial support available?

Your school will pay you an unqualified or qualified teacher’s salary, which can be anywhere from £14,040 depending on your various responsibilities, experience and location.

How do you apply?

If you cannot find an advertisement for the GTP to respond to, you should apply for a place through your local GTP provider, known as a designated recommending body (DRB) or employment-based teacher training (EBTT) provider.

Contact: Graduate and Registered Teacher Programme Advice Line Tel: 01245 454444 Fax: 01245 454337 grtp@ttainfo.co.uk

Registered teacher programme (RTP) The Registered Teacher Programme

The Graduate Teacher Programme (GTP) is a good choice for mature people who want to change to a teaching career The TDA may pay the school up to £13,000 to help meet your employment costs as well as a training grant of up to £4,000.

(RTP) provides a blend of work-based teacher training and academic study, allowing non-graduates with some experience of higher education to

You can complete the RTP in any English or Welsh maintained school, as long as they are able to work with a higher education institution and are prepared to employ you as an unqualified teacher for the duration of the programme. Schools in “special measures” and Pupil Referral Units do not employ RTP trainees.

What qualifications do you need?

You must have completed the equivalent of two years (240 CATS) of higher education. For example, you may have completed an HND, a DipHE or the first two years of a bachelors degree. The recognition of 240 CATS points is at the discretion of the provider of the RTP. In addition, you need qualifications equivalent to GCSE grade C or above in mathematics and English. If you intend to teach primary or Key Stage 2/3 (ages 7-14) and you were born on or after 1 September 1979, you also need GCSE grade C or above (or an equivalent qualification) in a science subject.

Is there any financial support available?

Your school will pay you an unqualified or qualified teacher’s salary, which can

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Teacher training be anywhere from £13,599 depending on your various responsibilities, experience and location.

The TDA may also provide the school with a grant of up to £4,000 to cover the cost of your training.

If the school doesn’t receive this funding, there is also a self-funded option available, in which the school will meet the costs of the RTP. To find out whether this option is available to you, you will need to enquire at your local RTP provider, known as a designated recommending body (DRB) or employment-based teacher training (EBTT) provider.

Your first step is to find a school willing to employ you and support you through the programme. You then need to apply directly to your local designated recommending body (DRB). They will assess your application and establish what further training you would need to meet the standards for QTS.

When should you apply?

You can apply to join the RTP at any time. Bear in mind, however, that it is a challenging programme, requiring substantial effort and commitment. The RTP is not as widely available as the Graduate Teacher Programme (GTP) and competition for places is high. You need to be sure that this programme is for you before you apply.

Teach First Teach First is a programme run by an independent organisation, enabling top graduates to spend two years working in challenging secondary schools in London, qualifying as a teacher while completing leadership training and work experience with the country's leading employers.

Working with specially selected partner schools and businesses, Teach First aims to build the leaders of the future by providing high quality teacher and leadership training, internships, coaching and networking.

It is for high-flying graduates who may not otherwise have considered teaching or aren't sure of it as a longterm career. It leads to qualified teacher status (QTS) but also provides the potential to develop a commercially oriented career.

How long does Teach First take?

Teach First takes two years to complete.

Where can you do Teach First?

Teach First places teachers in challenging secondary schools in the Greater London or Greater Manchester areas only, however, it is not available at primary level.

What qualifications do you need?

Teach First aims to recruit from top graduates who have shown high levels of ability in areas such as leadership and communication. As such, its entry requirements are strict. You must have all of the following:

A minimum of a 2.1 undergraduate degree

300 UCAS tariff points (24 points

using the old tariff, equivalent to BBB at A Level)

Grade C or above in GCSE (or

equivalent) mathematics and English.

Ability to show high levels of

competency in areas such as leadership, teamwork, resilience, critical thinking, communication skills, initiative and creativity, and respect, humility and empathy.

What you studied at university is not

important, providing at least 40 per cent of your degree relates to a National Curriculum subject.

Is there any additional funding available?

In addition to the training salary you'll receive from your school, Teach First will pay for your food and accommodation during the Summer Training Institute. You will receive Point 3 on the unqualified teaching scale during the first year and normal NQT salary during your second year on the programme. It will also encourage you to access any other financial support available to you when making the transition to teaching.

How do you apply?

Teach First only accept applications through the online form available on its website www.teachfirst.org.uk. If your application is successful, you will be invited to attend a challenging daylong assessment at a centre in London.

When should you apply?

There are two closing dates for applications, the first in December and the second in June. Visit the Teach First website at www.teachfirst.org.uk for details of the application process and to note timings.

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CRB CHECKS

Checking the facts Before starting your teaching job you will need to have a CRB check to obtain an enhanced disclosure, says Sarah Jewell

I

n May 2006, in response to public alarm about sex offenders working with children, Ruth Kelly MP, then Education Secretary, announced changes to the vetting process for school workers. These substantial changes barred anyone who is “convicted or cautioned for sexual offences against children, whether the individual is on the sex offenders register or not” from working with children.

She also introduced new legislation to bring together List 99 – the Secretary of State’s barred list of people who have been convicted of child abuse – and the Protection of Children Act List into a single register of those barred from working with children.

To tighten the vetting process she announced that it would become compulsory for anyone working with children to obtain an enhanced

become increasingly complex and these reforms will clarify and simplify the way the system is administered to

‘The CRB check reveals criminal records and shows who is on the register of those barred from working with children’ Criminal Records Bureau (CRB) Disclosure before starting work. This also applies to anyone who has been out of teaching for more than three years. The CRB check will reveal details of any criminal record and show if a person is on the register of those barred from working with children.

Welcome reforms Matt Dunkley is Director of the Children’s Services for East Sussex County Council and he welcomes these reforms: “The whole system had

safeguard children.”

In the past, as he says, if a person accepted a caution for offences regarding child pornography it was not clear if that would lead to them being banned from teaching or not: “Now it is very clear that if you are cautioned and placed on the sex offenders’ register, you will be banned from teaching”.

Guidance for schools In November 2006 the Government issued new guidance for schools

entitled “Safeguarding Children and Safer Recruitment in Education” which came into force on 1 January 2007.

This guidance came in advance of the implementation in 2008 of the new vetting and barring scheme being established under the provisions of the Safeguarding Vulnerable Groups Act 2006. The main regulatory changes reflected in the guidance are:

 Making it mandatory for local authorities, schools and FE colleges to carry out CRB disclosures on all new applicants for work in schools and FE colleges who have lived or worked overseas, and to seek additional information about an applicant’s conduct.

 Placing a responsibility on schools

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CRB CHECKS

and FE colleges to keep a single, central record collating when checks on staff were made and by whom, including identity, qualification requirements, List 99 and Criminal Records Bureau checks.

 Introducing a responsibility for schools and FE colleges to request full details of CRB checks carried out on staff supplied through an agency, for schools and FE colleges to see the CRB disclosure where it contains information and the need for schools and FE colleges to show that these checks have been verified in the single central record.

What is the CRB? The Criminal Records Bureau was set up in March 2002 to provide a central system of checking and to provide different levels of information, or Disclosure as it is called, about prospective job candidates. The CRB provides information on criminal records and there are currently two levels of Disclosure available, Standard and Enhanced.

For Standard Disclosure the CRB has to identify the candidate and check against the national police database for any past criminal convictions. For Enhanced Disclosure the candidate must provide details of where they have lived for the past five years and the CRB will then write to every constabulary in those areas to find out if there are any pending convictions or investigations. To safeguard children

copy of the Standard or Enhanced Disclosure is sent out to the applicant as well as the Registered Body.

How to apply for Disclosure

Will the information be confidential?

There are two ways of applying for a Disclosure. You can either telephone the Disclosure application line on 0870 90 90 844, in which case you will need to provide the Registered Body name and number, or complete a paper application form handed to you by the person who asked you to apply.

Organisations using the Disclosure service must comply with the CRB Code of Practice, which is there to make sure the whole process works fairly and that any information revealed is treated fairly and securely. Also, the CRB is committed to compliance with the Data Protection Act.

‘There are two ways of applying for a Disclosure – you can telephone the application line or complete a paper form’ local education authorities need to know about activities, allegations or concerns which haven’t resulted in criminal convictions but are still worrying in themselves.

The CRB recognises that the Standard and Enhanced Disclosure information can be extremely sensitive and personal, therefore it has published a Code of Practice and employers’ guidance for recipients of Disclosures to ensure they are handled fairly and used properly. A

and the person who countersigned your form.

In both instances, you will be asked to provide your name, address and date of birth, along with the Registered Body name and number, and the level of Disclosure. This will help the person who asked you to apply, confirm your identity.

Who will receive my Disclosure?

The CRB sends out a copy of the Disclosure, containing any information revealed during its searches, to you

What if I have a criminal record?

Safeguards and guidelines have been introduced to ensure that conviction information is not misused and that ex-offenders are not treated unfairly.

Ex-offenders will retain the protection afforded by the Rehabilitation of Offenders Act 1974. In addition, the CRB and the Chartered Institute of Personnel and Development (CIPD) have developed guidance information for employers on this matter.

For further Information see www.crb.gov.uk or call 0870 90 90 811

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MONEY MATTERS srettam yenoM

Keep the cash tflowing soc eht gni While you are training to be a teacher just what financial assistance can you expect and how much are you likely to earn once you start teaching?

SARA EVANS has some answers

a eb l dna t ot ?gni srew

W

hile you are studying and training to become a teacher, you could be eligible to receive financial assistance. The amount you receive will depend upon your background as well as the type of course you are taking.

sesruoc etaudargtsoP

era dna ot a uoy laicna eviece sa dnuor era

fo sredivorp ,raey tsal fo sA ot elba neeb evah gniniart rehcaet aiv esruoof c r£1,500 ieht ekaist means ot stned uts egrahc “shortfall” tested eraamount yeht myou umixmay am ereceive hT .seewill f noitiut and the .raeyupon rep 0your 00,3personal £ si egrahc ot dewolla depend uoy ,sesrItuomay c reh to hbe tiwpossible ,sa ,revetowoH background. also ef eseht worth yap otup deto tce£9,000 pxe tonaera receive saebursary

elbaliava dluoc rof ytili

Undergraduate courses Financial assistance for paying undergraduate tuition fees is available in a means-tested grant which could be worth up to £2,700. Eligibility for funding is determined by your course provider and personal situation. You are not guaranteed any funding but are able to apply for a student loan to help cover your costs.

Postgraduate courses As of last year, providers of teacher training have been able to charge students to take their course via tuition fees. The maximum they're allowed to charge is £3,000 per year. However, as, with other courses, you are not expected to pay these fees upfront.

era stnarG si tI .hguoht elbaliava morf eviecer ot elbissop noitacude lacol( AEL ruoy 007,your 2£ httuition row tnafees rg aare )ytadded irohtua Rather, .deyour tset-sundergraduate naem ton si hcstudent ihw fo 0loan 02,1£ – onto fo then ”llaftrstart ohs“paying eht tahback t snaeonce m sihT which you tnu omatoehearn t dnaover dets£15,000 et snaemper si 005,1£ you start ruoy nopu dneped lliw eviecer yam uoy year. eb oare sla available yam tI .dnthough. uorgkcaItb islanosrep Grants pu hto troreceive w yrasrufrom b a eyour vieceLEA r ot (local elbissop possible nac uoyauthority) tahw yltcaaxgrant E .raeyworth a 000,9£ ot education epy–t £1,200 eht nopof u swhich dnepeisd not yllaer eviecer £2,700 ,ekat oThis t esomeans ohc uothat y esthe ruoc TTI fo means-tested. sa llew sa niart ot ediced uoy erehw .secnatsmucric etavirp nwo ruoy

Types of undergraduate and graduate teaching courses solleh nedloG Programme Type Course type Abbreviation tub lacitsym rehtBEd ar dnuos thgim yehT Undergraduate Bachelor of education o-eno yllacisBA/BSc ab era s olleh nedlog

Bachelor of arts/scienceff ot eda m )000QTS ,5£ ot pu( stnemyap

with qualified teacher status caet deifilauq ylwen Postgraduate Postgraduate Certificateniof)s TQN( sreh PGCE ruoy fo ”ssendlog“ ehT .dnalgnE

Education uoy tcejbus eht nTeach o sdnFirst eped tnemyap

Teach First og neht dna h caet ot deniart evah

School-centred initial SCITT sa decudortni erew yehT .hcaet otno

teacher training ot stneduts egaruocne ot evitnecni na a morf gnireffus saera tcejbus ni hcaet .ffats gnihcaet fo kcal

year. Exactly what you can receive elba neeb evah gniniart rehcaet fo sr really depends upon the type of ITT ’seeftono itiuwhere t aiv you esruoc rieht eka course you choose take, decide to train as well as your own eracircumstances. seef noitiut ruoy ,rehtaR .tnorfpu esruoc r private etaudargrednu ruoy otno dedda uoY .n ts neht uoy hcihw naol tneduts tub gn Goldentrahellos nrae osound t tratsrather uoy ecmystical no kcabbut gniyap ot naol t They might .raey repone-off 000,51£ revo golden hellos are basically payments (up to £5,000) made to sesin ruoc gnihcaet etaudarg newly qualified teachers (NQTs) oitai“goldness” verbbA epyt esruo England.nThe of your EB the subject you noitacude fo rolehca payment dependsdon cSteach B/AB and then goecneics/stra fo rolehca have trained to TQ introduced sutatsas rehcaet deifilauq hti onto teach. They Swere ECGP fo etatocifitreC etaudargtso an incentive to encourage students noitacud teach in subject areas suffering from a tsriF hstaff. caeT tsriF hcae lack of teaching TTICS laitini dertnec-loohc gniniart rehcae

FOUNDATIONS FOR TEACHING  37

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02/04/2008 10:33:01

MONEY MATTERS

Golden hello payments (England only) Taxable payment Subject £5,000 Maths

Science £2,500

English (including drama) Information and communications technology (ICT) Design and technology Modern foreign languages (MFL) Religious education Music

Main pay scales including NQTs Location Salary scale London (fringe) £21,102 to £30, 393 London (outer) £23,118 to £32, 752 London (inner) £24,186 to £33,936 England and £20,133 to £29,427 Wales

Teaching and learning responsibility payments: TLR 1 max £11,557 TLR 1 min £6,829 TLR 2 max £5,778 TLR 2 min £2,364 Special needs allowances: Level 2

£3,687 Level 1

£1,866

Once you have qualified and taken up a NQT position in a maintained school or non-maintained special school in England, you should receive a taxable “golden hello” payment of between £2,500 and £5,000 at the

Basic salary scales for all teachers from September 2007

England & Wales Inner London Outer London

Leadership group Max (HT ) £98,022 £104,628 £100,794 Min (HT) £39,525 £46,134 £42,297 Min £34,938 £41,541 £37,710

Advanced skills teachers Max £53,115 £59,724 £55,890 Min £34,938 £41,541 £37,710

Upper pay scale Max £34,281 £41,004 £37,164 Min £31,878 £37,809 £34,650

Main pay scale Max £29,427 £33,936 £32,751 Min £20,133 £24,168 £23,118

Unqualified teachers Max £23,331 £27,129 £26,106 Min £14,751 £18,552 £17,523

routes. Students who qualify through the Graduate Teacher Programme or Registered Teacher Programme are not eligible.

Starting salaries It’s also useful to know how much you are likely to earn once you are established in the teaching profession.

Starting salaries match those of other professional working people and with promotion and dedication it is highly likely that your salary will continue to rise throughout your career.

Salaries for qualified teachers are matched to a pre-determined payscale.

These are set every April by the Government. There is a main payscale each year, which if you perform as required, enables you to move up a level every year (getting more pay) until a maximum level is reached or you move onto a new payscale – connected to your level of experience or new role.

After completing ITT and achieving NQT status, you can expect to earn (in

‘There is a main payscale each year, which if you perform as required, enables you to move up a level every year’ start of your second year of teaching – once you have completed your induction period.

These golden hellos are only available in the above subject training and actual teaching areas. They also only apply to approved postgraduate

England and Wales) around £20,133 a year (or £24,168 if you work in inner London).

During the first few years of your teaching career you may find yourself moving up to a leadership payscale – even possibly a headship payscale.

London fringes £98,991 £40,491 £35,901 £54,081 £35,901 £35,250 £32,847 £30,393 £21,102 £24,297 £15,720

These payscales are scheduled to start in September this year and include:

 Advanced skills teacher payscale  Leadership group payscale  Headteacher payscale.

Benefits As well as a basic salary, you are also entitled to a number of benefits. These include:

 Responsibility payments: extra salary if you take on extra responsibilities

 Teachers’ pension; the UK’s second largest public sector pension scheme

 Holidays; you will probably receive more holiday than other professionals but you will be expected to work during some of them (preparation etc).

Teachers working in London may also be eligible to get help with house purchases through a key worker programme known as the Low Cost Home Ownership scheme (LCHO). Log on to www.housingoptions.co.uk/ho2/ for more information.

FIND OUT MORE Get more information on funding while you are training and earning potential once you start working by logging onto: www.tda.gov.uk

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02/04/2008 10:33:16

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Further information IN ORDER TO HELP plan your future studying to become a teacher, PLEASE COMPLETE and cut out THIS FORM and send via freepost, to Freepost RRUH-LETG-YXTA, FOUNDATIONS FOR TEACHING, london, EC2A 4BH, or fill in the form online at www.foundations4.com SURNAME:

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if you wish to receive further free information from any of the institutions listed below, please tick the relevant box:

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FO R TE ACHING

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Taking the classroom outdoors

king's college London

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university of chichester

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SPRING 2008

Fieldwork:

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cornwall scitt

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02/04/2008 16:08:42

Make your mark: train to teach at King’s College London King’s PGCE students train to teach in: • Classics • English • Information & Communication Technology • Mathematics • Modern Foreign Languages • Religious Education • Science (Biology, Chemistry, Physics) We’re dedicated to supporting the development of our students so that they become skilled and confident teachers. Our PGCE programme offers 60 credits to contribute towards a Master’s in education once you have qualified. Stay with us and we’ll encourage you every step of the way.

Tel: 020 7848 3170 Fax: 020 7848 3182 Email: pgce@kcl.ac.uk Website: www.kcl.ac.uk/pgce

We welcome applications from recent graduates, mature students from all backgrounds and those who have had other careers before teaching. For further information please contact our PGCE office.

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