Foundations for Teaching

FOUNDATIONS FOR TEACHING AUTUMN 2009

AUTUMN 2009 2009

FOUNDATIONS YOUR COMPLETE GUIDE TO TEACHER TRAINING

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FOR TEACHING

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170 Years of Experience in Teacher Training Teaching enables you to make a real difference in people’s lives, and our experienced staff will prepare you to enter this immensely rewarding profession.

UCP Marjon provides a friendly and supportive learning environment. With top marks from Ofsted for management and quality, our sterling reputation has never been stronger.

We offer PGCE course in: • Primary

• Secondary Mathematics

• Primary with MFL

• Secondary MFL

• Secondary Art

• Secondary PE

• Secondary English

• Secondary RE

• Secondary Geography with ICT

• Secondary Science

• Secondary ICT Plus: Postgraduate Certificate Early Years leading to Early Years Professional Status (EYPS) for those wishing to work with children aged 0-5

01752 636890

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www.ucpmarjon.ac.uk

admissions@ucpmarjon.ac.uk

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CONTENTS 04

ALL CHANGE

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WORK EXPERIENCE

What motivates people to change career and become a teacher

How time spent in the classroom can help your application to initial teacher training

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BUSINESS SCHOOL

Launch of Milton Keynes Academy

22 ICT

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GET IN TOUCH

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ONLINE CLASSROOMS

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INTERNET PROTECTION

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COMMON SKILLS

How technology can be harnessed to help teachers with their work

HEAD OF THE YEAR

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PATHFINDER

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DISCIPLINE

The different training routes available for becoming a teacher

Classroom management is one of the biggest worries for new teachers

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WANTED

Hunt for male primary school teachers

How to receive further information to help you plan your future career

How June Foster was inspired to win Virtual learning environments are a regional award helping more effective learning

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RAPID RISE

Melanie Bararow’s career has been supported by the NCSL

Teachers need to learn how to keep their pupils and themselves safe online

The similarities between running a nursery and teaching teenagers

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BARRIERS TO LEARNING

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FINANCIAL AID

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JOB SPRINGBOARD

Bursaries and funds available

Helping children affected by ASD

Four former teachers who have gone on to other careers tell their story

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ROSE REVIEW

The most fundamental review of the primary curriculum in a decade

APPLICATIONS

Go straight to the top of the class with your ITT application

EDITOR JAMES DONALD • HEAD OF DESIGN KATHLEEN RAYFIELD Foundations For Teaching is published by Educate Ltd, 84 Great Suffolk Street, London SE1 OBE, 020-7902 1200. The opinions in the articles are those of the individual writer and not necessarily 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 personal opinions therein. The paper used for Foundation For Teaching is made from sustainable wood pulp. www.foundations4.com, email: info@educate-direct.com

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TEACHERS

ALL CHANGE What motivates people to move into teaching from another sector?

Job security? Long holidays? Or is it something altogether more positive, asks Jessica Moore

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t sounds really clichéd, but for me, it’s all about giving something back”, says Mel Rosling, who, at 49, is retraining to be a teacher. Rosling used to be a jet-setting headhunter for the retail sector. Life was fast-paced, and work was often overseas. “I did a lot of traveling”, she remembers. “I was away from home too much. I’ve got three teenage children. I wanted to be there for them, and I was aware that before too long they’d be heading off to university and leaving home. I didn’t want to have regrets.” So Rosling quit her well-paid job and sought a place on a teacher-training scheme. She is currently doing the Graduate Teacher Programme (GTP), run by the University of Bath, and training within a co-ed secondary comprehensive in Bristol.

for the different rewards teaching offers.”

The recession, too, has taken its toll – but perhaps teaching will be the winner as other industries are shaken. “The credit crunch has made people think again about where they are and where they’re going and what they want out of their career,” says Field. “The TDA has been quite honestly and transparently exploiting that.

About a year ago, when Lehman Brothers went under, we realised that there would be a lot of people who were either facing redundancy or worried about redundancy in those professions, who have degrees and good transferable skills, so we targeted those people with a series of events in central London, which we then took around the country.”

OLDER APPLICANTS

In 2008, the TDA also launched its Transition to Teaching programme to increase the number of people training to teach maths, science or ICT.

By November 2008, just months after launching the programme, England exceeded the target set for numbers of new science teachers for the first time. A total of 3,114 science trainees entered colleges during the academic year 2008-09, which is a rise of 2.5 per cent on the previous year. “That is the highest number of science teachers we have recruited since the TDA began 13 years ago,” said Graham Holley, the TDA’s chief executive.

The wave of bankers, moving from the City to the classroom, has been a much written about outcome of the credit crunch. While many welcome these new recruits, some academics and teacher trainers wonder whether they are what the profession needs. In March, Peter Mortimore, the teacher, researcher, former director of the Institute of Education, and regular contributor to the Guardian’s Education supplement, wrote: “in these hard times many bankers, City traders and estate agents will discover a hitherto unrecognised vocation to teach. And there will be some exsoldiers who possess – or can rapidly acquire – the necessary skills to grow into fine teachers.

But this cannot be taken for granted. I have met a number of former officers who could not cope with teaching.” He concluded: “ministers must learn to trust teachers’ professional skills. They must rid themselves of the corrosive idea… that any outsiders are bound to be better than those who have actually chosen to devote their lives to teaching.’

Rosling’s story is far from unique. “There has been close to a 50 per cent increase in the level of enquiries about teacher training over the last 12 months, since the recession began”, says Giles Field, Head of Media Relations at the Training and Development Agency for Schools (TDA), which is responsible for boosting teacher recruitment in Britain. “We’ve also seen an increase of in the order of 30 per cent from career changers, which is people coming into teachers from other professions. Notably, those include bankers, lawyers, architects – people from middle-management, white-collar roles.

These are often people in their mid- to late30s, often those who may have considered teaching in the past and are now returning to it. What motivates them seems to be the desire to give something back to society and make a difference to young people’s lives. They’re quite socially conscious” Don’t the perceived long holidays, stable career and attractive working hours add to the altruistic appeal? “Those are contributing factors, certainly”, agrees Field. “People consider teaching to be a secure profession, and generally it is. And you do get the long summer break. But our research has shown us that the big factors that motivate people to go into teaching are that they feel they will be well rewarded – teaching salaries have increased by 19 per cent over the last 10 years, and are now considered to be quite respectable – and the desire to make a difference. That’s why you get bankers prepared to give up very high salaries

Wave of bankers

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“An important question is: what makes a good classroom teacher?”, counters Field. “The answer is: a combination of good knowledge and a degree, but also other qualities, such as communication skills and a dedication to working with young people.” Anyone applying to a teacher training programme, he says, regardless of their background, will need to convince the admissions tutors of their commitment to teaching.

WORTHWHILE CAREER “I worked for a French bank called BNP Paribas”, says Jeanette Gallagher, 40, who is now in the third year of her BEd course. “Then the banking environment became more unstable, and I changed too. I had children. The banking environment wasn’t very supportive of working mums. I had to leave at five to collect my children, and that’s not the culture: they work late, they go for drinks after work – I found I couldn’t join in any more, so I was getting left behind. I felt I would be first in line for the chop, and I was ready for a change.” But although teaching is a career that batter suits working parents, that wasn’t the main draw for Gallagher.

“I wanted to be a teacher: that has to come first and foremost. I helped out in my son’s school. I loved it and knew it was for me”.

“I want to be the best teacher that I can be”, echoes Rosling. “I had 27 years in another

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career and I don’t feel I need to prove my ability to rise up the greasy pole: what matters to me now is feeling fulfilled and feeling like I am making a proper contribution. I’ve been in teacher training for a month now, and I feel like I’ve died and gone to heaven. I feel I’m able to do something I feel is worthwhile, and, while I enjoyed my career before, it wasn’t about fulfilling other people’s needs, it was about fulfilling my needs”. What’s more, Rosling believes she has valuable skills to bring to the table: “Having spent 27 years working in commerce, I have a very real insight into what the world of work is like and therefore what students in secondary schools are working towards. If you’ve been there and done it, your teaching can be far more relevant – especially in areas such as business studies. If a school has a balance of teachers whose knowledge comes from teaching as a career, and those who have gained industry experience, you can offer young people a more rounded outlook”.

I feel I’m able to do something I feel is worthwhile

VARIETY PACK “Headteachers tell us that they often like to employ career changers, because career changers bring experiences and all sorts of qualities that are different to others in the teaching profession” agrees Field. “Headteachers want a good blend of professionals in their school.”

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Make a difference

Teach.

Are you thinking of becoming a teacher of the future?

At Bath Spa University we offer a wide range of teacher training PGCE courses in Primary and Early Years (3–11), Secondary (11–16) and Key Stage 2/3 (7–14) age groups.

You will receive excellent support from dynamic and highly committed course tutors, a tax free training bursary of up to £9,000 plus a golden hello bonus in some subjects at the end of your first year of teaching.

If you feel you can turn your talent to teaching, please contact us or visit one of our regular PGCE events – see website for more details.

We particularly welcome applications from groups under-represented in teaching, notably black and minority ethnic candidates.

Tel: 01225 875624 Email: teaching@bathspa.ac.uk

www.bathspa.ac.uk/courses/teaching

 

Hands up if you want to teach Newman University College has over 40 years experience and an enviable reputation for the quality of its teacher training programmes, offering innovative courses enabling students to be excellent classroom practitioners and future leaders.

Newman’s PGCE courses confer qualified teacher status (QTS) and are available at both Professional Graduate Certificate and Postgraduate Certificate level.

• Primary • Primary with English as an Additional Language • Primary with French, German or Spanish • Key Stage 2/3 ICT • Key Stage 2/3 Mathematics

• Key Stage 2/3 Modern Foreign Languages • Key Stage 2/3 Science • Secondary Citizenship • Secondary English • Secondary Physical Education • Secondary Religious Education

For further information please visit: www.newman.ac.uk/PGCE e: info#postgraduate@newman.ac.uk t: +44 (0) 121 476 1181 ext. 2390

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w e To gain a place on a teacher training programme, it helps to have loads of experience from the other side of the desk before you apply, discovers Jessica Moore

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WORK EXPERIENCE TEACHERS

BY THE BUCKET The ones that really struggled were those with the least experience of mixing with children

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efore I became a teacher, I had absolutely no experience of working with young people”, admits Ben Hawley, 28, who teaches secondary science. “I’d never even done any babysitting! Also, I’m the youngest in our family, so I wasn’t used to being around children at all. I just knew I was good at explaining things and felt that I’d be a good teacher.”

experience, but it could give you the edge, and there are opportunities if prospective students wish to gain some experience in a classroom.

If they call the teaching information line [0845 6000 991], they can arrange a placement in a local school where they can gain some insight of what it’s like to work in a school with children, prior to applying to a teacher training programme. This is unpaid work, akin to work experience.”

GIVES YOU THE EDGE

GREATER INSIGHT

Hawley was lucky. After gaining a physics degree, he went straight on to a PGCE course.

“The admissions tutors gave me a break”, he says. “Usually, they prefer applicants to have some relevant experience. When they offered me a place, they asked me to spend at least two weeks in a school before I started the course, so I volunteered at my local primary. It was well worth it. I was much better prepared for the realty of the classroom after that fortnight was up”.

“It’s very hard to train to be a teacher in just nine months, which is how long most postgraduate courses are”, says Sasha Hermann, 31, a reception teacher in North London. “You can end up going into the profession feeling unconfident and underqualified. That’s why it’s really important to have some classroom experience before you start. There were 24 people on my course but only 19 made it through.

The ones that really struggled were those with the least experience of mixing with children”.

Hermann herself started her SCITT course, at the London Diocesan Board for Schools, with bucketloads of experience. “Before I trained as a teacher, I had an arts career – I was acting – and I did teaching assisting as a sideline to that. As a classroom assistant, I worked with children with learning difficulties, and I worked in a nursery for nearly a year. I’d also done supply teaching in various schools – sometimes for just a day, other times for longer periods of about three weeks.

That meant I had a lot of experience working with children from nursery age to secondary school.”

While she was an actor, Hermann joined supply teaching agencies, which required a degree and experience working with children, such as babysitting, but no teaching qualification. She enjoyed the experience so much, so decided to stop acting altogether: “I was motivated to become a teacher because I enjoyed the experience of being in a classroom. I like the stability of the career, I like working with children, and I think having all that early experience of being in a classroom makes me a better teacher. I don’t know how I’d have done without it, to be honest.”

Giles Field, Head of Media Relations at the Training and Development Agency for Schools (TDA), says: “It’s not a prerequisite for teacher training courses that candidates have classroom

Alternatively, contact your local schools and volunteer as a mealtime supervisor (a dinner man/lady, as was), or offer an extra pair of hands to help out on school trips. That could be a platform to becoming a teaching assistant.

Volunteering, even for a few hours, can provide a valuable insight and experience. Most schools welcome the offer of free support, subject to the necessary police checks. “I helped out in my son’s class a few mornings here and there,” remembers Jeanette Gallagher, 40, who is studying for her BEd. “I enjoyed it so much, I knew I wanted to be a teacher. The experience really helped me get onto my course, too.”

Rachel Groves, 31, is teaching Year 1 as part of the final year of her BEd degree from Middlesex University. Like Hermann, Groves started her course with a wealth of experience: “I teach music at a Saturday school, and I have two young children of my own”, she says. “I also worked as a teaching assistant in a private school for a year.

Lots of people gain experience that way. And quite a few of the more mature students on my course have done a childcare access course”.

“Being a mum gives you an insight into what goes on in school from the other side”, says Gallagher. “It all helps you to be a better teacher, because you have a better understanding of the classroom from three perspectives: the child’s, the parent’s, and the teacher’s”.

“To be a good teacher, you’ve got to have some understanding of how children think and how you can communicate with them”, agrees Hermann.

“To an extent, you have to learn that by yourself; no one can teach you. They can advise you to use simple language, and to slow your pace down – things like that. But you really learn by spending time with children, and ideally by spending time with them in an academic environment.”

Hawley agrees: “I would have found my training and my NQT year far less daunting if I’d spent more time with young people beforehand.

There’s so much to learn when you train as a teacher. Being confident and relaxed around children would have given me one less thing to worry about”.

“I would advise somebody, before you do any teacher training, to spend time in a school”, says Hermann. “It can only help you.”

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CAMP IT UP CAMP AMERICA

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orking at an American Summer Camp with BUNAC is a great way to get good experience working with children if you are thinking of, or are, studying to become a teacher.

I worked at Camp Sloane, a YMCA camp in the middle of Connecticut which catered for children from many backgrounds. Having never experienced summer camp as a child myself, I sometimes found the kids challenging, but I soon learnt to understand and have fun with them. Camps provide a safe environment for kids to forget any troubles and just be a child. The best thing is the fun I had with them and the friends I made!

From mud face paint to jumping in the lake fully clothed, at camp you learn to take advantage of your ‘inner child’!

RELEVANT SKILLS I worked at camp before starting my PGCE at Canterbury Christ Church University and the time I spent at Summer Camp USA was really valuable to my teacher training. I was confident in my own ability, which really helped when stepping in front of a new class of thirteen year-olds!

Camp is great for getting to know young people as themselves; to have fun and enjoy their company, ideas and enthusiasm.

I feel so lucky to have had the opportunity to work at an American Summer Camp. Camp not only let me travel, meet great people and have a

brilliant summer, but taught me skills that have helped me every day of my teaching career so far.

I would recommend anyone involved in teaching to spend a summer at camp with BUNAC; the skills you’ll learn will help you throughout your

career, and provide you with a new outlook on children, learning and fun!

Apply online for the summer of 2010 at www.SummerCampUSA.co.uk or call BUNAC on 0207 251 3472.

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AUTUMN 2009

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BUSINESS SCHOOL

TEACHERS

We want to give children a can-do attitude

THE MILTON KEYNES ACADEMY OPENED ITS DOORS THIS SEPTEMBER. OVERSEEING THE WHOLE PROJECT WAS PRINCIPAL, LORNA CALDICOTT

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his September saw the first pupils arrive at Milton Keynes Academy. 1,200 pupils turned up to the new building, built at the cost of £30 million. Overseeing the whole project was the Principal, Lorna Caldicott, who had been working for the last two years to make sure everything was ready for the first day.

The academy’s specialism will be in business and enterprise and it is one of two schools nationwide to be sponsored by the education charity, Edge. Edge promotes vocational learning and Andy Powell, the chief executive says: “We are putting our ideas, and our money, into practice by investing in the young people of Milton Keynes through this Academy. The Academy will put ‘learning by doing’ at the forefront of the curriculum without sacrificing academic achievement; we believe that there should be excellent academic and vocational courses and that the students should be offered many paths to success.”

Lorna is keen to emphasise the learning by doing: “Our big vision is to look at how children learn and giving them a can-do attitude.” The school is being in an area where there is a lot of unemployment and Lorna plans to “help

regenerate the area and get young people into work so they can contribute to the community.”

She is also keen that the school is part of the local business community and already 100 businesses have signed up to come and work with students. There is also a business actually based on site in the academy’s business hub Beanwave (www.beanwave.co.uk).

Lorna was always keen on becoming a teacher and she believes it is a craft because the job needs a lot of skills to help bring out the best in people. “You have to have a sense of vocation and you also have to have a passion for doing it. You need a passion for your subject and for young people as you need to want to help them develop. Lots of people may not want to be in a room with 30 teenagers at one time.”

She says that many people don’t understand quite how creative the job of teaching is as you have to think of ways to get a theoretical idea understood. However, she thinks it is all worthwhile when you “see 30 lightbulbs all going off when suddenly the class understands.” www.miltonkeynesacademy.co.uk/ Edge: 020 7734 6414; www.edge.co.uk

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We are seeing an increase in the popularity of employment-based routes that offer more classroom time in teacher training

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TEACHERS

pathfinder There are lots of different training routes available to those considering a career in teaching.

Which is right for you? Jessica Moore assesses the options

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nce you’ve made the decision to train as a teacher, the first thing you will notice is how many different training routes there are to choose from. From fulltime university-based undergraduate schemes to postgraduate earn-as-you-learn. classroomcentred programmes, the range can be baffling.

who want to get into the workplace quickly”, Rosling adds. “On my course, there are about 40 students. Most have been classroom or teaching assistants and now want to move into full-time classroom teaching. Other, like me, come from different industries”. Places on GTPs are restricted and competition can be tough.

dedication

Another employment-based route is Teach First, which recruits ambitious graduates with a 2.1 degree or above (www.teachfirst.org.uk). These high-fliers train in paid positions at disadvantaged and challenging secondary schools in the East Midlands, London, the North West, the West Midlands and Yorkshire, combining teacher training with classroom experience, and developing leadership and management skills.

Teach First takes a minimum of two years to complete and leads to QTS. As of 2009, Teach First students have the option to later gain a Masters qualification. “In the first year, you qualify as a teacher, so from the second year your salary will increase as you go from being an unqualified teacher in a school to a qualified one”, says Natalie Whitty, PR manager at Teach First. “In the second year, we deliver modules around leadership. If you then want to gain a Masters qualification, candidates can study for a third year, undertaking a university-delivered module”. Those that train with Teach First aspire to leadership roles: “That may be as excellent classroom teacher, as Gifted and Talented coordinators, as deputy heads or other roles within schools”, says Whitty. “Some of our ambassadors go into other sectors too, continuing to address educational disadvantage. We need people like that in all fields if we’re to inspire systemic change in the long term. So we see people go off into business environments, setting up their own charities, and working in education policy roles.”

“The reason why there are so many different training options is so there is something to suit all the different types of people who come into teaching”, explains Giles Field, Head of Media Relations at the Training and Development Agency for Schools (TDA).

Whichever route you take, however, the journey will require hard work, commitment and dedication. It will introduce you to new people, ideas and environments. And, like all journeys, it will take planning and careful consideration.

To be able to teach in state-maintained schools in England and Wales, you need to achieve qualified teacher status (QTS). The various different programmes of initial teacher training (ITT) that enable you to gain QTS combine theoretical study with at least 18 weeks’ experience in a real classroom. What differentiates each course, other than entry criteria, is primarily the balance of this theoretical and classroom learning. “We are seeing an increase in the popularity of employment-based routes that offer more classroom time in teacher training”, says Field.

learning in the classroom Such routes enable you to earn while you train.

On the Graduate Teacher Programme (GTP), those who already have a university degree in any subject can qualify while being employed by a school as an unqualified teacher, usually gaining QTS within one academic year. Mel Rosling, 49, says: “My course is attached to the University of Bath, but in the entire year, I’ll spend no more than eight days there.” She spends most of her time teaching and assisting in schools.

“I think the GTP is geared to mature students

Teach first

Non-graduate route The Registered Teacher Programme (RTP) is an employment-based route that targets people who don’t have a degree, but who have already completed at least two years in higher education.

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That could be an HND, a DipHE or the first two years of a degree. The RTP mixes classroombased teacher training with academic study, allowing non-graduates with some experience of higher education to gain a degree and qualify as a teacher at the same time. RTP trainees are employed by a school, earning a salary while working towards QTS. The programme normally takes two years to complete.

For those who have spent a lot of time working in the classroom as an unqualified teacher or similar, there is assessment-based teacher training. Here, experience counts for a lot. Within schools in England, it is possible to gain QTS within a year by compiling a portfolio of evidence of your abilities as a classroom teacher. You will have a day-long assessment, when an examiner will visit your school.

There are other popular alternatives to employment-based routes. A classroom-based, unpaid postgraduate route is school-centred initial teacher training (SCITT). These programmes last one year, full time, and are designed by groups of neighbouring schools and colleges. Instead of working in a university environment, being taught primarily by education academics, SCITT students spend the majority of their time learning ‘on the job’.

“For me, the best way to become a confident teacher was to spend as much time in schools with children as possible, rather than in the lecture theatre”, says Sarah Harding, 30, who did her SCITT in primary schools in North London. “I did a lot of research before choosing my course, and the SCITT definitely seemed the best option for me.”

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PGCE Perhaps the best-known postgraduate route is the postgraduate certificate in education (PGCE), which lasts one to two years. This course focuses on developing teaching skills, and not on the subject you intend to teach. For this reason, you are expected to have a good understanding of your chosen subject before you start training. A graduate in Spanish, for example, could become a Spanish teacher by successfully completing a PGCE course, their knowledge of Spanish having been honed on their degree programme, and their teaching skills developed on their PGCE course.

“My PGCE course was mainly made up of recent graduates”, says Dominic Smith, 25, who teaches English in a secondary comprehensive.

“PGCEs are university-based, so they seem to suit people who remember the university environment and still feel comfortable there.

Also, you can be confident that your knowledge of your subject is fresh and current if you only recently got your degree”.

For would-be teachers who don’t already have a university degree, there are four main options: a BEd course, a BA with QTS, a BSc with QTS, or the Registered Teacher Programme (RTP).

Graduates of BEd, BA with QTS, and BSc with QTS courses can go straight from university to paid teaching positions. Similarly to most university courses, these programmes usually take three to four years full-time or four to six years part time. A bachelor of education (BEd) looks at the conceptual and political aspects of education,

such as human development, educational psychology, and government education policy, as well as the practical issues of teaching. BEd graduates can teach a range of ages and subject areas and have a broad knowledge base. “My course places me for long periods in three schools over three years, which means I have gained a lot of confidence”, says Rachel Groves, 31, who in the third year of her BEd in primary education at Middlesex University. “Teaching is all about ideas. The more ideas you encounter, the better. I spend a lot of time teaching and a lot of time observing other teachers”.

The BA or a BSc with QTS routes are similar, but focus on a specific subject area and age group.

Students might, for example, study mathematics, learning how to teach that subject within secondary schools.

For those still unsure which path to take, help is at hand. “Potential candidates can call the teaching information line (0845 6000 991), where they can get advice on which route would suit their individual needs”, says Field. “Teaching consultant and teachers also attend the TDA’s teacher training events, which we run around the country.

Potential candidates can get one-to-one advice on what their preferences are and what their specific circumstances might be.” Field also suggests searching for advice online: “We’ve been running a page on Facebook [facebook. com/teach], where potential candidates can post their questions about teacher-training, which are answered by real teachers.”

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Train to teach with the Institute of Education We’re looking for graduates of all ages who want to make a real difference as teachers. The Institute of Education (IOE) is a fantastic place to learn how to teach. 90 per cent of IOE NQTs rated the overall quality of their training as good or very good.* The Institute offers full-time PGCE courses in primary (including language specialisms), secondary (14 subject areas) and post-compulsory (16+) education. Some courses are also available part-time. Government funded bursaries of £4,000 to £9,000 and a range of Institute bursaries and scholarships are available to eligible students.

You can also use PGCE credits to contribute towards a subsequent masters qualification in education at the IOE, and we can continue to support you throughout your teaching career with a huge variety of professional development programmes.

Working in partnership with over 600 schools, colleges and other educational settings in Greater London and beyond, the Institute offers an outstanding preparation for a career in teaching.

To find out more, visit www.ioe.ac.uk/teach

So you’re thinking about becoming a teacher?

There are so many courses to choose from.

But where do you begin?

For further information Web: www.ioe.ac.uk Tel: 020 7612 6043 Email: enquiries@ioe.ac.uk *Training and Development Agency for Schools (TDA) Newly Qualified Teachers Survey (2008).

So many questions are running through your mind about PGCEs and more. But don’t worry, just visit askioe.com for all the answers. A world leading centre for education studies, we’ve one of the widest selection of courses there is.

Which one’s for you?

And what kind of qualifications do you need to enrol?

Where’s the best place to go anyway?

You want to succeed, after all.

And will it be worth it?

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study, will you get the job you want?

13Routes.indd 15

ask IOE

05/11/2009 13:32:35

CLASSROOM MANAGEMENT

Sharpen up

Classroom discipline is one of the biggest worries for any new teacher. However, Helena Pozniak says that if you follow a few simple rules and tricks you should have no problems at all

16 16-19classroom.indd 16

FOUNDATIONS FOR TEACHING AUTUMN 2009 06/11/2009 11:20:44

CLASSROOM MANAGEMENT TEACHERS

Be crystal clear about expectations from the word go

P YOUR SKILLS

N

ever smile before Christmas,” goes the teaching adage, and if media depictions of classrooms are to be believed, you probably won’t be anyway. “I clearly remember the first two or three weeks were awful,” remembers one teacher now in her second year. “My head was spinning constantly and I really felt ‘why am I doing this?” This year has been much easier and I feel more confident in my own abilities.”

TRICKS OF THE TRADE However anxious new teachers might be about classroom management and discipline, take heart, says behaviour guru John Bayley. “It’s not the blackboard jungle out there that the media would have you believe,” he says. “Look at what (school inspectorate) Ofsted says. Most pupils are pleasant; the majority of schools are pleasant places to work.” Training has improved in leaps and bounds over the last 10 years, he adds. “Young people are arriving enormously skilled in the classroom by comparison.”

Fledgling teachers will be heartened to hear there is a wealth of resources, tips, and forums

dedicated to the juggling act that is managing a class. While a PGCE will cover the basics of classroom and behaviour management, trainee teachers can learn much more from placements and sharing wisdom with fellow students.

“There are loads of tricks,” says Kirstie Green, a former events manager who’s in her second year of post-graduate teacher training.

“Watching other teachers is crucial. I’ve written up notes, taken photos of classroom displays and reward charts, noted routines. With other students we’ve set up a group where we share tips. For example, I saw a teacher getting her year one pupils to sing “Wheels on the bus” in a line. At the end of the song she put her finger to her lips and spoke in a whisper. The kids were absolutely silent. It was brilliant.”

PROJECT CONFIDENCE Practical measures aside, there are certain qualities which are essential to stamping your control on a class in the early days. “Project a confident persona,” says Sue Cowley, a former teacher and author of the celebrated “Getting The Buggers To Behave”. “Your main objective

is to teach. Though it’s tempting to come across as affectionate and nice, that’s not what the children want. If you’re too pally, they’ll walk all over you. They want a teacher who’s in control.

Use your voice, your expression to command respect. It’s almost like playing a character.”

Body language is often more powerful – simply waiting in silence for silence rather than asking for it. Keep your communication clear and transparent and avoid issuing too many commands at once.

BAPTISM BY FIRE But talk to any newly qualified teacher (NQT) in his or her first year, and they’re experiencing a baptism by fire. “The difference from PGCE to NQT to for me has been a massive shock,” says one. “I found the best thing for me is talking to other teachers as they’re happy to help where they can.” There is an element of being “tried out” by pupils in your first year of teaching, says Bayley, who trains teachers to manage their pupils. “No doubt the first term is tough, he says.

“You’re exhausted by Christmas. You might get the January blues. But the great majority

FOUNDATIONS FOR TEACHING AUTUMN 2009 16-19classroom.indd 17

17 06/11/2009 11:21:53

CLASSROOM MANAGEMENT of teachers recover by the summer to become happy and confident. By the second year, you’re part of the furniture.” Another golden rule, often broken, is to be absolutely consistent. “Be crystal clear about expectations from the word go,” says Bayley. Follow through with sanctions and rewards with fairness and determination.

“You only have to behave that way once or twice and the kids see you mean business.” Spell out what you expect to achieve at the start of the year, and at the start of a lesson, and aim high. “I witnessed a teacher who linked pupils’ behaviour to their future opportunities. He was clear from the start. He certainly didn’t suffer any ‘low-level disruption’,” says Bayley. Naturally to exert control, you must maintain self-control and smother the sometimes unbearable urge to shout. Inevitably, pupils will wind you up, but don’t ever, ever show it, say the experts. “Keep your voice calm and relaxed, all the time,” says Cowley. A common mistake of newly qualified teachers though is to try and over-control a lesson, maintaining tight grip by standing at the front and talking. “Children will simply become bored – you’ll lose the class,” says Cowley. Better to develop the confidence to hand over the reins to the pupils intermittently to allow them to feel active and in control, and taking them back when the time is right. “Think of it like a game of tennis,” says Cowley.

18 16-18classroom.indd 18

Planning, Planning, planning One of the biggest mistakes made by teachers fresh to the profession is to underestimate the amount of planning and bureaucracy involved; with knock-on effects in the classroom.

“Teaching is high-intensity; it’s right up there with being a doctor,” says Bayley. “At the start, expect to devote three to four evenings a week, and a day at the weekend to marking and planning.”

As a new teacher, free time is your enemy and allowing children simply to play and chat implies you undervalue the lesson. Many teachers advise over-planning; having a stack of techniques and activities in hand to fill empty moments. Classroom management – who sits with whom, where you position yourself, how desks are arranged – can pre-empt disruptions.

Own your classroom, Cowley advises. “Prowling” around as pupils work at certain times can limit disruption; but milling around aimlessly can lessen your impact, so use it wisely. www.suecowley.co.uk – books include Teaching Skills For Dummies and Getting The Buggers To Behave www.teachers.tv – programmes, forums and resources on aspects of teaching www.jbayley.co.uk – educational training and resources

Classroom tips l Be confident, assertive and stay calm l Set your expectations high – it’s easier to relax them later rather than crank them up l Be consistent and follow through with sanctions and rewards l Own your classroom – your rules, your domain l Avoid head-on confrontations; humour (not sarcasm) can defuse a situation l Deal with low-level disruption quietly rather than interrupt a lesson l Set routines for the start of the day for example, so pupils know what to expect l Non-verbal messages eg: a hand on shoulder, a raised eyebrow, a pause, can be more powerful than words l Engage pupils with well-planned lessons; have resources up your sleeve to avoid down-time l Catch them doing it right – acknowledge and reward good behaviour l Put thought into classroom lay out and displays

FOUNDATIONS FOR TEACHING AUTUMN 2009 05/11/2009 14:23:10

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16-19classroom.indd 19

15:42:

09

10/11/2009 09:52:53

MALE PRIMARY SCHOOL TEACHERS

20 20Maleteachers.indd 20

FOUNDATIONS FOR TEACHING AUTUMN 2009 06/11/2009 10:10:58

MALE PRIMARY SCHOOL TEACHERS

Once you’re in the thick of it, teaching is quite clearly not just a job for women

W

hether the thought of mainly female staffroom fills you with delight or horror, as a male primary school teacher, you must be resilient; prejudice starts early. This is how a primary school boy explains the lack of male teachers in his school. “Men are more interested in doing other jobs. Being a doctor; doing football or sport.”

WELL BALANCED STAFFROOM Somehow, the education and nurturing of young children is still seen by many as fundamentally women’s work. Undoubtedly some men baulk at the thought of being the odd one out on the staff.

“Sometimes the conversation gets onto weight watchers and fashion, so I just keep quiet,” says one primary school teacher, one of two men on a staff of 60. But others – particularly career changers – relish a move to what they see as a more supportive, female environment. As one male primary teacher says, he might get lumbered with heavy lifting duties, but his all-female colleagues are infinitely more caring than those in the service industry he turned his back on.

Despite a 20 per cent rise in applicants from men to train as primary school teachers over the last five years, men still only account for 15 per cent of teaching staff in primary schools.

This is an imbalance which many involved in education – from staff to parents – recognise is undesirable.

More than a quarter of primary schools have an all-female teaching staff, and many schools across the country boast only one or two men on the teaching staff.

“Once you’re in the thick of it, teaching is quite clearly not just a job for women,” says Jeremy Northcott, who has 24 years of teaching under

his belt. “Some of my friends in more physical industries might think I’m soft, though. You do have to be quite thick-skinned.”

From his primary school in Wadebridge, Cornwall, he’s well-placed to see the benefits of a mixed staffroom. “You do need a balance (of men and women teachers) – that’s the best possible environment for the children.”

What concerns government bodies such as the Training and Development Agency for Schools (TDA) – the government’s organisation for training teachers - is that many children are living through the most formative years of their lives without a prominent male role model, especially if they live in single parent families. “This is not an educational issue,” says Graham Holley, Chief Executive of the TDA, whom unions have accused of verging on sexism.

“There’s nothing wrong with the thousands of splendid women teachers who we are fortunate to have in our schools. But a well-balanced, diverse and representative workforce is of huge benefit to children socially and in their broader development.” If nothing else, encountering a man in the classroom at primary level might lessen the shock of secondary school, where pupils will almost certainly have male teachers.

FATHER FIGURES Over his two decades in teaching, Northcott has seen his presence as a role model in the lives of his pupils increase. Ofsted inspectors have called on schools to provide father figures for boys who lack them at home. “Whether it’s due to family breakdowns, or just becoming a dad myself, our role is extending whether you like it or not. You’re not exactly a surrogate but you can have a very positive influence on children who might not have a dad around.”

Although evidence on the value of male teachers as role models isn’t black and white, a survey by the TDA of 800 men is persuasive: 35 per cent felt having a male primary teacher challenged them to work harder and 50 per cent said they would have been more likely to approach male teachers about bullying.

While it’s dangerous to generalise about teaching styles between men and women, Northcott says male teachers do add another dimension. “We tend to be more direct and tell it like it is. Some children respond to this – they understand straight talking. But female colleagues might be more tolerant, patient and forgiving; both with us and the pupils.”

In an age of heightened awareness about child abuse, being a man in charge of young children might seem fraught with difficulties.

Physical contact with children can be hard to avoid at the younger end of the school. Where a female teacher or assistant wouldn’t think twice about giving a comforting hug, men have to be more careful.

“As a father, if you see a child upset you have a natural parental reaction to comfort him or her,” says Howard Lovell, a primary school teacher in south west England for 33 years. “I realise as a man I can’t do that.” Seek guidance from the school in advance, he advises, and avoid putting yourself in any difficult position.

Going out of your way to communicate with parents can help dispel any suspicion or anxiety around being in charge of young children, says Northcott. “Try to be proactive. The better informed parents are, the better they will work with you. If you can put parents in the frame, and show you’re helping their child make progress, they will have confidence in you. Don’t be shrinking or hidden.”

Helena Pozniak

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SLUG ICT

Eye on the future

ICT is playing an increasingly important role in the classroom.

Helena pozniak reports on how teachers can learn to use modern technology to their advantage

22 22ict.indd 22

I

f your memory of technology at school is of sitting in a dark room in front of an Amstrad over the lunch hour, steady yourself. Such is the potential of information and communication technology (ICT), you can use it in any lesson for any age group, in ways you’ve probably never dreamed of. From creative gaming, real-time broadcasts and online communities, all is possible in schools; budgets and time allowing.

Digital natives Current generations of “digital natives” are utterly comfortable with technology at home and expect it at school. From publishing work online to animating avatars, teachers are

FOUNDATIONS FOR TEACHING AUTUMN 2009 06/11/2009 11:33:04

TEACHERS ICT

It was lovely for their parents to be able to logon to see their work

increasingly exploiting technology to give their lessons an extra sparkle.

“Fear of technology – fear of the internet – shouldn’t detract from using amazing powerful elements than can have a huge impact on learning,” says Tim Rylands, ICT educational consultant and award-winning former teacher.

A reluctant linguist can overcome selfconsciousness by providing a voice-over – in French, naturally – for an animated character rather than speak in front of the class.

Or an unwilling writer can be inspired to describe a safari experience – courtesy of a Nintendo Wii game.

WEB 2.0 TECHNOLOGIES ICT deserves a place at the core of the

curriculum, the Rose report recommended in its review of primary education in April, and schools will aim to “embed” it across the main subjects. Students of all PGCE courses now learn how to use ICT to enhance their lessons, and many newly qualified teachers recognise this as one of the most useful parts of the course. All trainee teachers must pass skills tests in ICT as well as literacy and numeracy to achieve qualified teacher status.

While traditionalists once decried computing as an essentially insular activity, schools are discovering new ways of using technology to enable pupils to collaborate – with each other, with other schools both nationally and internationally – and keep their families informed.

Many teachers are discovering the benefits of Web 2.0 technologies, including blogs and wikis. Primary school teacher Sonja Weed is a convert. A teacher of eight years, she began using the computer game Myst to inspire her class in creative writing. “I started thinking how I could publish work – it would give the children a thrill to see their work online.” On the advice of Rylands, she learnt how to set up internet pages via a wiki, and the children progressed to entering and editing their own work. “I didn’t have any knowledge at the outset. I played around with it at home and was surprised how uncomplicated it was. Once I’d shown the children how easy it was to publish online, they were totally enthused. It was lovely for their parents to be able to log on and see their work.

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SLUG TEACHERS

I had special needs children coming up to me saying this was the best bit of work they’d ever produced.”

ONLINE COLLABORATION Boys especially benefit from an audience, agrees Rylands. He’s a champion of online collaboration, be it through wikis or the school’s dedicated virtual learning platforms. “It’s now not ‘what did you do at school?’ but ‘do you want to see it dad?’ It makes the walls of school transparent and brings and instant audience,“ he says. “It raises standards of writing.”

Often teacher are just one step ahead of their – in many cases IT-literate - pupils, he says, but urges new teachers to experiment. “Teachers are often keeping up with pupils who are using these tools naturally at home. But this can be a shared learning journey, if you have the confidence to exchange ideas and collaborate.”

ICT is a great leveller, teachers acknowledge.

Using publishing software for example, less able pupils can see their work rank at the same presentation level as more competent writers.

Thanks to the volume of online tools increasingly available, technology is becoming cheaper and easier to master, says Tom Barrett a primary teacher and ICT subject leader at Priestsic Primary School in Nottinghamshire.

“Often there’s a pretty steep learning curve with these products available online, and they’re easy to apply in the classroom.”

As ever, the main challenge for newly qualified teachers (NQT) is finding the time to discover and incorporate ICT into lesson planning.

Make use of online communities, advise experts. Teachers are creating dynamic, supportive information sharing groups via blogs or twitter to keep abreast of new products and share methods of using them in teaching. “If I were doing a PGCE now I’d try and tap into these networks,” says Barrett. “Many teachers are self-

24 22ict.indd 24

taught; follow their blogs and you’ll find links to many more ways of using ICT.” Further support might come from advanced skills teachers (ASTs), employed by local authorities to share expertise and support teachers in their specialist area. “It’s about giving people the opportunity and confidence to put new ideas into practice,” says Margaret Baxter, a teacher at Eccleston Primary School and AST specialising in ICT. She’s evangelical about the benefits. “We’ve used it to raise the level of writing, particularly with boys. My children won’t be ICT phobic; they’ll be ready for the world.”

Lessons she plans are as varied as the tools available. In one session she animates a photo of her puppy; the children write commands for him to follow. In another she creates, using a state-of-the-art sensory theatre, a whole football match experience, right down to the chanting of crowds and smell of popcorn. Children write announcements for match commentators.

“Children need to experience something before they write about it,” she explains. “ICT gives them a stimulus to become creative.”

INTERACTIVE WHITEBOARD Of the many resources available, Teachers TV (www.teachers.tv/ict) offers practical examples of how ICT in various forms can be learnt and incorporated in lessons. A series of videos show the benefits of the likes of hand-held recorders and animated PowerPoint presentations, for example, or how pupils can communicate online with schools in another language.

While teachers new and experienced might feel overrun with choice, the most prevalent technology employed in schools across the country remains the interactive whiteboard. “The key is to use this is to focus on being interactive,” says Barrett. “But this is about understanding what it’s truly capable of and handing over control to the pupil at the right moment.”

ICT gives children a stimulus to become creative

FOUNDATIONS FOR TEACHING AUTUMN 2009 06/11/2009 07:32:31

TEACHERS

head she wins O June foster won the headteacher of the year award for her region, yet when she started life as a teacher she didn’t want to take a leadership role as she ‘liked being liked’. What changed her mind?

ne of the things which most inspired June Foster to become a teacher was being told she couldn’t be one. At the age of 14 she told a teacher in the career’s service of her secondary school of her ambition, and the reply was: “You need A-Levels for that dear.” June has been a head teacher for 22 years and earlier this year won the North East and Cumbria NCSL Award for Headteacher of the Year.

“Being told that fired me up. I wanted to make sure I was in a position where I could make sure that children did not have that happen to them.”

inspirational teacher June left school at the age of 16 and gained her teaching certificate. She then started teaching, but continued her academic studies part time, gaining both a Bachelor of Education and then a Masters of Education. At first she wasn’t sure she wanted to become a headteacher – “I liked being liked” – but the headteacher of the school she was teaching in inspired her. June achieved her first headship by the age of 33.

This ability to rise to any challenge has been part of June’s life as a teacher. She sees opportunities in any situation. “Primarily, my role is to ensure that children are being given the best

opportunity that they can possibly get. I look at the curriculum that every child receives to ensure it is relevant to them, delivered at an appropriate level, that assessment is being undertaken, that teachers are delivering high quality lessons and that all teachers are aware of their responsibility to the class.”

time and effort The award June won this year was sponsored by the National College for Leadership of Schools and Children’s Services. She is also a National Leader of Education (NLE), which means that she is involved with using her experience and her staff’s experience to help schools which are struggling. She says that this work also helps with the professional development of her own staff, something else she is very committed to.

June says that the secret of being a good teacher is “someone who can look at a child and see potential, not matter what. They can recognise skills in every child. A good teacher is someone who is willing to put time and effort in to provide individual programmes for children.

It’s hard work, but it is worth every second you put into it.”

National College for Leadership of Schools and Children’s Services: www.nationalcollege.org.uk

FOUNDATIONS FOR TEACHING AUTUMN 2009 25june]casestudy.indd 25

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PROFILE

HEAD SUPPORT MELANIE BARROW WAS A HEADTEACHER AT 28. HER RAPID RISE WAS MADE POSSIBLE

BY THE SUPPORT OF THE NATIONAL COLLEGE FOR SCHOOL LEADERSHIP

M

elanie Barrow was only 28 when she was made headteacher. Traditionally it has taken much longer to rise up through the profession to become head, but Melanie’s promotion has been helped by support from National College for School Leadership (NCSL) and its New Visions course – part of the Early Headship Provision (EHP). “The course has been really helpful as it has helped me to meet other headteachers to learn from them and it also provides forums to discuss all the aspects of the headship.” Melanie says she has also benefited from a flexible grant of £1,300, as part of EHP, which she can spend with any training provider.

NCSL is the organisation tasked with identifying and recruiting the next generation of school leaders and provides information, support and networking opportunities for existing and aspiring heads at all stages of their careers. Part of this support is the Early Headship Provision – a programme which supports newly appointed heads to focus on their own leadership skills.

Melanie is headteacher at Stradbroke Primary School in Suffolk. “It’s a fairly small school,” says Melanie, “with 102 pupils in four classes, so we have mixed stage classes.” This means that classes will have pupils from different years in them. It is a semirural school and Melanie says the school is very good at care and guidance and that it offers a very good level of support for pupils.

Her first degree at the University of East Anglia was in English and Philosophy and Melanie stayed on at the university to study for her post graduate certificate of education (PGCE). Melanie did primary school, specialising in English. Half of her time was spent learning at university and half of the time she was on placements in classrooms at schools around Norfolk. “I enjoyed some of my placements and was very lucky to meet a very inspirational teacher in one school who helped me a lot.”

MANAGEMENT ROUTE Melanie then did an MA in Special Needs and Inclusive Education from the University of East Anglia, in conjunction with the Open University, whilst in her first year of teaching. This meant that when she was in her first job at a school in Great Yarmouth she was offered to the position as special needs coordinator (SENCO) which started her off on her management route.

“This led to me getting a senior teaching job very soon after that in a small rural school in Norfolk.” Melanie enjoyed the contrast between her first and second teaching jobs. “The first school was very large and I was teaching key stage 2, so older children – then at the second school it was such a small school that I was teaching the whole of key stage 2 in one class, so we had mixed stage classes.” She was there for two and a half years and became acting head teacher in January last year, before being offered her current role as head teacher at Stradbroke last April.

Melanie advises any aspiring teacher to go for it. “It is such a rewarding career and you can have a very positive influence on children.” She says the best way to find out if teaching is the right profession is to get some work experience by contacting local schools.

For more information about the National College for School Leadership (NCSL), visit www.ncsl.org. uk and for more information about the National Professional Qualification for Headship (NPQH) or NCSL’s Early Headship Provision, visit www. ncsl.org.uk/npqh or www.ncsl.org.uk/ehp.

It is such a rewarding career and you can have a very positive influence 26 26casestudy.indd 26

FOUNDATIONS FOR TEACHING AUTUMN 2009 16/11/2009 17:24:36

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FOUNDATIONS FOR TEACHING AUTUMN 2009 26casestudy.indd 27

05/11/2009 10:52:08

27 10/11/2009 11:16:58

SLUG VLE

ONLINE CLASSROOMS SARAH JEWELL REPORTS ON HOW VIRTUAL LEARNING ENVIRONMENTS ALLOW MORE EFFECTIVE WAYS OF WORKING IN AND OUT OF THE CLASSROOM

L

earning Platforms, more commonly known as Virtual Learning Environments (VLEs), are networkbased software packages designed to offer an integrated solution to managing learning online.

They allow teaching and learning resources to be delivered online, the tracking of student participation in activities and discussions as well as student assessment.

The main difference between a learning platform and other computer-based learning packages is the improved opportunities for communication and collaboration with students and teachers and more effective ways of working in and out of the classroom

E-STRATEGY VLEs vary considerably but they can include web pages, email, blogs, message boards, audio, text and video-based conferencing, shared diaries, discussion forums, online social areas, as well as curriculum mapping, planning and assessment tools. The Government’s e-strategy sets the expectation that by 2010 every school should have integrated learning and management systems, but according to research by the British Educational Suppliers Association (Besa), only 42 per cent of primary teachers are currently using learning platforms and 22 per cent of primary schools have no plans to use them.

Secondary schools appeared to have fared better, with 67 per cent using a learning platform this year and a further 29 per cent committed to introducing them later this year. Only 4 per cent of secondary teachers who responded to the survey said they did not have plans to use learning platforms in the future.

28

According to Philippe Martin, senior analyst at public sector research company Kable: “The problem is not about learning platforms as there is a range available for education – the issue is teacher awareness of this technology and proper training.”

This comment is backed up by Becta’s Harnessing Technology Schools Survey which found that, despite an increase of 14 per cent in secondary schools with learning platforms, only 11 per cent of those surveyed use their learning platforms for Web 2.0 related activities, such as blogging and podcasting. The report also pointed out that “the most common uses for a learning platform were, firstly, as a repository for documents for learning and teaching, and, secondly, as a store for digital resources.”

However, schools that have embraced the use of VLEs are enthusiastic about the benefits that they bring. Jonathon Morris, headteacher of Moorside Community Technology College, Durham is a big fan of his school’s FrogTrade learning platform. “We tell people that Moorside is open for business 24 hours a day, seven days a week. If a student wants to hand in their GCSE coursework on Christmas Day they can.

And they do. Our virtual learning environment received 84 hits on Christmas day last year.”

The school now uses the learning platform for all their subjects and is used for homebased learning: “we introduced a weekly extended task governed by a rota of subjects which we publish at the start of the academic year. For instance, everyone knows that the independent study for Year 7 in week three of the spring term is English. Staff soon saw that the learning platform was an ideal context for supporting this – so that students could access guidance and support online. Some teachers even film themselves giving advice and then post it on the VLE.”

FOUNDATIONS FOR TEACHING AUTUMN 2009

28learningplatform.indd 28

16/11/2009 17:25:32

TEACHERS VLE

Our VLE received 84 hits on Christmas Day

Roger Broadie is business development director at FrogTrade Ltd, and he says that around 10 to 15 per cent of schools in the country are making “stunning use” of learning platforms and the rest have got their toe in the water “but being very slow about it”. The break point, he says, comes when a school fully implements their learning platform and moves all staff to using the system, “that is point at which the school can start to dramatically change what it does in terms of teaching and learning.”

BETTER TRAINING This is particularly important at secondaryschool level, he says, where if all pupils can have access to a learning platform out of class, “then teachers can think differently in class”. Teachers can be more innovative in terms of how they teach and have more of a “next-generation learning approach”.

The more ownership there is of the digital environment, he says, “the stronger the buy-in”.

So how can teachers get better trained in terms of using VLEs? Most NQTs will not have had experience of using a learning platform while at university or college and it’s a “bit of a lottery” as to whether you get placed in a school that is making good use of a VLE, so really, it’s a case of “learning on the job”, says Broadie.

However some local authorities, such as Wigan, which is using RM’s Kaleidos system, offer training from an ICT coordinator in use of VLEs to their NQTs. Broadie’s advice is to find out as much as you can for yourself. “Explore as much as you can”, he says, “and read about the new pedagogies that are associated with using a digital environment and children

having access to computer devices, such as those described at http://www.eep-edu.org (Click Innovations Service and then ICT-rich Pedagogy).

On the Frog website www.frogtrade. com/whitepapers there is a set of 11 studies on schools where the learning platform is enabling considerable changes in the working practices of teachers and students. There are also comments from senior staff in schools making effective use of learning platforms at www.frogtrade.com/conference. As Broadie says, “there is a lot of hype around learning platforms, so the key is to listen to the schools and teachers themselves.”

For teachers who are more technically inclined, they can also find info on sites like Edugeek, e.g. www.edugeek.net/forums/ virtual-learning-platforms/27954-best-vle.html.

ONLINE HELP And of course those trainees and NQTs who have moved themselves into next generation learning, may also want to use Twitter, YouTube and other social networking sites to find out what you need to know conversation about learning platforms is building in these systems.

The one thing you should not bother doing, says Broadie, is look for any “published works” or research on the impact of learning platforms. The schools where the development and learning is happening are changing how they work extremely rapidly and virtually all of the new knowledge and experience about how to practically change teaching and learning has only been developed in the last two or three years. www.besa.org.uk/besa/documents/view. jsp?item=1025

FOUNDATIONS FOR TEACHING AUTUMN 2009 28learningplatform.indd 29

29 16/11/2009 17:25:58

SLUG SECURITY ONLINE

protection from the internet can be a great resource for schools, but it can also be a potential threat. Teachers need to learn how to keep their pupils and themselves safe online

T

he internet has brought vast new opportunities to the education sector, but it has also brought new hazards for pupils and teachers alike. For trainee teachers entering the profession it is really important to understand the key issues around e-safety and how to safeguard children against coming into contact with inappropriate online content. This is particularly relevant in light of the new safeguarding requirements set out by Ofsted that came into force in September.

risk areas Childnet has researched information and advice on internet safety and categorized the risks into three key areas – contact, content and commercialism. These include online grooming, cyberbullying, viewing inappropriate content, junk email/spam and more. In their leaflet for trainee teachers they say “Knowing the trends in children’s use of technology and the kind of environment they are immersed in is key to giving children the right advice and guidance in a timely and age-appropriate way.”

Colin McKeown is managing director of E-Safe Education, part of the Zentek Group of companies, which provides an integrated and comprehensive approach to e-safety and is helping to protect students against many serious online issues, from downloading pornography to predator grooming, cyberbullying, racism and radicalisation to drugs, gambling and even suicide.

He thinks that one of the biggest threats to children and teachers is to go on the internet and inadvertently gain access to inappropriate resources. There used to be a librarian, he says,

30 30esecurity.indd 30

who would have checked the resources that children are using and guided them through books and material but now there is no one doing the censoring. “The challenge now”, he says, “is to educate children to understand what are the implications of going to certain resources and knowing how to avoid them.”

E-safety E-Safe Education’s managed services use filtering and blocking systems to monitor, manage and enforce ICT users to be compliant with their Acceptable Usage Policy. “We can catch and pursue individuals but we’d rather educate them first, we want pupils to know and understand the implications of what they are doing on the internet,” says McKeown.

New research by E-Safe Education shows that approximately 10 per cent of harmful multimedia content on school computers remains undetected by systems relying on keyword or phrase-based monitoring to protect children. This shows there is a need for more effective e-safety guidance and advice for young people.

Andrea Bradley is managing director at Zentek Forensics, a director of E-Safe Education and an ex-police officer of 13 years and she see first-hand the dangers that young people are encountering: “As we continue to identify cases of predator grooming and cyber-bullying of children, it is imperative that children are properly safeguarded whenever and wherever they use a computer.” Although first generation forensic monitoring technology can detect chat and text-based communication, she says that cameras are now increasingly being

FOUNDATIONS FOR TEACHING AUTUMN 2009 06/11/2009 08:56:30

ONLINETEACHERS SECURITY

We want pupils to know and understand the implications of what they are doing on the internet

online dangers used by students alongside multimedia tools such as Skype and Google video chat and the ability to detect and block websites is “simply not sufficient in today’s Web 2.0 world where empowerment, engagement and advice need to be the norm if children are going to learn”.

training day Leading computer-security company Semantec, recently held a training day on internet security with teenagers to discuss issues such as internet viruses, online criminals and online bullying.

Elliott O’Donnell, 16, attended the session, he said: “A lot of things were revealed to me, I thought I was quite safe on the internet but after a demonstration about how much information you can extract from social networking sites I was quite shocked when I saw how fraudsters can steal your whole identity and mess up your life.”

Naomi Scott, 16, was also shocked at what can happen illegally on the internet. “Fraudsters send links to people and pretend it’s one of your friends sending a link so you open it and then that link can start downloading things into your computer.”

Con Mallon, director of product marketing at Semantec, says: “We are on a journey that won’t end – people used to install software to protect their personal computers but now we are protecting the identities of people rather than their machines.”

He says people need to be made aware that security is not just about protecting your PC and buying anti-virus software: “everyone needs to be aware of how to keep safe when they are online – it’s our job to make people aware of the changes

that are taking place and to be aware of the risks and learn how to manage those risks and find a way of working that they are comfortable with.”

For newly qualified teachers this means learning the safety protocols around using the internet in your school and asking for training if necessary, particularly with regard to the new Ofsted regulations. As Colin McKeown says: “NQTs will have years of uncontrolled use of internet and often don’t understand the new protocols in schools – they don’t realize that if they try to upload jokey images on Facebook they may be warned that this is inappropriate.”

Online help l Childnet Know IT for All for trainee teachers - www.childnet-int.org/kia/ traineeteachers l www.pgce.soton.ac.uk/e-Safety/ Leafletp.pdf l www.esafeeducation.com

teacher awareness Teachers need to know, he says, of the consequences of sending a bawdy image to a friend, however innocently, as this could get them in “deep water”. NQTs should make sure they get the rules straight, he says, “before being hauled in front of the headteacher”.

So ask for information and even training.

As Dr John Woollard from the School of Education at University of Southampton wrote in his paper for Childnet International on E-Safety: evaluation of KS3 training materials for initial teacher education “E-safety should be embedded within the teaching standards requirements to meet the statutory regulation.

There are a number of models of implementing the training. However, face-to-face methods showed a higher uptake and was more highly valued by trainees.” His research also found overwhelming support from the trainees interviewed as to the importance of e-safety and the need for schools to address this issue.

FOUNDATIONS FOR TEACHING AUTUMN 2009 30esecurity.indd 31

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SLUG PROFILE

SARAH HAKE WENT FROM BEING A SECONDARY SCHOOL TEACHER TO RUNNING A SUCCESSFUL NURSERY. SHE TALKS ABOUT THE SIMILARITIES BETWEEN THE ROLES

You have to be positive, warm, open and able to communicate 32 32Casestudy.indd 32

FOUNDATIONS FOR TEACHING AUTUMN 2009 16/11/2009 17:28:40

TEACHERS PROFILE

common skills

S

arah Hake has switched classrooms for playrooms and has made them her business. She and her business partner Louise Leah founded Baby Grows nursery in Gillingham, Dorset in 2005. “We realised that there was a gap in the market for a full-day care nursery in the area and so developed the idea of starting up Baby Grows.”

Four years later and the nursery is thriving.

professional status Sarah was an English teacher at a secondary school in Yeovil when a lack of suitable nurseries for her own children prompted her to change career and run her own business caring for children under 5.

“I did a lot of reading, and a lot of hard work whilst also bringing up my own children. One of our biggest problems was finding suitable premises.” When they found the premises, the building had still not been completed so Sarah and Louise were able to help on the design of the interior to suit their needs.

Having found the right location, Sarah knew that the success of the nursery would rest on her having the right skills. Dorset Sure Start offered a lot of help. But she’d also heard that the Government had introduced a new graduate level status – Early Years Professional Status that gives practitioners the skills to offer a ‘gold standard’ in childcare for under 5s, so signed up to the fully funded course with Louise.

“Early Years Professional Status gave me a

lot more confidence in what I was doing at the nursery and also gave me a lot more confidence to develop new ideas. We have an Early Years Adviser who visits the nursery and we can adapt their advice and come up with our own solutions with the confidence that we know what we are doing.”

The government wants every single nursery and children’s centre in the country to have an Early Years Professional by 2015. As well as helping the children, Sarah has found that becoming an Early Years Professional has helped her with her interaction with parents as she is more sure of what the nursery is trying to achieve and she is able to explain that to them.

little acorns The nursery is split into three areas over two floors.

On the ground floor is the area for the youngest children – aged from three months to two years.

This is called the Acorns. “We try and make the experience for the children in this room to be as close to that at home as possible,” explains Sarah.

“They can do as they do at home – so if they are used to sleeping in the morning, they can sleep in the morning here.” Sarah also makes sure that the children build up a strong relationship with their key worker in the nursery and also the nursery staff do the same with the parents. “We believe in praising and celebrating the children’s many achievements during this time. It is a time when we are constantly playing with them.”

Children from the age of two move upstairs, firstly to the Squirrel rooms. “Here we focus on

teaching the children to interact with others and help develop their social networking.”

They learn to share, take turns and the focus is on communication and area also taken on expeditions to help them to explore the wider community. “A two year old’s world is starting to widen up and we follow this.” The final rooms the pupils move to from ages three to five is the BG room, where the children are prepared for the start of primary school when they leave.

Next to the Squirrel rooms is the nursery kitchens. All the food for meals is cooked on site and older children get a two course lunch. “We renew the menu every four weeks to make sure it is seasonal and try and get locally produced ingredients,” says Sarah. As she and Louise run the business, one of their many duties is ordering the food and planning the menu to not only be healthy and nutritious, but also be appealing to the children.

Sarah says the differences between teaching at teenager and toddlers is not as remarkable as it first might seem. “You have to be positive, warm, open, passionately interested in helping them develop and learn and you have to be able to communicate.” She says that these skills are transferable between all teaching. “The learning styles are obviously different, but the other skills apply to any teaching. You have to love what you are doing.”

Baby Grows Day Nursery, Gillingham, Dorset: www.babygrows-nursery.co.uk

FOUNDATIONS FOR TEACHING AUTUMN 2009 32Casestudy.indd 33

33 16/11/2009 17:29:15

SLUG ASD

When children on the autism spectrum do not do as requested, it is usually because they have been misunderstood 34 34Autism.indd 34

FOUNDATIONS FOR TEACHING AUTUMN 2009 06/11/2009 14:40:34

ASD

see through the BarrierS to learning A

round 1 per cent of the population is Newly qualified affected by autism spectrum disorder teachers need to learn (ASD). ASD is generally characterised by poor social interaction, limited how to reach out to communication skills and repetitive behaviours children affected though the extent of the difficulties varies by autism spectrum hugely. Many children also experience “sensory disorder so that they dysfunction”, which makes them hypersensitive to noise or touch. do not feel isolated from the rest of the challenging environment is one of the most challenging class and can cope School environments for children with ASD because with school life of the social demands, need for good communication, and the general sensory overload. Joy Beaney, is Assistant Head at Torfield school and manager of the Torfield Inclusion Support Service and her team goes out to mainstream schools to give advice on teaching children on the autistic spectrum. She says children with ASD find social demands very hard to deal with and because of their sensory difficulties they can be hyper sensitive and find it hard to cope with noise and a minor incident “can trigger a reaction you wouldn’t expect”.

unspoken rules Pupils also find it difficult to cope when their routine is changed and particularly at secondary school they have to cope with constant change, such as supply teachers, different classrooms for every lesson and constant upheaval. Beaney says that children can react by “becoming verbally and physically aggressive and a lot of their behaviour is to do with anxiety”.

Children with ASD also find it very difficult to understand the unspoken social rules at secondary level – they find it hard to be part of peer group and maintain friendships, they also often just say what they think and as a result can be accused of being rude or tactless. People don’t

understand why children are being rude and this can lead to school exclusions.

personalised curriculum The Autism Education Trust carried out research for their report “Educational provision for children and young people on the autism spectrum living in England: A review of current practice, issues and challenges” and they say that it is important for staff in schools to realize that “when children on the autistic spectrum do not do as requested, it is usually because they have been misunderstood”.

The AET report found that pupils on the autism spectrum need a calm, structured and predictable environment, clarity throughout the day – especially during transition periods, and to be consulted and involved in decisions about their education.

The most appropriate education strategy, they concluded is “one that provides a personalised curriculum, while accommodating the parents’ wishes and the needs of the child”. So how can newly qualified teachers meet these needs?

teacher support Most importantly, NQTs need to get information, advice and, if possible, training. They should find out from the special educational needs coordinator (Senco) and/or the learning support department who has knowledge and experience of teaching children on the autism spectrum and if they have any resources or books on the topic. Dr Glenys Jones from the University of Birmingham’s School of Education and author of the AET’s report, suggests that if schools have other children on the autism spectrum on roll at the school then NQTs should “ask if they can talk to teaching staff - teachers and TAs who are teaching these children - to find out the type of support they require.”

FOUNDATIONS FOR TEACHING AUTUMN 2009 34Autism.indd 35

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SLUG TEACHERS

NQTs, she says, should also be open with the child’s parents about their lack of knowledge and to “ask the parents for key information about the child - what support he or she is likely to need what the child’s strengths and interests are - what might upset the child in school and how best to comfort the child - what incentives might be used to support the child in his or her work etc”.

Teachers should contact staff who have worked with the child before to get ideas on what support the child might need - and what the issues might be during class time and break times, because, as she says: “The needs of each child on the spectrum are highly individual and so a very personalised approach is necessary.”

EXTRA TRAINING For serving teachers, new CPD material on supporting children with autism will be available from this autumn as part of the National Strategies’ Inclusion Development Programme and a new autism-specific website resource has been launched as part of this programme.

Although there is currently no requirement for trainee or practising teachers to undertake any training in teaching children with ASD, a number of local autism societies and/or autism outreach teams will put on training for staff - which NQTs can join and there are a number of accredited courses run by universities and HE institutions.

36 34Autism.indd 36

Once teachers and teaching assistants are armed with some good basic knowledge, they can select the most appropriate strategies to use with individual pupils. These need not be new approaches, necessarily, and many of them will also benefit children with different needs or vulnerabilities. As John Carter, a special needs teacher in Thurrock says: “What is good practice for children with autism is also good practice for many other children.”

Visual timetables and visual cues, for instance, are useful for children with autism who may have difficulty understanding long instructions, but they will also help children who have English as a second language, or those with dyslexia or ADHD. Creating peer mentors is a good strategy for any pupil who finds it difficult to make friends.

In the classroom, teachers may need to think about where to place a child with autism –away from the distractions of doors and windows, and perhaps even with their own “work station” to encourage independent work. Schools also need to display flexibility and an ability to think imaginatively to meet the child’s needs as they arise. This might mean creating a quiet zone in a corner of the school or letting pupils with sound sensitivity wear headphones, ear muffs or put cotton wool in their ears, to manage noise. Many pupils will find working in groups very challenging and teachers should be flexible in their approach.

INFORMATION  Reaching Out Toolkit www.autismeducationtrust.org.uk  TDA SEN training materials www.sen.ttrb.ac.uk  National Autistic Society www.nas.org.uk  Inclusion Development Programme http://nationalstrategies.standards. dcsf.gov.uk/node/168117  Autism Education Trust www.autismeducationtrust.org.uk

FOUNDATIONS FOR TEACHING AUTUMN 2009 16/11/2009 17:31:38

xxx

TEACHERS

Choice course The University of Greenwich offers a range of challenging and absorbing courses

T

he University of Greenwich’s programmes are designed to prepare trainees to be competent and effective teachers in secondary education.

They offer Postgraduate Certificate in Education (Including a Recommendation for Qualified Teacher Status and Master’s-Level Credits) or Professional Graduate Certificate in Education (Including a Recommendation for Qualified Teacher Status). Here’s what some of their graduates think about the courses:

Michael Mutanga PGCE Secondary ICT graduate “The support I received from my tutors, fellow PGCE students and friends was invaluable. I feel I hit the ground running on my placement with a confidence that I would not have thought possible just three weeks before. The virtual learning environment and e-portfolio allowed all the students to constantly interact and share their learning experiences with tutors and mentors.”

Sarah Brown PGCE Secondary Music graduate “Of all the courses that I know, this one is the most expansive, inclusive and imaginative in its way of doing music education in schools.”

Marissa Sellars PGCE Secondary science graduate The tutors are very supportive and understanding of students’ circumstances; even when we are on placement they are accessible.”

Qualify as a secondary school teacher – for more than a degree° of job satisfaction If you already have a suitable degree, we offer PGCE programmes that qualify you to teach in secondary schools.

We have places for September 2010 in the following subjects: ● ● ● ●

Art and Design ● Design and Technology Diploma in Information Technology (14-19) ICT (Information and Communications Technology) Mathematics ● Music ● Physical Education ● Science

The programme attracts a bursary of up to £9,000 and there is a ‘Golden Hello’ of up to £5,000 when you complete your first year in a teaching post*.

0800 005 006 www.gre.ac.uk/education *subject to status

37 greenwich.indd 37

Avery Hill Campus FOUNDATIONS FOR TEACHING AUTUMN 2009 FOUNDATIONS FOR TEACHING AUTUMN 2009

37 06/11/2009 10:15:21

SLUG REVIEW ROSE

Helping to set teachers free

38 38-41 Rose.indd 38

FOUNDATIONS FOR TEACHING AUTUMN 2009 10/11/2009 12:46:22

ROSE xxxxxxxxxx REVIEW

This is a really exciting time for primary education

SARAH JEWELL REPORTS ON THE ROSE REVIEW FINAL REPORT, THE MOST FUNDAMENTAL REVIEW OF THE PRIMARY CURRICULUM IN A DECADE

T

he Rose Review Final Report, published by the DCSF, is the most fundamental review of the primary curriculum in a decade, and makes a series of recommendations to modernise the curriculum for the 21st century.

Led by education expert Sir Jim Rose, the review was published in April this year. Its aim was to propose a curriculum that would inspire lifelong learning while reducing prescription and giving teachers greater flexibility to meet local circumstances and pupils’ individual needs.

KEY RECOMMENDATIONS One of the key recommendations was that the primary curriculum be organised into six new areas of learning, so children can benefit from high-quality subject teaching and crosscurricular studies. ICT joins English and maths at the centre of the new curriculum, with extra training for teachers a must. There is a new focus on speaking and listening, and personal development is seen as key to raising standards.

Summer-born children can start school in the September after their fourth birthday The six new areas of learning are understanding English, communication and languages; mathematical understanding; understanding the arts; historical, geographical and social understanding; understanding physical development, health and wellbeing; and scientific and technological understanding.

NEW GROUPINGS Sir Jim Rose described the new groupings saying: “My recommended areas of learning will not ‘abolish’ subjects, such as history or geography. The essential content of these subjects must be taught well in order for children to be able to make links between them, which is what having the six new areas of learning will allow teachers to do.”

Ed Balls, Secretary of State for Children, Schools and Families, said: “Sir Jim’s review will give primary heads and teachers more freedom to decide what to teach and how so children enjoy learning and make good progress. Children must be secure in English and maths and have good communication skills and learn these essential life skills if they’re going to succeed and that is central to the Rose recommendations.

Rose was asked to look particularly at how primary schools could develop children’s personal skills to help them achieve academically and for the first time ever the proposed curriculum will set out what children should learn in three phases – taking them seamlessly from the Early Years Foundation Stage to Key Stage 1, and from primary to secondary education. The three phases show explicitly how the curriculum broadens and deepens to reflect children’s different but developing abilities between the ages of five and 11.

Mark Lees, headteacher of Beechwood Primary School in Plymouth, says: “this is a really exciting time for primary education, it’s a once in a professional’s lifetime opportunity to look at what we do in a primary school in a different way. I am very excited and motivated by the change this is going to bring but I don’t underestimate the work it is going to take, but I am certainly up for that change.”

LEARNING DIFFICULTIES The final report builds on the interim report of December 2008. This included making recommendations on introducing greater flexibility to help schools narrow the attainment gap between disadvantaged pupils and their peers. Rose also looked at how to improve the educational outcomes for children with dyslexia and specific learning difficulties and this report, containing 19 recommendations, was published in June this year.

FOUNDATIONS FOR TEACHING AUTUMN 2009 38-41 Rose.indd 39

39 10/11/2009 12:47:13

SLUG TEACHERS

In this report Rose says all schools need access to three levels of expertise: Firstly there should be up-to-date, accessible information about literacy difficulties available for all teachers so they can adjust their teaching for children with dyslexia. Secondly there should be courses that enable schools to develop expertise in improving outcomes for children with literacy difficulties and thirdly children who need intensive support should have access to a specialist teacher.

Ed Balls has responded by committing £10m to fund specialist teaching and support for schools and parents. He also said 4,000 teachers will be funded to train in specialist dyslexia teaching over the next two years - one for every local group of schools. It is hoped this extra investment will allow schools to deliver the high quality support children with dyslexia need.

For children with dyslexia it is widely accepted that the major barrier to educational success is the lack of expertise within mainstream schools to cope with their specific learning needs.

Thousands of frustrated children and families have been a consequence. It is, therefore, not surprising that the recommendations focus on improving both teacher training and communication with parents and carers.

DYSLEXIA ACTION Dyslexia Action, the national charity, has long called for more and improved training to enable teachers to recognise and support children with dyslexia, because it is widely accepted that the major barrier to educational success for this group of children is the lack of expertise within

40 38-41 Rose.indd 40

mainstream schools to cope with their specific learning needs.

PRACTICAL PLAN FOR CHANGE Shirley Cramer CBE, Chief Executive Officer of Dyslexia Action has welcomed the Rose Review’s recommendations – “This is what many parents have been waiting for; a comprehensive and practical plan for change, incorporating clear guidance and information for parents and teachers, increased expertise at all levels in both primary and secondary education and a call to action for schools to examine their current provision.”

And Ed Balls has said:” By acting on Sir Jim’s recommendations we will equip schools and teachers with the skills and knowledge they need to deliver the best education to children with dyslexia. No child should be held back by a special educational need. I have met many parents who have struggled to get the right support for their children. I am personally very committed to improving this support and making it more easily accessible to all children and parents who need it.”

From January 2010, the DCSF and QCA will offer guidance, and exemplification through case studies and other materials to help schools introduce the new primary curriculum from September 2011.

Rose Review Final Report: http://publications.teachernet.gov.uk/default.aspx ?PageFunction=productdetails&PageMode=publi cations&ProductId=DCSF-00499-2009&

POETRY COMPETITION As part of Dyslexia Action’s activities during Dyslexia Awareness Week (2-9 November) to promote understanding of dyslexia and the importance of reading, the charity ran a poetry competition.

Working in partnership with Readathon and supported by Connaught Education and children’s newspaper First News, Dyslexia Action asked children aged 4 – 14 years to write about what reading meant to them. As part of the top three winners’ prizes Charley Boorman, actor and adventurer, was filmed reading their poems. The footage is available on Dyslexia Action’s website.

Boorman, who is dyslexic and President of Dyslexia Action, said: “Reading is something that those who do it well take for granted but for those of us who are dyslexic this is something that we have to work hard to master!

In the words of our first place winner: ‘Reading is a twisting turning path with lots of obstacles I must pass’.

“Dyslexia does not affect intelligence but for those daunted by the very thought of reading there is help and support available and your literacy difficulties do not have to be a barrier to success.” www.dyslexiaaction.org.uk

FOUNDATIONS FOR TEACHING AUTUMN 2009 16/11/2009 17:34:03

Train to Teach with Edge Hill University PGCE Programmes available in:

t 13*."3: &%6$"5*0/ t 4&$0/%"3: &%6$"5*0/

Teaching is an extremely enjoyable, rewarding and motivating career with real opportunities for career development and great financial rewards.

Edge Hill University, as one of the largest providers of Initial Teacher Training in the UK, offers full-time and flexible PGCE programmes covering a wide range of subjects. We also provide subject knowledge training for those who want to teach in an area they do not have a degree in.

Plus you could receive a tax free bursary of up to ÂŁ9k whilst you train and maybe even a ÂŁ5k Golden Hello (Home and EU students only).

For more information visit our website or to request a prospectus contact our Enquiries Unit: T: 0800 195 5063 E: enquiries@edgehill.ac.uk

choice

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Train to teach at Kingston University ( ! ( ')#( 0<

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2[XT]c) 4SVT 7X[[ 2^[[TVT Kingston University has CaX\ BXiT) provided"! \\ g courses '$ \\ 0S BXiT) =^]T in initial teacher 8]bTacX^] 3PcT) " training for over ! ( 100 years at one <TSXP) 5^d]SPcX^]b 5^a CTPRWX]V 2PaTTab of the top education

edgehill.ac.uk/pgce 29/10/09

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TRAIN TO BE A TEACHER INâ&#x20AC;Ś 0 7) 9^SXT <PR >_) ;XbP 0dbcX] 2^[^da <^]^) 2<H:

â&#x20AC;˘ Ma thema tics â&#x20AC;˘ Eng lish â&#x20AC;˘ â&#x20AC;˘ Modern For eign Langua g es â&#x20AC;˘ â&#x20AC;˘ Science â&#x20AC;˘ Music â&#x20AC;˘ ICT â&#x20AC;˘ â&#x20AC;˘ Design and Tec hnology â&#x20AC;˘ â&#x20AC;˘ Cr ea tiv e & Media Diploma â&#x20AC;˘

departments in the country*. F^aZ) (N N>Rc^QTa ! ()4SVT 7X[[ 2^[[TVT <Zc) $(&' X]SS 5X[T) 18ANBcdSX^)E^[d\Tb)18ANBcdSX^)?a^SdRcX^]) 5^]c) 5dcdaP 1C 0[S^ 7T[eTcXRP =TdT

We can offer you a stimulating, high quality preparation for a rewarding career in teaching. We work closely with local education authorities, schools and colleges to ensure your studies are kept up-to-date in the changing world of education.

We have three routes into teaching available: ď&#x201A;ˇ Primary Undergraduate BA (Hons) ď&#x201A;ˇ Primary Postgraduate PGCE (Postgraduate Certificate in Education) ď&#x201A;ˇ Secondary Postgraduate PGCE in Maths, Science, Business Education or Modern Foreign Languages.

So if you are interested in a rewarding career as a teacher, at one of the best teacher training schools in the UK, call Virginia Gigg on 020 8417 5145 or find out more at www.kingston.ac.uk/education

We offer training in Cornwall to be a secondary school teacher in the above subjects.

The course is full time for one academic year leading to QTS and a PGCE (M/H).

*The latest Guardian University League Table (2010) ranked the School as second in the United Kingdom.

for further information contact: Linda Robins on 01872 267092 scitt@truro-penwith.ac.uk

www.cornwallscitt.org

38Rose.indd 41

06/11/2009 10:26:19

FUNDING

There are a number of bursaries and funds available for teacher training, but you need to do your research and find out whatâ&#x20AC;&#x2122;s available, writes JESSICA MOORE

Is there such a thing as free (School) lunch ?

F

irst, the bad news. Undergraduates on initial teacher training (ITT) courses, such as the BEd, the BA with Qualified Teacher Status (QTS), and the BSc with Qualified Teacher Status (QTS), possibly get the worst deal among trainee teachers. Although they can access the usual maintenance loans, tuition fee loans, grants and bursaries that are available to undergraduate students of any subject, there are no extra incentives. The fees you pay depend on

42 42Cost.indd 42

your institution, and level of financial support you receive depends on your family circumstances.

Tuition fees for the academic year 2009-2010 are a maximum of ÂŁ3,225, but do vary greatly. All students can get a student loan to cover the full cost of these fees, which is paid directly to you by your university or college. Contact the university you wish to attend to find out how much they charge, and how much their fees are likely to increase over the duration of your course. Loans are repayable with an interest rate currently of

FOUNDATIONS FOR TEACHING AUTUMN 2009 10/11/2009 12:15:51

TEACHERS FUNDING

Taking on extra responsibilities may also result in a pay increase

1.5%, but you only start to repay them when you have left your course and are earning a salary of at least £15,000.

Grants, which do not have to be repayed, are means tested. These are not available to all students. Apply through Student Finance England. (www.direct.gov.uk)

POSTGRADUATE ROUTES It’s better on postgraduate training routes, such as the Postgraduate Certificate of Education

(PGCE) and School-Centred Initial Teacher Training (SCITT). Here, grants and bursaries are available. As above, you will have to pay tuition fees of up to £3,225, and so should contact the institution you wish to attend to find out how much they will charge. You can get a loan to cover this, which you don’t have to pay back until you have left your course and are earning at least £15.000. But the gem is that every PGCE and SCITT student is also eligible for a non meanstested, non-repayable grant of £1,106.

Another gift is that postgraduate trainee teachers may also be entitled to a tax free bursary from the Training and Development Agency for Schools (TDA). The size of the bursary depends on when you start training and what subject you train to teach. For example, those starting training this year (autumn 2009) to teach mathematics, science, ITC, modern languages, music, religious studies and design and technology may receive a tax-free bursary of £9,000. Those starting training this year to teach other secondary

FOUNDATIONS FOR TEACHING AUTUMN 2009 42Cost.indd 43

43 10/11/2009 12:18:17

FUNDING subjects could receive £6,000 tax-free, and those going into primary education could get £4,000 tax-free. You do not have to repay these bursaries.

Apply directly to your HEI or SCITT provider after you start your course.

GOLDEN HELLOS There has also been much talk of the ‘Golden hellos’, offered to some teachers as they start their first post as an NQT. These are one-off, taxable payments of either £2,500 (for teachers of ICT, music, religious studies, design and technology, and modern languages) or £5,000 (for teachers of mathematics, science and applied science), given by the Training and Development Agency for Schools (TDA). ‘Golden hellos’ are for those who complete a postgraduate initial teacher training (ITT) course – which does not include the Graduate Teacher Programme (GTP) or the Registered Teacher Programme (RTP) – and take up a permanent position teaching the subject they trained to teach in. In Wales, similar payments, known as teaching grants, are available. Teachers apply for their ‘golden hello’ within 12 months of completing their induction year as an NQT.

GENEROUSLY FUNDED If you train on the Graduate Teacher Programme (GTP) or the Registered Teacher Programme (RTP) your school will pay you an unqualified or qualified teacher’s salary, which is a minimum

44 42Cost.indd 44

of £15,461, depending on your responsibilities, experience and location. On a GTP, the TDA may also pay the school you train in up to £14,000, as well as a training grant of up to £4,920, depending on the teaching subject and length of programme. On an RTP, the TDA may provide the school with a grant of up to £9,100 (for two years’ full time) to cover the cost of your training.

If the school doesn’t receive this funding, contact your local GTP or RTP provider to find out what alternative monies may be available.

Teachers on the Overseas Teacher Training Programme (OTTP) can receive up to £1,250 from the government to re-qualify as a UK qualified teacher, which goes directly to the school they work for. Meanwhile, you will earn an unqualified teachers’ salary (at least £15,461).

On a Teach First programme, you will receive an unqualified teachers’ salary (at least £15, 461) for your first year of training. You will normally received a qualified teachers’ (NQT) salary for your second and any consequent years of training, which is a minimum of £21,102.

Additionally, Teach First will pay for your food and accommodation during the Summer Training Institute, and help you access any other financial support available.

“Teacher training as an undergraduate and a postgraduate route is very generously funded”, says Giles Field, Head of Media Relations at the Training and Development Agency for Schools (TDA). “You get a bursary, as well as the usual

Some people prefer the salaried training route grants and loans that are available, and of course you get the added incentive in certain priority subjects of ‘golden hellos’, once you have entered a teaching job. Some people do prefer the salaried training route, but I think that’s more because they want to train on the job than because of the cost of alternative routes into teaching.”

It’s a rosy picture after you qualify, too. “As a classroom teacher, your salary will increase by approximately £2,000 per year for the first six years, depending on your location”, says a representative from the Teaching Information Line (0845 6000 991). “Taking on extra responsibilities may also result in a pay increase.

And there is a structured pay scale, so the profession is very stable and clear.”

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CAREER CHANGERS

job springboard A teaching qualification can lead to many other careers other than teaching.

Helena Pozniak talks to four teachers who have used their skills in other fields

A

s any teacher knows, the job requires skills, versatility and adaptability. The likes of Sting, Stephen King, Art Garfunkel or George Orwell – all of them former teachers - would no doubt testify to this. Here we look at four teachers who’ve used their teaching as a springboard to diversifying.

writer

S

ue Palmer, author, broadcaster and educational consultant, trained as a primary teacher in 1970 and left teaching in 1984.

She’s best known for her book “Toxic Childhood”, which looks at the effects of contemporary culture on children’s well-being.

Her latest book, “21st Century Boys” looks specifically at the effects of modern life on boys.

After leaving teaching, she studied literacy and divides her time between writing text books, journalism and conferences and training.

“I really, really enjoyed my teaching. If my personal life hadn’t intruded, I’d still be a teacher.

I left because my marriage broke up and I needed a change. I had a child and gave private tuition from home. I was already writing text books. I enjoyed hugely working one-to-one with pupils.

I started doing bits of journalism, and the writing opened up.

“I began a (literacy) road show for children great fun and I started giving talks to teachers

too. I couldn’t have written Toxic Childhood unless I was out on the road, talking to teachers, day in, day out. When I began getting the same messages from all over the country from people who were terribly in touch with children, I realised what a source of concern this was.

“Whatever happens, as a teacher you will always be able to earn a living; you can teach supply or take private pupils. You learn how to organise people and think on your feet – you have to. Once you’ve done it, you never lose that confidence.

“I do miss having a class, I enjoyed them so much. I’m in touch with a huge number of pupils I taught, who are now in their 30s and 40s. It’s like a huge family. I still have contact with other teachers. You might get a little whingeing in the staffroom, but they are nice people, who’ve gone into it to make a difference. Given the state of modern childhood, it’s the place you feel you can do something useful.”

volunteer

L

ouise Hutchinson began teaching in a primary school in Colwyn Bay, North Wales in 2000. When her school began to suffer financial difficulties two years ago, she decided to work for Voluntary Service Overseas (VSO) in Ghana. She returned to her UK school this year.

“Volunteering was something I’d wanted to do for years and I thought I’d give my school a bit of breathing space. I was assured taking

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Whatever happens as a teacher you will always be able to make a living

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this sabbatical wouldn’t affect my career. VSO are keen for primary school teachers and their training beforehand was excellent. I went out to be a teaching support officer but I ended up continuing a project another volunteer had begun – looking after an infant school; these tend to come right at the bottom of pile in Ghana.

“I’m a key stage two teacher so it was quite new to me. I taught phonics throughout the school, and importantly listening skills which aren’t high in Ghana’s culture. Some days not many teachers would turn up, so it might be just myself, a colleague and 150 pupils. But we did a lot at the school – repainted it, set timetables, introduced positive reinforcement. It was challenging. If I got frustrated by the attitude of the teachers, I’d remind myself they probably hadn’t been paid for three months.

“Before I went to Ghana I was heavily reliant on technology for teaching – out there I really honed my basic skills again. It’s also reminded me how not to be a “bossy” teacher but to allow children to work things out for themselves. Before I went out I had a slight wobble and thought “I just can’t do this”, and VSO were very understanding. But I did go; and it was the best thing I’ve done.

HOMEOPATH

V

icky Eggleston qualified as a secondary school teacher in 1987 after a brief spell as a recruitment consultant. She left full-time teaching to train as a homeopath in 2002 and combines her practice www.expresshealthwinchester.com with tutoring children as part of the Education Inclusion Service.

“I’d always said I’d never be a teacher, but when I began the training, I loved it. I went on to become head of year at my secondary school but by then I’d become fascinated with homeopathy. I’d always loved the one-to-one contact with students; how you get to grips with what might be going wrong for them, how to effect a deep changes.

“I found it frustrating that at that stage I’d have to refer them to another agency. I went part time to train as a homeopath and now split my time between this and tutoring. I’d done a few counselling courses while I was a teacher as part of my personal training. Knowing how to listen really helps in homeopathy – I was at a definite advantage having these skills already.

In the classroom, I always believed the kids were a mirror to your own mood – if they are grouchy, what’s going on with you? Rather than thinking “that kid’s a nightmare”, ask how can I change what I’m doing to stop him getting under my skin?

“One of the most basic tenets of homeopathy is to know yourself and own your emotions. So there’s a lot in common with teaching; similar skills, understanding boundaries, and selfreflective practice.

“As a tutor, nothing gives me more pleasure than engaging a difficult student; seeing them grin at something I’ve said and getting results.”

PhD Research

D

r Tansy Jessop is a research and teaching fellow at the University of Winchester. As a secondary school teacher, she taught Latin, English and History in

South Africa from 1985 to 1992. Since then she’s worked in education research in South Africa and India before completing a PhD examining the training of teachers in rural South Africa at the University of Southampton. Her research has covered issues such as child labour in India; diversity, inclusion and equality in higher education in the UK. “I miss the spontaneity and interaction of the classroom. Youth culture is fun; being with young people is fun. In my day there was a lot of laughter in classrooms. Staffrooms can be hilarious places where you seek refuge after a stressful time.

“I also miss those “aha” moments, when you see children responding and beginning to understand, especially through literature. It can be intimate and moving; it’s quite a privilege.

You learn a huge number of interpersonal skills in teaching; how to develop as a communicator.

Research is about this too. I deal with focus groups of students as well as academics. It’s about trust and relationships – creating a safe space in which people will tell you their stories and allow you to interpret them. You need to maintain a critical edge; what you find out won’t always be what someone wants to hear.

“Education is fundamentally about growth, shifting people little by little out of their comfort zones. Making the experience safe but at the same time pushing critical buttons; it’s a balancing act. Another skill that is underrated is listening. A good teacher will listen to what a student is saying, and understand the subtext.

Research is about all these things, gathering the information and retelling it.”

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Stand out from the rest

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APPLICATIONS xxxxxxxxxx

If you get your application in early, you’ll have the best chance of getting a place

ONCE YOU HAVE DECIDED ON YOUR ROUTE INTO TEACHING, JESSICA MOORE FINDS OUT HOW TO GET FULL MARKS AND GO STRAIGHT TO THE TOP OF THE CLASS WITH YOUR APPLICATION

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f you’re applying to an undergraduate initial teacher training programme – a BEd , a BA with qualified teacher status (QTS) or a BSc with QTS, the Universities and Colleges Admissions Service (UCAS) is your guide. Those applying directly from school or college should receive lots of advice on how to fill out their UCAS form, what to include in their all-important personal statement, and how to stand head and shoulders above the competition. And for those applying independently via this route, help is available on the UCAS website (www.ucas.com) and helpline (0871 468 0468). In brief: you can apply online to up to five different courses, and track your progress through the UCAS website.

Applications for the vast majority of courses must be submitted any time from now until 15 January 2010 for courses starting in autumn 2010 – but do check with the institution you wish to apply to. It may also be possible to defer a year, which means you could apply now for a course starting in autumn 2011. Again, check.

Jeanette Gallagher, 40, is in the final year of her BEd in primary teaching. “I applied through UCAS. It was quite easy. I phoned up the university I wanted to study at and spoke to the course leader about my options. She explained what I needed to do. She advised me to gain experience in a school and write about it in my personal statement”. Gallagher also asked existing trainee teachers for advice. “I had a friend who was already on the BEd. She helped me with my application, which made a difference”.

POSTGRADUATE ENTRY For postgraduate initial teacher training routes, including postgrauate certificate of education (PGCE) programmes and school centred initial teacher training (SCITT) programmes, you can usually apply through the Graduate Teacher Training Registry (GTTR), although some providers ask you to contact them directly.

To search for courses, and for advice on your application, visit www.gttr.ac.uk or call 0871 468 0469. If you wish to apply for secondary PGCE courses, you can apply to up to four different programmes. For primary PGCE courses you can only apply to two programmes, in order of preference. If you wish to take the SCITT option,

you can apply to up to four courses, in order of preference. If you are unsuccessful with your first choice, your application will be passed on to your second, and so on.

To register on the GTTR website, you must provide personal details (your name, address, and so on) and generate a personal username and password, which will enable you to apply for PGCE and SCITT courses. This online form requires details of your qualifications, which must include a degree that relates to the subject you want to teach, and GCSE grade C or above in English, mathematics and, sometimes, science. Then list the courses you wish to apply for, write a personal statement (which is all about you, your motivation for becoming a teacher, your experience in the field, and so on), and provide a reference. There is a £17 application fee.

You can apply now for courses starting in autumn 2010. The GTTR guarantees that applications for primary courses starting in autumn 2010 will be considered by all institutions if they are received by 1 December 2009. Applications for primary courses received between 1 Dec 2009 and 30 June 2010 will only be sent to institution that still have vacancies.

To train to teach all other age groups, places are allocated on a first come, first served basis.

“It’s best to apply before the end of November, whichever route you plan to take”, says a GTTR spokesperson. “Some courses – especially those in primary teaching – are very popular and fill up quickly. If you get your application in early, you’ll have the best chance of getting a place”.

Sasha Hermann, 31, trained on a SCITT course in north London. “I found the application process relatively easy”, she says. “You have to register on the GTTR website, and then apply for your courses. There were people who could advise me on the phone, so it all went pretty smoothly. I also contacted the university that ran my programme.”

GTP AND RTP Applying to a Graduate Teacher Programme (GTP) or the Registered Teacher Programme (RTP) requires a little more independent research. You will need to find a school willing to employ and support you as you train. Search

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vacancies in the local and national press, and on local authority and recruitment websites.

Then apply directly to your local employment based initial teacher training (EBITT) provider, which you can find by searching on the Training and Development Agency for Schools website (www.tda.gov.uk/partners/recruiting/ebr/drbs/ ebittcontacts.aspx). The EBITT will let you know what further training you need in order to gain QTS. If you live in Wales, call the Teaching Information Line on 0845 6000 991, as your options may differ. GTP and RTP courses usually recruit well in advance of programme start dates, so arrange your placement as soon as you can.

Some EBITT providers can also help you find a post in a school, so it is worth putting a call in at the start of your search. Beware: neither the GTP or the RTP are widely available, and competition for places can be fierce. “I’ve been very lucky”, acknowledges Mel Rosling, 49. “I’ve been told it’s quite difficult to get onto the GTP course, but I had the support of the headteacher at my children’s school, which helped me no end”.

Teach First only accepts applications to it’s two-year (or longer) programme online (www. teachfirst.org.uk). Register to obtain a password.

You will then be able to fill out the online application form. If your application is successful, you will be invited to attend a day-long assessment at a centre in London. Teach First places people in leadership roles and is only available to graduates with a 2.1 degree or higher. The application deadlines are 5 December 2009 and 2 April 2010.

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NICHE COURSES There is also an assessment-based training route into teaching, which is orchestrated by the University of Gloucestershire. This programme is for experienced teachers who are in paid employment within a school in an unqualified capacity – as a teaching assistant, for example.

Your application must be supported by the headteacher. You must have a degree, GCSEs (or equivalents) in mathematics and English at grade C or above, as well as in science if you’re applying for primary teaching. Apply from late October/ early November 2009 for autumn 2010 entry (qtsassessmentonly@glos.ac.uk / 01242 714852).

Another niche course is the Overseas Trained Teacher Programme (OTTP), which is available to teachers trained outside the European Economic Area (EEA) and wishing to gain QTS in the UK. Teachers in this circumstance can teach in UK schools for up to four years as unqualified teachers. Meanwhile, find your local EBITT provider in England (www.tda.gov.uk/partners/ recruiting/ebr/drbs/ebittcontacts.aspx), or call the Teaching Information Line in Wales (0845 6000 991) and consider your next steps. There are no deadlines for applying to the OTTP; EBITT providers establish start dates for programmes.

“When you first start thinking about applying for a teacher training course, it looks a bit daunting”, says Gallagher. “But once you’ve decided which route to take, there is a definite procedure and help is available. Just don’t be afraid to ask for it”.

Once you’ve decided which route to take, there is a definite procedure

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Train to Teach Our teacher training courses provide you with the knowledge you need and the expertise necessary to teach pupils of all abilities in your specialist subject. You will gain the skills needed to become an effective secondary school teacher.

We also offer teacher training for the post-compulsory education and training sector.

The University of Huddersfield has places available for September 2010 on the following one year PGCE Secondary School Teacher Training courses: • • • •

Biology Business Education Chemistry Design and Technology

• • • •

Information and Communications Technology Mathematics Music Physics

For more information contact our course enquiry line: Tel: 0870 120 2290

E-mail: sepd@hud.ac.uk

www.hud.ac.uk/edu We would particularly welcome applications from ethnic minority groups.

09672

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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

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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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