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November-December 2008

The Newspaper for Asian & African Caribbean Societies and Young Professionals

Call to tune into student radio

In this Issue

The radio industry has teamed up with media and education unions, students and lecturers at universities and colleges round the country in a campaign to interest more ethnic minority students in radio.

The Radio Industry Diversity Group, comprising of major employers and unions in radio, and the Student Radio Association (SRA) launched the initiative in freshers’ week.

The “Represent!” campaign is in response to employers in the commercial sector and the BBC who told the Radio Industry Diversity Group (RIDG) that student radio is a key entry point into an industry which has substantial under-representation of black and ethnic minority (BME) workers. If more BME students get involved in student radio, a couple of years down the line it is hoped it will lead to an increase in experienced BME applicants for radio industry jobs.

Continued on pg 2

TEACH UK

The Essential Courses and Careers Guide to Teaching. PG15

Represent: Poster from the campaign to interest more ethnic minority students in radio

ALICIA – musician on a mission Award-winning R&B artist Alicia Keys talks to Network News about why she could not ignore the devastation in Africa caused by AIDS and her determination to Keep A Child Alive.

Alicia Keys is best known for her phenomenal, global success as an R&B artist, her inimitable style and her recordbreaking collection of Grammys. Perhaps less well known is her dedication to her charity Keep A Child Alive (KCA) which she co-founded in 2002 as an urgent response to the AIDS pandemic ravaging Africa.

With over 13 million orphans in Africa alone, created by HIV AIDS related deaths, Alicia formed KCA and in her additional role as Global Ambassador she tours Africa regularly to raise awareness, holds star-studded charity balls to fundraise and generally promotes the cause of combating the devastation caused by HIV AIDS in Africa and around the world. Continued on pg 4

News from the Top Black Student award at the Houses of Parliament. PG8

Also...

Fashion from highstreet stores; Next & Topman. PG8 Entertainment: Trickbaby & Bashy PG30 Careers in Construction. PG13 What does it take to become a Vet? PG10

www.NetworkNewsU K.com

NEWS

Dear Readers, Since our last edition, the political landscape in America has changed. Barack Obama became the first Black President in US history, an event that was celebrated across the globe. Right in the middle of these celebrations was Diane Abbott MP, who recalls the excitement and buzz on page 8.

Hopefully, Obama’s victory inspired all of you to strive for your goals in life, political or otherwise.

But if you’re still unsure about what you might do in your future, why not read about the great opportunities teaching offers you in our TeachUK supplement from page 15 onwards. We also take a look at prospects in the veterinary profession and opportunities offered by a career in construction.

Or if you’ve ever listened to the radio and thought ‘I can do that better!’, then now is the time to act. On our front page, you can read all about how getting involved in your student radio station is the best way to break into an industry where Asians and Afro-Caribbeans are few and far between.

Now, some of you might have already decided exactly what their future holds, in which case just kick back, relax and read our interviews with award-winning R&B artist Alicia Keys or Saira Hussein (pictured), the lead singer of Trickbaby.

Call to tune into student radio contiued The Student Radio Association, a member of the RIDG, represents more than 70 radio stations at universities and colleges round the country. Run by volunteers, these stations spark interest and develop new talent from each new intake of students and are a key route into a radio career. The Student Radio Diversity Group (SRDG) was set up under their auspices to take the campaign forward jointly with the RIDG. Major broadcasters are actively supporting the campaign. BBC stations Radio 1, 1Xtra, Radio 4, 6 Music, Asian Network and 5Live are backing it.

Commercial stations supporting it include Kiss fm, Choice, Galaxy and Xfm. BECTU, the broadcasting union, is also playing a leading role in the campaign which has the support of the TUC and the University and College Union (representing lecturers) and the National Union of Students.

Posters will go up on campuses all over the country during freshers’ week drawing attention to the local student radio station, and lecturers and the NUS will draw students’ attention to the campaign. The SRA will issue a programme pack that gives suggestions of programmes the 50 participating radio stations might want to consider running

during the month-long campaign.

Heather Davies is coordinator of the Represent! campaign for the Student Radio Diversity Group, and events & admin assistant at the Radio Academy.

She commented: “The exciting thing about Student Radio is that it has near complete freedom to explore the creative potential of the people involved – the more people we can draw in and help to realise their potential, the more fruitful and exciting our shared future will be.”

Tim Davie, director, BBC Audio and Music, said: “Student radio is a key source of talent for the BBC. We’re delighted to back this campaign which aims to make student radio - and therefore the industry - more inclusive of the whole of British society.”

Andrew Harrison, chief executive, RadioCentre, said: “Student radio supplies a wealth of talent to commercial radio so we’re delighted to be supporting this campaign. Our stations appeal to listeners with a range of different interests and offer an exciting variety of job opportunities, from presenting to news and sales. We hope this campaign will inspire talented students from a similarly wide range of backgrounds to get more involved in radio.”

TUC general secretary Brendan Barber said: “The TUC welcomes this joint initiative between BECTU and the radio industry is aimed improving the representation of black and minority ethnic students in student radio. This is a good example of what can be achieved when both sides of industry work together.”

The Groups explained The Radio Industry Diversity Group (RIDG) brings together the BBC, commercial broadcasters, unions and other radio organisations. Its aim is to ensure that radio in the UK reflects the full diversity of the population, in its programmes and in the people who make them.

The Student Radio Association is an organisation which brings together all of the Student Radio Stations in the UK under one banner. The exec who sit at the heart of the organization offer support and advice to student stations, as well as organising the high-profile Radio 1 Student Radio Awards and annual conference.

Further information: Denis Nowlan, Chair of RIDG & Network Manager for BBC Radio 4: Tel: 020 7580 4468, Email: denis.nowlan@bbc.co.uk Janice Turner, Secretary of RIDG & BECTU Diversity Officer: 020 7346 0900, Email: Janice@stagescreenandradio.org.uk

Until then, keep your eyes on the prize,

Isabel Appio

Jimmy Buckland, Head of Regulatory Policy, RadioCentre, Tel: 020 7306 2603, Email: jimmy@radiocentre.org Heather Davies, Project Coordinator, Represent!, & Radio Academy: Tel: 020 7927 9920, Email heather@radioacademy.org

Published by Sugar Media Ltd, Studio 4 , Hiltongrove, 14 Southgate Road, London N1 3LY Tel: 020 7407 7747 Fax: 020 7407 6800 Email: info@sugarmedia.co.uk www.sugarmedia.co.uk © Copyright Sugar Media Ltd Publishers: Ian Thomas, Isabel Appio & Adam Hayes Business Developement Director: Darren Waite Senior Sales Executive: Gurpreet Kundi & Bridget Rodricks Senior Office Manager: Marcia Abrahams Editorial Assistant: Jonathan Williams Art Editor: Jon-Paul Daly: design@sugarmedia.co.uk Senior Designer: John Blanco: web@sugarmedia.co.uk

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News Briefs Tax on rubbish

Millions of poor students could be forced to pay taxes on their rubbish if a proposed government initiative gets the green light. Other groups like MPs will be able to claim back any bin taxes from the state. There are an estimated two million students in England and Wales. Currently students in shared houses and halls of resident are exempt from local charges like council tax. But draft Whitehall guidance on the new waste incentive pilot schemes, published over the Summer, reveals that they will not be exempt from new local bin taxes. The Government hopes that the new bin taxes, or “financial incentives”, will encourage people to recycle more. Pilots for the schemes start in April next year.

Households could be forced to buy tagged or even bar-coded

bin liners just to get councils to take away rubbish. Lockable bins could stop people illegally dropping their litter in a neighbour’s bin.

Students choose property over gap year

With the credit crunch in full swing, UK students are choosing to set their sites on getting on the property ladder rather than spending money exploring the world on a gap year. According to latest research from Abbey Mortgages, forty-two per cent of students (830,000) say they’ve already started to squirrel away money towards the deposit on their first home – more than twice the number of students saving up to go travelling (19 per cent) after graduation.

NEWS

Lammy urges Caribbean students to aim high The minister of state for higher education has called for more black school pupils to continue their education at university.

At an Oxford University conference held in October, David Lammy MP told his audience that the number of black students from the Caribbean has been the same for three years, at around just over one per cent, and that the UK still had more work to do to change this.

Mr Lammy, who was the first black Briton to study for a masters’ Degree in Law at Harvard, urged that we do not grow complacent about the progress of black people: “In this country people like me are still the exception rather than the rule. This particular point has even more significance given Obama’s historic victory in the USA.” In a speech in 2004, on a similar theme, the MP for Tottenham called on schools to introduce the idea of a university education to pupils earlier on

and this theme is still prevalent in his thought today.

He said: “If we wait until kids are 18 before we try to convince them that, with talent and hard work, they can aspire to go to any institution that suits their

needs, then we leave it far too late.”

According to UCAS, in 2003 just 4.2 per cent of university applicants were black, though this had risen to 5.8 per cent in 2007.

David Lammy confirmed that progress is being made, stating that while less than a third of black Caribbean pupils were awarded five or more A-C level GCSEs in 2002, this rose to almost half in 2007 adding: “Last year, the number of black and mixed-parentage entrants to Oxford was over 20 per cent up on 2006.

That’s progress.”

But Mr Lammy also made the point that more work has yet to be done to “redress the legacy of inequality with which we currently live” adding: “Let’s be honest about it, because we are not yet living in a society where everyone has an equal chance.”

HM Treasury is one of the leading departments in government. The department’s aim is to raise the rate of sustainable growth and achieve rising prosperity and a better quality of life, with economic and employment opportunities for all.

The Treasury aims to be a world-class finance ministry, which is: • an excellent place to work, where staff can feel proud to work, can develop the right skills and feel valued for their contribution; • expert at delivery, responding swiftly and effectively to Ministers’ changing priorities and to new issues as they arise; and • skilled at working with and through others, winning respect for the quality of its policy making, its integrity, and its ability to deliver.

News Briefs Facebook popular for Careers Advice

Most students are not turning to their universities’ careers services for advice on the jobs market, reports Online Recruitment magazine. Only 4 per cent of undergraduates are using their careers service for help on their future professions. Eight out of 10 university-goers instead turn to friends, parents and even Facebook for advice and assistance with job applications.

Top marks for work experience

Household brands are among the latest employers awarded a quality seal of approval for providing the best work experience programmes. Food manufacturer Heinz, retailer Marks & Spencer and financial services group Citi have each received a Quality Mark from the National Council for Work Experience (NCWE), which aims to encourage the development of quality standards across all forms of free working.

Best sex life in Asian countries

The annual Durex Global sex survey has found that people in Asian countries such as Malaysia achieved high levels of confidence and sexual fulfillment (70 per cent) compared to some European countries such as France, which achieved a result of just 63 per cent. Japan, a country that scored among the lowest globally across the range of categories, came in at well under 60 per cent for confidence in achieving a happy and fulfilling sex life.

To meet these objectives the Treasury needs highly skilled, talented people from a wide range of backgrounds, committed to achieving excellence. We are committed to fair and open competition and equal opportunities. Applications from under-represented groups are particularly welcome.

Further information about the Treasury is available at: www.hm-treasury.gov.uk

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NEWS “HIV is the same age as me. It has been around since I was born. My generation has had a plastic sex life, that’s if they practice safe sex, which many of them don’t – but should. It’s the most important issue of our generation.”

Alicia: Fundraising through fame

Keys to the World Alicia Keys talks to Network News about why she could not ignore the devastation in Africa caused by AIDS

The charity offers people the opportunity to provide lifesaving antiretroviral (ARV) medicine and support services directly to children and families with HIV/AIDS in some of the world’s poorest countries.

Network News: What first motivated you to set up (co- found) the Keep a Child Alive campaign?

Alicia Keys: I was totally moved when I went to South Africa and saw the social devastation there caused by AIDS. It seemed like a whole generation was being wiped out. I couldn’t come back to the US and do nothing. I had to do something! Leigh Blake and I decided, even though it seemed impossible at the time, to create an organisation that provided the lifesaving AIDS drugs needed to keep children and families alive, and happy.

NN: Can you describe the main objectives of the campaign and what kind of work is involved?

AK: It provides the medicine known as ARVs to children and families to keep them alive.

It’s crazy because here in the West we’re able to access this medicine, and it’s turned AIDS

into a treatable disease that you could live with. But millions and millions of Africans die unnecessarily, so that’s what we do – we provide the medicine and we also help to care for some of the countless orphans that AIDS has created. AIDS has also created an economic and spiritual devastation in Africa, but it doesn’t have to be like that if we could all just share our wealth. I know that not everybody can go to Africa, so I thought I’m gonna bring Africa to you.

NN: Can you describe some of the highlights of your involvement in the campaign?

AK: The Chris Hani Baragwanath Hospital is special for me because this was one of the first places, when I came to South Africa, that I saw with my own two eyes and it really changed my whole perspective. I was just beginning to learn the spectrum of the AIDS pandemic and I remember this one particular woman came up to me and she looked at me as if I had all the answers. I felt overwhelmed and said, “What do you need?” She replied, “medicine, we can’t get the medicine.” That moment right there was what really opened my eyes.

The way she looked at me, the way her eyes implored me to do something, as if I could change the whole situation. At that moment I didn’t know if I could, you know help, but I knew that I had to do something. Coming back to the same hospital really propelled me to get involved, and made me want to use my voice, to say something and be their voice.

NN: Have you travelled much to Africa and any other countries with the campaign and what were your impressions?

AK: I have been to South Africa, Uganda and Kenya, and I cannot wait to go to Mali, Rwanda and India too. There are so many poignant stories to tell. Meeting one child, Sudi, who died a week after we met was very, very hard for me. It reminded me how critical it is to get ARVs to children as young as possible.

Meeting the kids at Ikageng Ministries in Soweto blew my mind. They are so strong and resilient, some of the most inspirational people I have ever met. We are all part of the same human family. I truly believe that. Everything began there. The scale of this human tragedy is outrageous and it’s being perpetrated on some of the most amazing people you could ever know. Just like I care about what happens to my mother or anyone in my family, so we should all care about each other.

Alicia: “I know that not everybody can go to Africa, so I thought I’m gonna bring Africa to you.”

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NN: Do you think that musicians generally should try to be socially responsible in their

actions and behaviour, especially those who have young fans? Should politics and art mix?

AK: Yes. It gives voice to many issues that need to be discussed. Protest songs have changed the world, films can give issues a huge audience, and art can convey what cannot be said in words. I also think that our world would be full of mad women and men without art.

NN: What are your plans and hope for the KCA in the future?

AK: My main objective is to bring the word of what’s going on to the global public and I really am standing strongly behind that. The issue at hand is so huge, it’s so big but I do have faith and one thing that I see everywhere I go, is that the belief in God is so strong and it reminds me how important that is.

We intend to continue our work educating the public about the issue in our way, which is very direct and very modern. In the UK we had an amazing Black Ball recently with Annie Lennox, Adele, Jennifer Hudson, the Marleys and Emmanuel Jal and we intend to repeat it annually to raise our profile. We also have a big campaign that is being created for the UK which you will see shortly – again trying to get people involved to donate NN: What would be your core message to the world on issues of HIV and AIDS be?

AK: HIV is the same age as me. It has been around since I was born. My generation has had a plastic sex life, that’s if they practice safe sex, which many of them don’t – but should.

It’s the most important issue of our generation.

I want to say, I urge everyone to think about what you are spending your money on and how rewarding it would be to spend twenty pounds a month on a child’s life instead. Visit www.keepachildalive.org to find out how.

Thank you so much.

NN: What is your greatest achievement to date?

AK: KCA is currently providing funding to 14 clinical and orphan care sites in countries such as Kenya, Mali, Rwanda, South Africa, Uganda, and Zimbabwe; with past funding of additional projects in Ethiopia, Kenya and South Africa and recently KCA expanded its work to India.

NN: What is your favourite motto for life?

AK: The rules that I live by are, that I try to show respect to people. I have learned in my travels that we are basically the same. Material things don’t mean anything. Family, love and compassion are everything.

FORGET THE PAST The days of an all-white, all-male Prison Service are long gone. We celebrate diversity and champion inclusivity.

We welcome everyone. Bar none. Find out how you can become part of our future, visit www.hmprisonservice.gov.uk/careersandjobs

We are committed to promoting the benefits of a diverse workforce

NEWS

Journalist turns beauty guru Former journalist and model Anjana Gosai has published a new beauty book aimed at South Asian women. Currently beauty editor at Asian magazine, Ms Gosai’s book – ‘The Ultimate Guide To Beauty’ – is billed as “a one-of-a-kind dressing table guide containing everything a girl needs to look and feel her best”.

She says: “Whether it’s lipstick junkies searching for the perfect shade or confused brides-to-be unsure about their look for the big day, the Ultimate Guide to Beauty has the answers.”

The book features:

• Step-by-step instructions and illustrations to help readers choose the right foundation for their skin tone, and many essential beauty looks and tips.

• Photography of trend-setting looks featuring some of India’s leading supermodels such as Ujjwala Raut, Sheetal Mallar, Indrani Das Gupta, Tinu Verghese and Upen Patel.

• Advice from leading hairdressers, skincare gurus, make-up artists from around the world, including Bollywood make-up maestros.

• Essential tips on hair removal • A bridal beauty guide • A round up of classic and contemporary Bollywood beauty looks from the last 50 years

•A global beauty directory - so readers can choose where to have their beauty treatments all over the world.

Anjana Gosai has been working as a health and beauty journalist for over eight years, contributing to publications including: The Daily Mail, Daily Express, Elle, Sunday Times Style, Harper’s Bazaar, First, Celebs on Sunday (Sunday Mirror), Tesco magazine, The London Paper, London Lite, and Vogue Japan.

The book is available to buy from www.amazon.co.uk.

Right: The ultimate guide to Beauty.

News Briefs Parents worried over university costs

Over a third of parents worry more about the cost of university than their child’s grades, according to the latest research from online savings account Icesave. Thirty per cent of respondents said that they would contribute £2,500 to £3,000 towards fees, while 21 per cent expected to hand over £2,000 to £3,000 each year to help pay for living costs.

And, despite most parents agreeing that a student loan would teach their children good financial management, 57 per cent would prefer to take on the responsibility of funding their child’s education.

Demand for mod-cons and en-suites

The traditional undergraduate experience of huddling for warmth around a one-bar heater and eating baked beans from the tin is being threatened by a new breed of student, says www.studentnews.co.uk. University accommodation departments are having to adjust to undergraduates who believe that their £3,000 annual fees entitle them to a respectable standard of living. Rather than tolerating overcrowded houses where comfort is regarded as having a bean bag in the sitting room, students are demanding en-suite bedrooms, direct access to the latest technology, and even cleaning staff.

The power of words The University of Reading offers a Royal College of Speech and Language Therapy accredited full time 4 year BSc programme in Speech and Language Therapy. Academic knowledge and practical skills are developed through varied classroom-based work, private study and collaborative work on campus and in a diverse number of clinical placements.

We are situated at Whiteknights Park, which is one of the most attractive university campus sites in Britain. We have a purposebuilt speech and language therapy clinic with excellent observation facilities, a large and well equipped speech research laboratory and excellent computer and library facilities.

We also offer a 2-year full time RCSLT recognised MSc programme in Speech and Language Therapy for those who already hold an honours degree in a relevant subject.

For more information visit: www.reading.ac.uk/cls for both the BSc and MSc Speech and Language Therapy programmes.

Tel 01183788135 E-Mail slt@reading.ac.uk

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I strongly believe that justice should be accessible for everyone – not just those who can afford to pay for legal advice. I’m really proud of the job I do. Whoever you are and whatever your background, it’s your right as a consumer to ask the ombudsman to investigate a financial grievance – fairly, independently and free of charge. I hope most people will never be in the situation where they need to use our service – but it’s important for people to understand their consumer rights and to know the ombudsman service is here and can help.

Make your voice heard. Here’s how to complain effectively if you’re unhappy with a financial product or service.

1. What’s the problem? Before you make your complaint – be clear about why you’re unhappy – and how you’d like the business to put things right.

2. Write or phone? If you complain by phone, make sure you keep a note of when you called and who you spoke to. If you write, put “complaint” clearly at the top of your letter. And don’t forget to provide important details like your policy or account number.

3. Try to stay calm. No matter how upset you are, try to stay polite and calm. You’ll get your point across more clearly and effectively.

4. Keep it brief. It’s always best to keep things brief.

Say what you’re not happy with and what you want the business to do to resolve the problem.

5. Taking things further. The business will have a complaints procedure that it has to follow. If the staff member you’re dealing with seems unwilling to help, say you want to take things further.

Contact the customer service department of the business – or its head office.

And remember – if you aren’t able to resolve matters, the Financial Ombudsman Service may be able to help. consumer helpline

0845 080 1800

or visit

www.financial-ombudsman.org.uk

If you are interested in pursuing a career at the ombudsman service email: recruitment@financial-ombudsman.org.uk

what is an ombudsman?

We talk to Juliana Campbell, who joined the Financial Ombudsman Service four years ago, becoming Britain’s first BME ombudsman in financial services – and a key member of the largest ombudsman scheme in the world.

Given her strong legal background and passionate commitment to justice, it’s no surprise that Juliana Campbell has found success – and a great deal of job satisfaction – in her role as a financial ombudsman.

Set up by law, the Financial Ombudsman Service offers a free service for consumers who’ve been unable to resolve a complaint with a financial business.

The ombudsman service has helped more than half a million consumers to settle disputes on matters ranging from car insurance and mortgages to banking, credit cards, pensions and loans.

As one of a panel of financial ombudsmen, each of whom has their own area of expertise, Juliana focuses on resolving mortgagerelated disputes. She has a quasi-judicial role, giving her the power in law to settle disputes by making formal decisions that are legally binding on banks, insurance companies and financial firms.

with the decision I arrive at.

My job is to look into both sides of the case. I have to consider the underlying facts and circumstances, carefully and impartially.”

Even before moving to her senior role at the Financial Ombudsman Service, Juliana was seen as a highflyer. Encouraged by her family, who taught her to believe “you can achieve anything with hard work and perseverance”, she won the Sweet & Maxwell award for best student while studying law at university. After passing her professional law qualifications with distinction, she qualified as a solicitor in 1995, going on to become an active member of the African, Caribbean and Asian Lawyers Network.

Juliana sees this as a transforming experience.

“I met all kinds of successful

and impressive lawyers, and saw how I could move forward and develop my own skills and career.” She now passes on her experience by coaching students and offering careers advice and guidance.

Juliana specialised in commercial litigation before joining the Association of Chartered Certified Accountants, where she was Head of Professional Conduct, overseeing the disciplinary process.

It might seem as though Juliana’s ambitious careerpath was mapped-out from an early age. But things could easily have been very different. Juliana faced serious problems getting funding for her professional exams. She eventually found a bank that was willing to help her and other

“The majority of disputes that come to the ombudsman service are resolved informally by our team of adjudicators,” Juliana explains, “but for cases that are more complex or contentious, either side can appeal to an ombudsman.

Ombudsmen can order financial businesses to pay consumers compensation of up to £100,000 – although the majority of disputes involve much smaller amounts of money.”

Coming from a family of ten children, Juliana is used to finding ways of making her voice heard – and realises you can’t always please everyone. “In the disputes I decide, emotions often run high. Important issues are at stake, and one side or the other may be disappointed

Julianna Campbell of the Financial Ombudsman Service

students experiencing similar difficulties. “Without funding, there was no way I could afford to go on with my studies – it really hit home that this could be the end of the road for my legal career.”

“It also made me realise just how important it is to have the knowledge, ability and confidence to engage with financial services – and to make the system work for you. Often, people feel they’re just little cogs in a complex and faceless financial world. But no one need be afraid of dealing with big financial institutions – or of asserting their rights if they’re unhappy with the service they get. This is exactly where the Financial Ombudsman Service comes in – to help level the playing field between ordinary consumers and powerful financial organisations.”

COMMENT

All change Diane Abbott flew to America the day after Obama’s historic victory and witnessed, first-hand, how the power of vote can bring about momentous change No presidential election has mesmerised the world in the way that the election of President-Elect Barack Hussein Obama has. I was privileged to fly to America the day after the election and then spend the week there. I saw at first-hand how the election electrified people. Everyone wanted to talk about it.

Days afterwards cab drivers and waiters all wanted to talk to me about the election and what it meant. One cab driver told me confidently that Obama “had been chosen by God”. It was not just black people who were thrilled. I was in a restaurant with a friend talking about the election when two elderly white ladies at the next table made a point of gently interrupting our conversation to tell us proudly that they had voted for Obama.

One said dreamily “When you hear him speak it as if you are in heaven!”

All my friends seemed to have an election story to tell. A close friend from Jamaica who was based in Washington, but did not actually have a vote, spent every spare minute telephone canvassing in Florida. She even did this from Jamaica. Another girl-friend, who is a respectable businesswoman, spent the weeks in the run-up to the election knocking on doors in rural Pennsylvania. A former intern of mine, now living in Atlanta Georgia, had been a classmate at Harvard Law

School of Barak and his wife Michelle.

She had spent the last twelve months fundraising for the campaign. Another friend, who originated from Chicago, had spent weeks campaigning in Florida but was at the ecstatic election night rally in Grants Park in Chicago.

Another friend, who works in Congress, went and joined the victorious crowds outside the White House dancing in the street. A friend who lives in Philadelphia came into New York to have lunch. She was still fizzing with the excitement of the election and described how she had got up at 5.00 on the morning of Election Day to be sure of being amongst the first at the local polling station. Very many people told me how they cried when they heard Obama’s acceptance speech. I know that I did.

Maybe it was a co-incidence that I knew so many people who had been actively involved in the campaign in some way. But I suspect that it is also true that the Obama campaign drew unprecedented numbers of people into political activity. And it is worth pointing out that, for the Americans putting a black family in the White House is almost as momentous as America electing a black man as President. For Americans the president and his family are their royal family. Change has indeed come to America. Voting can change things.

“Very many people told me how they cried when they heard Obama’s acceptance speech. I know that I did.”

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Good times: Diane Abbott MP, Foad Mohamed, Lenny Henry and David Charles.

London’s top black students awarded by celebrities at House of Commons The third London Schools and the Black Child Awards awards ceremony, held at the House of Commons was a resounding success as comedian Lenny Henry had the audience in stitches. But he also took the time to congratulate the young people on their achievements, and said he looked forward to seeing them running the country in 10 year’s time.

Young people awarded this year included a Hackney schoolgirl who helped build a dental centre in Kenya and was awarded a full scholarship to Gordonstoun School; an A Level student at school in Greenwich who arrived illiterate from Somalia when he was nine years old but whose desire to be a doctor inspired him to achieve top grades and a place at Oxford University; and a young woman at sixth form in Forest Gate who achieved top grades and fought to continue a brilliant sports career despite undergoing spinal surgery.

Runners-up received an ipod and a certificate whilst winners took home laptop computers. All awardees will have the opportunity to receive mentoring from UBS and attend open days at Turner Broadcasting (CNN).

Lenny Henry said: “The ceremony was a great opportunity to show how well black children in London are doing. These youngsters haven’t just reached a national standard, they have far exceeded it. It is important that London and the rest of the country recognise that. I take my hat, shoes, socks and pants off to anyone who can do that. Congratulations and big up yourself! You rock!”

Organiser of the awards, Diane Abbott MP said: “This is the third year we have run the LSBC awards and the standard was higher than ever. Choosing the final winners was really difficult and all of our awardees were

L-R: Diane, Sydeny Viera, Doreen Lawrence and Sir Trevor McDonald.

L-R: Diane, Lenny, Cynthia Akpobi, Baroness Scotland. incredible achievers. It was wonderful to have so many big names recognising the students’ achievements.”

Sir Trevor McDonald added: “The students being celebrated at the London Schools and the Black Child Awards are an inspiration to all of us. They have shown that through motivation, concentration and a passion for their studies there are no limits to educational success.”

For full winners list see www.leavingschool.co.uk

PURE MAGIC

HOW DO YOU TURN THE SYRUP FROM SUGAR INTO JUICE FOR A CAR?

If you thought British Sugar just made sugar, think again. When we process the sugar beet crop, we can also produce bioethanol. Just add this ‘green’ fuel to petrol and, hey presto, the amount of carbon emissions released into the environment is significantly reduced.

And there are a lot of other things that might surprise you too – like the fact that we are the UK’s largest producer of classic round tomatoes – more than 34 million each year.

Will we be spellbound by your talents? We are looking for top-calibre graduates, whose skills are backed by energy, drive and ambition. To find out more about a company that’s pure magic to work for, go to www.bsgrads.co.uk

CAREERS Yes I can

The Veterinary Profession

Your Guide to Courses and Careers “The work is physically demanding and can at times be stressful with a high level of responsibility, as every veterinary surgeon has an obligation to deal with emergencies in any species at any time.”

CASE HISTORY – Shomari Lyons Shomari is 19 year old from London, currently in his second year of a vet degree at the University of Bristol.

A career as a veterinary surgeon?

Veterinary surgeons are medical professionals whose primary responsibility is protecting the health and welfare of animals and people.

Vets diagnose and control animal diseases, treat sick and injured animals, prevent the transmission of animal diseases to people and advise owners on proper care of pets and livestock. They help to ensure a safe food supply by maintaining the health of food animals.

Vets are also involved in wildlife preservation and conservation and the public health of the human population.

Vets provide a variety of services in private clinical practice, teaching, research, government service, public health, military service and private industry The work is physically demanding and can at times be stressful with a

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high level of responsibility, as every veterinary surgeon has an obligation to deal with emergencies in any species at any time.

The majority of vets work in private practice, however there are other career options and these include: the state veterinary service, army, teaching/ research posts, animal charities, and overseas opportunities.

As a vet you could also end up in scientific research, the pharmaceutical or animal nutrition industries, travelling abroad on wildlife projects, working in government to maintain biosecurity in the UK, in referral practice dealing with specialist cases in hi tech environments, as a lecturer or as a researcher in a university, or even treating sniffer dogs in the army.

Qualifications required

A university degree is essential. There

are currently only seven universities in the United Kingdom that offer a veterinary degree course that’s approved by the Royal College of Veterinary Surgeons (RCVS). These are Bristol, Cambridge, Edinburgh, Glasgow, Liverpool and London (the Royal Veterinary College

A veterinary degree means:

• Diverse opportunities • Career stability 99% employment • Packages staring from about £29,000 and rising to around £41,600 after five years • Being your own boss • Respect within the community • Ability to make a real difference to health and welfare for both animals and people • Rare combination of a caring profession and good earning potential • A passport to work abroad.

Why did you choose to become a vet?

Though my family never allowed us to have pets, my extended family always had pets. My aunt worked at London Zoo so we visited there frequently. I was about five years old when I decided that I wanted to become a vet, I was always into the sciences and loved drawing animals, and it was natural to me to want to work with them! A past pupil at my secondary school, who had become a vet, invited me to have a few weeks work experience at his practice, and that was it!

What is the course like?

I am really enjoying the course. The hours can be long and the work can be intensive but it has to be, it’s the equivalent of studying to become a doctor. I especially like anatomy and physics.

What are you most looking forward too when you qualify?

Just getting out there and working with the animals, being hands on and looking after the animals.

What are your long term plans?

Initially I want to work within a small animal practice in London and then go on to run my own practice, but ideally I would love to work with wild game in Africa – lions and elephants.

CAREERS

University offers Foundation Course

“Vets are involved in all walks of life… Food safety, national security, climate change, developments in medical science, there’s often a veterinary surgeon behind the headlines.”

The Veterinary profession is keen to recruit talented individuals, whatever their walk of life.

The Royal Veterinary College, supported by the vet schools in Liverpool and Bristol University offers the opportunity for candidates from diverse backgrounds, who do not have the right qualifications to take a foundation year before joining the main course. The University of Nottingham has a similar course and also aims to increase diversity through a six-year degree course designed for high achieving students with non-science backgrounds.

Vets are involved in all walks of life… Food safety, national security, climate change, developments in medical science, there’s often a veterinary surgeon behind the headlines. But the current veterinary profile – 98% white and with 75% of student’s female – may mean the profession is missing out on some potential excellent vets.

So what does it take to become a vet? It can be a demanding career – physically, emotionally and mentally.

But it also brings tremendous rewards.

Firstly you will be expected to complete a five – or six year degree course, where you will learn to work hard and play hard, in a fun and supportive environment.

Getting on the course requires high academic standards. But this isn’t to make the profession elitist. The simple fact is that you will need brain power in order to stay the course.

The veterinary curriculum includes epidemiology, microbiology, parasitological, pathology, pharmacology and physiology… not to mention anatomy, biochemistry and bio-physics.

This provides an excellent broad knowledge that is well respected in the scientific community. Some veterinary graduates go on to forge inspiring careers in scientific research, often in human medicine The profession is keen to recruit

talented individuals, whatever their walk of life. The Royal Veterinary College, supported by the vet schools in Liverpool and Bristol University offers the opportunity for candidates from diverse backgrounds, who do not have the right qualifications to take a foundation year before joining the main course. The University of Nottingham has a similar course and also aims to increase diversity through a sixyear degree course designed for high achieving students with non-science backgrounds.

Attributes

Applicants will need to be self confident and self motivated students, who have good communication and motor skills.

Animal based work experience is an advantage but not a necessity.

Students are expected to have an understanding of the positive and negative aspects of a veterinary career and have an awareness of current important issues.

Veterinary Careers Veterinary Surgeon: Becoming a vet is a highly popular career choice for those wishing to work with animals. A vet is responsible for the prevention of disease and for the medical and surgical treatment of animals including, domestic pets, zoo animals, wildlife, farm animals and horses.

There are various veterinary surgeon career options including the state veterinary service, army, teaching/research posts, animal charities, and overseas opportunities.

Veterinary Nurse: This popular career broadly involves the hands on nursing care for sick or injured animals, educating owners about pet health and welfare and the carrying out of medical treatments and minor procedures. A veterinary nursing qualification can lead to many different job opportunities in animal welfare.

Animal Nursing Assistant: The role of an Animal Nursing Assistant is crucial in ensuring the smooth running of a veterinary practice and the well being of patients. An Animal Nursing Assistant works closely with the animals in veterinary practices or veterinary hospitals, playing the vital role of assisting

Veterinary Nurses, Veterinary Surgeons and practice staff.

Veterinary Physiotherapist: The work of a Veterinary Physiotherapist involves treating animals with injuries, investigating mobility problems, preventing recurring injuries and helping to reduce pain.

Veterinary Chiropractor: The purpose of chiropractic treatments is to diagnose and treat mechanical disorders of the spine and musculoskeletal system without the use of drugs or surgery. Veterinary Chiropractors work hands-on with animals, combining traditional human chiropractic with veterinary science, to provide additional treatment options for animals.

Veterinary Osteopath: Veterinary osteopathy works on the same principles and theory as human osteopathy, but with specific manipulative procedures for animals. The treatment involves various techniques that work to increase mobility and improve muscle tone and circulation - this can be beneficial for a wide variety of conditions and problems such as lameness, stiffness and various types of injury.

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CAREERS Yes I can

Building a positive image

Key facts about Construction

a year.

A survey commissioned by ConstructionSkills, the Sector Skills Council for construction, has identified that Asian youths put their parents top of the list for advice on career choices, a long way above teachers or friends.

• Over a third (41%) of the Asian participants said, without prompting, that their family were the key people to ask when choosing future career paths.

• Just 13% of Asian young people said they would ask their friends, and only 7% would ask a teacher or lecturer.

Although the credit crunch is having some impact on certain areas of construction, the industry will still grow over the next five years, resulting in the need for some 42,000 new skilled construction workers every year. Yet the research from ConstructionSkills also identifies that 78% of Asian respondents have never considered a career in construction despite the increasing number of career opportunities available.

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The study was conducted as part of a national campaign to promote the construction industry as an attractive career for young people.

ConstructionSkills kicked off the Positive Image campaign earlier this year with outdoor and in-school posters in areas with prominent Asian communities including Brent, Newham and Tower Hamlets. A page on the social networking site Bebo was also set up to enable young people already working in construction to talk directly to interested youngsters.

In addition, ConstructionSkills has launched an outreach campaign in Newham, the second highest ethnically diverse borough in Britain, to raise awareness of the opportunities in the construction industry.

Outreach teams are visiting over 150 community organisations, charities and places of worship in the coming weeks, and speaking directly to the people who influence them. With school children back in the classroom after summer, and the new Construction and Built Environment Diploma putting the

industry on the agenda, the team is also visiting secondary schools and colleges in Newham.

Paul Sykes, head of recruitment and careers at ConstructionSkills, said: “This study shows that parents still have a strong influence on young people.

“We have enlisted outreach teams to not only engage with the young people, but also their parents as they clearly play an integral part when it comes to career choices.

“Construction is an exciting career choice, offering excellent prospects and we are working to make sure that young people of all backgrounds have the opportunity to get involved.”

For more information, log onto www.bconstructive.co.uk or www.bebo.com/positiveimage * Please note that the survey mentioned above carried out by ConstructionSkills contained a sample of respondents from the Bangladeshi, Indian and Pakistani community which is representative of the UK’s South Asian population.

The construction sector is central to the UK economy, generating almost 9% of UK GDP and with a turnover of more than £203bn

The industry needs to recruit 42,000 new entrants every year for the next five years to meet the significant demand for planned projects.

Every year ConstructionSkills runs a campaign called ‘Positive Image’ which aims to promote construction as a career, showing it is about far more than being a bricklayer.

Almost 200,000 women work in construction, proving that it’s definitely not just “jobs for the boys! Women account for around 1% of tradespeople and 12% of those working in design and management occupations.

There are three main routes for people wanting to get into the construction industry - craft, technical and professional. It’s also worth remembering that there’s a huge variety of training programmes available in the construction industry, so whatever you choose to do first is not necessarily what you’ll do for the rest of your life.

Construction offers a huge number of professional jobs that are comparable to lawyers, accountants or doctors.

There will always be many different opportunities - once you’ve got your job, you can start developing your career.

In the construction industry, the sky is the limit. Whatever level you start at, as long as you have the determination and put in the hard work, there is plenty of scope to move up the career ladder.

CAREERS

Career Insight: Surveying Surveyors work is exciting and varied, using specialised equipment and tools to make important decisions about a buildings location, or making sure that a structure is safe and environmentally friendly. There’s a huge range of jobs - from geomatics surveyors who take measurements from space with satellites, to hydrographic surveyors who plan the building of bridges. You’ll need to be observant and enjoy working with detailed maps and contracts.

Building surveyor

The Job It’s the building surveyor’s job to “care for” new and old buildings, ensuring that they are structurally sound. This will include being involved in the design, maintenance, alteration, repair and refurbishment of existing buildings.

The People If you take a pride in our architectural heritage, and enjoy variety in your job, this could be the ideal role for you.

Become a building surveyor and you’ll be carrying out structural surveys, doing legal work, preparing plans and specifications and advising people on energy saving, conservation issues and the preservation of old buildings.

To succeed, you’ll need a thorough knowledge of the entire building process as well as a comprehensive understanding of environmental and planning procedures.

Entry Requirements There are no specific requirements to begin training as a building surveyor, although most entrants do have A Levels / Higher Grades.

To become a qualified building surveyor, you will need to hold a BTEC or HND/HNC, and to achieve this you will need 4 GCSE passes (A-C) / Standard Grades (1-3).

There are two main ways to train as a building surveyor. One is through the Chartered Institute of Buildings (CIOB), to join which you will need an honours degree and 2 years experience in a building related field or pass the CIOB examination.

The second is through the Royal Institute of Chartered Surveyors (RICS), and involves studying for a qualification accredited by RICS, followed by completion of their Assessment of Professional Competence. In both cases, you will be working towards NVQ/SVQ Level 4.

The Benefits Graduate building surveyors can expect to earn around £14,000, a chartered surveyor about £24,000 and a partner about £43,000. As always, salaries

in London are higher. For further information about salaries refer to professional institutions and industry press.

General practice surveyor

The Job Just like cars, buildings are bought, sold, renovated and valued, and a general practice surveyor plays a big part in every deal. Each project will have a series of complex legal and business contracts, and the job of the surveyor is to make sure these deals run smoothly.

The People You’ll need great planning, negotiation, and communication skills to become a general practice surveyor. Firstly, you’ll plan the idea behind the project, then work with architects and other professionals to make the design actually work. You’ll also value buildings, negotiate the deal and present your findings in a meeting.

earn between £30,000 - £35,000 once fully qualified. For further information on salaries, refer to professional institutions and industry press.

Quantity surveyor

The Job Once a building project starts it’s important that it follows the originally agreed budget. It’s the quantity surveyor’s job to make sure this happens, by managing cost efficiently and getting the best value out of contractors. It’s also their job to negotiate with the client’s representative on payments and the final settlement.

The People There are approximately 21,500 people employed in quantity surveying in the UK, with many working for large construction companies. They deal with other professionals within their company as well as representatives from subcontractors and the private quantity surveyor working for the client.

Entry Requirements There are no specific requirements to begin training as general practice surveyor, although most entrants have A Levels / Higher Grades. To become a qualified General Practice Surveyor, you will need to hold a BTEC or HND/HNC, and to achieve this you will need 4 GCSE passes (A-C) / Standard Grades (1-3). Qualification can be achieved via the Chartered Institute of Building (CIOB) or the Royal Institute of Chartered Surveyors (RICS).

To join the CIOB you will need to hold an honours degree plus have 2 years relevant experience or pass the CIOB examination.

There are four ways to qualify as a surveyor and achieve a RICS certificate, and these involve options to study full time to achieve a degree or postgraduate award, or studying part time whilst in relevant work.

Entry Requirements There are no specific requirements to begin training as a quantity surveyor, although most entrants have A Levels / Higher Grades. To become a qualified quantity surveyor, you will need to achieve a BTEC or HND/HNC, and to achieve this you will need 4 GCSE passes (A-C) / Standard Grades (1-3).

Qualification can be achieved via the Chartered Institute of Building (CIOB) or the Royal Institute of Chartered Surveyors (RICS). To join the CIOB you will need to hold an honours degree plus have 2 years relevant experience or pass the CIOB examination.

There are four ways to qualify as a surveyor and achieve a RICS certificate, and these involve options to study full time to achieve a degree or postgraduate award, or studying part time whilst in relevant work.

The Benefits Salaries can vary significantly, depending on the type of surveyor and the level of experience. Whatever the case, graduate salaries compare favourably with other top professions such as law, medicine, civil engineering and accountancy.

Starting salaries can vary from region to region but surveyors can expect to

The Benefits Graduate quantity surveyors can expect to earn around £14,000, a chartered surveyor about £24,000, while an associate will earn roughly £35,000.

Salaries in London are higher. For further information on salaries refer to professional institutions and industry press.

Land surveyor THE JOB It’s the land surveyor’s job to measure, record and visually present features of the landscape all around us.

This is usually done by pinpointing the global position of objects, contours, and even materials below the earth’s surface. This data is then examined and used to plan various construction works, such as road and sea defence building, or even to produce the maps that help us get from A to B. The People Mapping companies (such as Ordnance Survey), specialist surveying practices and consultancy practices employ Land Surveyors. As well as working alongside other land surveyors, they need good communication skills as they regularly meet clients and other construction professionals.

Entry Requirements There are no specific requirements to begin training as a land surveyor, although most entrants have A Levels / Higher Grades. To become a qualified land surveyor, you will need to hold a BTEC or HND/HNC, and to achieve this you will need 4 GCSE passes (A-C) / S Grades (1-3).

You will also usually need to hold a full driving license.

You can qualify as a land surveyor through the Royal Institute of Chartered Surveyors (RICS) or the Institution of Civil Engineering Surveyors (ICES). There are four ways to qualify as a surveyor and achieve a RICS certificate, and these involve options to study full time to achieve a degree or post-graduate award, or studying part time whilst in relevant work. You eventually complete the Assessment of Professional Competence after two years on-the-job experience, keeping a work diary, giving a successful presentation and passing a professional interview.

The Benefits Salary and other benefits vary depending on experience, where you’ve worked and how senior you are. Some land surveyors move into hydrographic surveying, while growing numbers are choosing to move into geospacial modelling. For further information on salaries refer to professional institutions and industry press.

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CAREERS

Tips on how to finding your ideal work experience

Gaining experience Why should you bother to get work experience? Read on and find out how it can improve your chances of getting a better job and a brighter future in the workplace Work experience means different things to different people but in essence it is any form of work that you do before you start your career.

Even experience you get as part of your career (after graduation) can be counted as work experience. The most important thing to remember is that all work gives you some experience, including bar work, volunteering and Saturday jobs. The experience could take the form of short-term, longterm (e.g. one year) or part-time employment, and could be paid or unpaid.

Formal work experience as part of a university degree comes under a number of different names, including: • Sandwich and industrial placements: a fixed-term period of assessed, paid work that forms part of your degree. It often lasts for a full year.

• Work-based project: a specific piece of assessed work for your course, undertaken at an employer’s premises.

• Work placement: a period of work experience, which can be paid or unpaid, and is part of a course of study. This can be arranged through your university with an employer or by yourself and is for an agreed period of time.

• Internship: a phrase that is increasingly used by large companies

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and refers to a placement within their organisation, usually over 6-12 weeks during the summer holiday.

Definition of quality work experience

According to people who work in the field of work experience, this is a definition of a quality work experience and what you should expect ideally from your placement: • the student is trained by the higher education institution (HEI) to identify potential learning outcomes.

• objectives are set (by HEI, employer and student).

• supervision is by a supervisor trained in the objectives and learning outcomes of work experience – academic supervision and visit/s take place.

• regular feedback is given.

• an appraisal is given during the work experience and at the end.

• where appropriate, a project is undertaken.

• learning and achievements are articulated by the student in written form.

• an assessment is made, including an assessment of development of skills (by HEI, employer and student).

• recognition, credit or a certificate is awarded.

This ideal will not be possible for all undergraduate work experience, for example in part-time term time bar work.

The minimum that could be included within the title of ‘quality’ will include: • objectives are set (by the student).

• feedback is given.

• appraisal is undertaken at the end of the experience.

• learning and achievements are articulated by the student in written form and assessment is made of skills development (by student) with employer endorsement.

Other types of work experience

• Voluntary work: any type of work undertaken for no payment, usually outside of your course in your spare time.

• Part-time work: paid or unpaid work, undertaken either during term-time, in the holidays or both for less than 35 hours per week. For a project that is providing assessment and accreditation of part-time work look at the CRAC Insight plus programme.

• Work shadowing: where you observe a member of staff working in an organisation, and so gain an understanding of what a particular job entails.

• Identifying an opportunity: think about likely career interests and longterm goals you may have and skills you want to develop.

• Determine the broad occupational area in which you want to work and any specific objectives you want to fulfill, i.e: greater understanding of career choice within a sector.

• If you don’t know what you want to do, try something that involves your other interests.

• Think about how much time you can spare for work in addition to studying.

• Think about whether it needs to relate to your degree subject or not.

• Identify companies that you are interested in working for with the help of your University Careers Service or Job Shop, or research them through the internet or business publications.

• In contacting companies or organisations write to the HR Manager stating why you are interested in them and in getting work experience.

State also what you can offer them in terms of technical skills and personal qualities you may have.

• Prepare for the interview by viewing it from the manager’s perspective, i.e. why should the company or organisation take you on? What are the benefits to them?

• Show a positive attitude and be pro-active.

• Treat it seriously: work experience could make a significant difference to your career goal.

To find out more about work experience wee www.prospects.ac.uk

Tips on how to finding your ideal work experience DO… • arrive on time everyday. If you arrive late on your first day (even 5 minutes late) you will really make a bad impression.

• discuss your expectations with your employer early on and find out what exactly what is required of you.

• be eager to take on new responsibilities and gain new skills.

• be willing to take on tasks which you may consider menial eg; making tea, photocopying. We all had to start somewhere!

• listen-if someone tells you how you can improve. You may be heading for graduation but you don’t know it all just yet!

• volunteer for new tasks and ask what they would like you to do next.

• keep focused on doing a good job all the time.

• make a real effort to fit in and contribute.

• keep a note of all the people you have met and get to know those who could be helpful with your career in the future.

• keep your CV up to date, the work experience will make it even stronger.

• ask for a reference before leaving.

DON’T…..

• be late for work, or arrive back late from your lunch hour.

• be ungracious when asked to do tasks that you consider to be boring.

• get involved in office gossip or politics.

• use the office computers or phone for private use without permission.

• Sit around twiddling your thumbs or surfing the net if you have nothing to do. Ask for something to do.

• make yourself a tea coffee without asking anyone else.

• keep your mobile phone during work hours.

• dress how you want …follow the office dress code.

TeachUK “Teaching is a wonderfully rewarding career but it can also be challenging and you need to be realistic about what you hope to achieve by entering the profession.�

The Essential Courses and Careers Guide to Teaching

TEACH UK

Thinking of Teaching?

“Experience of working in schools or with youth groups, for example, are important aids to learning more about what it might be like to be a teacher and also in getting onto the ITT course you want.”

Thinking of going into teaching?

What you need to consider

Teaching is a wonderfully rewarding career but it can also be challenging and you need to be realistic about what you hope to achieve by entering the profession.

You are considering a career that is interesting, rewarding and stimulating. Of course, it can also be stressful and demanding at times, but most teachers wouldn’t do anything else. As a teacher, you’ll get to work with a wide range of people of all different ages and backgrounds - moreover, you’ll also have fun. Here is some initial advice from The ATL (Association of Teachers and Lecturers) / www.new2teaching.org.uk

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What are the types of teachertraining courses available to you?

TDA Category A Provider School-Centered Initial Training for the Foundation Stage and Key stage 1

Ever thought about teaching young children?

We are looking for special individuals with: • a degree or equivalent qualification (honours II div ii or above for PGCert.)

• GCSE grade C or equivalent in English language, mathematics and science • clear communication skills • the ability to work as part of a team • self motivation, self-evaluation and self-organisation • an understanding of, and positive attitude to equal opportunities The Pilgrim Partnership is situated within the County of Bedforshire. It offers a one year teacher training course to graduate students, covering three school terms, leading to Qualified Teacher Status for primary teaching in the Foundation Stage and Years 1 and 2 and a Post Graduate Certificate in Early Years Leadership for suitably qualified applicants. Details of tuition fees, supporting bursaries including the TDA bursary currently at £4,000 can be found on our web site. On completion of the course, you will have the needed recognised teaching qualification and excellent job prospects.

VACANCIES AVAILABLE

For further information please consult our website www.pilgrimp.bedscc.gov.uk or call 01234 408590 The Priory Centre 63, Newnham Avenue, Bedford MK41 9QJ Tel 01234 408590 Fax 01234 408591 e-mail pilgrim3@schools.bedfordshire.gov.uk

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There are a range of ITT courses available and it is important that you find one to suit your circumstances.

You are considering a career that is interesting, rewarding and stimulating. To become a fully qualified teacher in state schools in England and Wales, you’re going to have to gain Qualified Teacher Status (QTS).

This will almost certainly mean completing a programme of initial teacher training (ITT). In order to find out more about the qualifications required for different ITT routes, please see: Qualifications you need.

Changes to rules for obtaining QTS

For all UK trainee teachers, the current limit of five years in which you can be employed as a teacher without having passed the skills tests and obtained QTS was replaced by a deadline of 31 August 2008. After this date, no one can now be employed as a teacher in a maintained school, non-maintained special school or pupil referral unit in England without having passed the skills tests and obtained QTS.

What kind of experience will you need to become a teacher?

Experience of working in schools or with youth groups, for example, are important aids to learning more about what it might be like to be a teacher and also in getting onto the ITT course you want.

Other issues to consider

If you have thought seriously about a career in teaching, you will already have thought through many of the issues below. Use these points as a checklist to ensure that you’ve considered the impact of your decision on every area of your life.

• Your current financial commitments: will you be able to support yourself during a year or more of study?

• Opportunties: are there many teaching/ITT opportunities in your area? Would you be willing to relocate if not?

• Travelling: how far are you willing/able to travel for work/training?

• The structure of the academic year: what’s the impact of the termly structure on how you like to work? What impact might it have on the holidays you and your family/friends can take? How will you manage with the ‘peaks’ of busy times within the school year?

• Work/life balance: will you find the time for lesson planning, marking etc?

• Age groups: what age group do you wish to teach? Do you have any work experience with that age group?

• Subjects: would you prefer to teach one or two subjects in depth (secondary) or a broader range of subjects (primary)?

• School culture: what kind of school culture would support how you wish to teach and interact with pupils? Depending on how long it’s been since you’ve been in a classroom, you may need to consider the extent to which it will have changed in that time.

• Challenges and difficulties ahead: how do you cope with challenges? Teaching is a rewarding and also challenging career.

Pupil/parent behaviour, the national curriculum, structures of school buildings, school culture, community profile are among the issues that can be the cause of either support or challenge for teachers. It may not always be possible to find the perfect school for you at particular points of your career and it’s worthwhile considering how you would meet the challenges that such a situation can present.

• Assumptions: When making your decision, question any assumptions you have about what it is like to be a teacher; talk to others in the profession; and even think about visiting your local school.

Institute of Education

The Institute of Education at Manchester Metropolitan University is a leading UK centre for education research and study; it is the major provider of initial teacher training and continuing professional development in the North West.

Based at two sites, Didsbury in South Manchester and Crewe in South Cheshire, the Institute offers a comprehensive range of BA (Hons) and PGCE courses leading to Qualified Teacher Status, Early Years Professional Status and professional qualifications in Careers Guidance and Youth and Community Work.

programmes leading to Diploma, MA, MEd, MSc, MPhil, EdD and PhD qualifications.

For practising teachers and other education professionals there are full and part-time

For more information please visit our website: www.mmu.ac.uk/ioe

The Institute has an excellent reputation for producing high quality programmes, outstanding teachers and cutting edge research.

www.mmu.ac.uk The University for World-Class Professionals

Make a difference

Teach.

Are you thinking of becoming a teacher of the future?

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

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

We particularly welcome applications from ethnic minority candidates.

Tel: 01225 875624 Email: teaching@bathspa.ac.uk www.bathspa.ac.uk/courses/teaching

Teacher Training at the University of Portsmouth Postgraduate Certificate of Education and Qualified Teacher Status Ready to start building cultural bridges in the classroom and at professional level?

Steady to consider opportunities for secondary school teaching in:

Modern Foreign Languages Mathematics Science English Geography Business Studies?

Go for it! Be a part of a diverse community where all individuals are valued.

At Portsmouth we welcome applicants from all ethnic backgrounds and are committed to equality of opportunity.

A training bursary of £9,000 awaits for students of Maths, Science and MFL. Students of Business Studies, Geography and English will receive a bursary of £6,000. Grants are available to assist with course fees.

The School of Education and Continuing Studies is hosting an Open Evening on Monday 2nd June 2008 5pm - 7pm.

We are looking to recruit trainee teachers for the above courses for September 2008 so to secure your place, please contact us:

t 023 9284 5204 f 023 9284 5365 e secs.enquiries@port.ac.uk w www.port.ac.uk

TEACH UK

Age ranges you could teach Deciding to be a teacher is one thing – but deciding which age range to teach can be a different matter.

Of course, you may already have made up your mind.

Perhaps you want to work with younger children to set them on the right path or you may want to teach pupils through the latter stages of their school lives, sending them off with confidence and optimism. If you haven’t made up your mind, here’s a brief summary of the different year groups which may help.

Year 1 to Year 13 Year groups are divided in English schools, as follows:

Reception year: 3/4 and 4/5-year-olds Year 1: 5/6-year-olds Year 2: 6/7-year-olds Year 3: 7/8-year-olds Year 4: 8/9-year-olds Year 5: 9/10-year-olds Year 6: 10/11-year-olds Year 7: 11/12-year-olds Year 8: 12/13-year-olds Year 9: 13/14-year-olds Year 10: 14/15-year-olds Year 11: 15/16-year-olds Year 12: 16/17-year-olds Year 13: 17/18-year-olds.

“Perhaps you want to work with younger children to set them on the right path or you may want to teach pupils through the latter stages of their school lives, sending them off with confidence and optimism.”

These year groups are then broken down in to key stages. Key stages are the different stages of compulsory schooling in the UK. The teacher training you receive will be provided according to the needs the key stages you intend to teach.

individual pupil with the aim of attesting each child’s progress in relation to national expectations; to tell the next school or teacher what each child needs to learn next; and to inform each school about how well it is teaching aspects of the national curriculum.

Foundation stage

Key Stage 2

The earliest years of schooling for UK children (three to five years of age). This might involve working in reception classes in primary schools.

The foundation stage is the first stage of the national curriculum that focuses on the distinct needs of children aged three until the end of the reception year of primary school.

Key stage 1

Working in a junior or primary school involves teaching children at key stage 1, between five and seven years of age. Key stage 1 lasts two years and culminates in national curriculum tests.

These tests are primarily to enable teachers to learn more about the strengths and weaknesses of each

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Key stage 2 pupils aged between seven and 11 are taught within primary or middle schools. Key stage 2 lasts four years, culminating in national curriculum tests. These tests are designed to measure the progress of each individual pupil in relation to national expectations; to tell the next school or teacher what each child needs to learn next; and to inform each school about how well it is teaching aspects of the national curriculum. These tests often cause pressure within schools as they are linked to performance tables.

Key stage 3

Key stage 3 pupils, aged between 11 and 14 are taught within secondary

schools. Key stage 3 lasts three years culminating in national curriculum tests. These tests are designed to measure the progress of each individual pupil in relation to national expectations; to tell the next key stage what each child needs to learn next; and to inform each school about how well it is teaching aspects of the national curriculum. These tests often cause pressure within schools as they are linked to performance tables.

14-19

This is an area which is undergoing a significant amount of change at the moment. It encompasses key stage 4 which leads to GCSE examinations, AS and A-levels, International Baccalaureate, NVQs and vocational qualifications.

You can work with this age group in secondary schools and Further Education colleges. For further information about the pathways within this age group, please go to the 14-19 section on the Qualifications and Curriculum Authority website.

Postgraduate Courses in Education Experience the Durham Difference The School of Education at the University of Durham has much to offer prospective research students: We were assessed as an excellent 5 rated department in the last RAE Our onsite specialist Education library contains extensive print collections in excess of 60,000 volumes on the study and practice of Education as well as access to electronic journals and databases.

We have a strong and developing research culture which is an excellent environment to enable our research students to reach their full academic potential.

We are included within the ten best departments for Education in the country by the Times Good University Guide 2008.

MA in Research Methods (Education) Offered on a full or part-time basis and designed to equip you with the knowledge needed to become an educational researcher as well the broad analytical skills that would be an asset in furthering your career in any field.

During your studies, you will have the opportunity of working alongside leading educational researchers to gain a real insight into the challenges and rewards of a research career. An excellent route onto the PhD course.

Doctorate of Philosophy (PhD) in Education Our ESRC +3 recognised PhD course is available to students with a strong academic background usually including a Master’s degree. Applications are welcome from students interested in most areas of educational research, though candidates with an interest in the following research fields are particularly welcome: Science and Maths Education; Educational Psychology and SEN; International and Intercultural Education; Learning, Teaching and Research in Higher Education; and Curriculum, Evaluation and Management.

Doctorate in Education (EdD) This degree has been specifically designed for senior or middle leaders and managers from a wide range of educational backgrounds. It offers insights into the philosophy, theory and practical implications of the changes taking place in education.

Interested?

In the first instance please contact: Education Enquiries, University of Durham, Leazes Road, Durham, DH1 1TA, UK. Email: education.enquiries@durham.ac.uk Tel: +44 (0) 191 334 8310 Fax: +44 (0) 191 334 8311.

B1327 B1327 B1327 B1327

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School of Education School for of Education PGCE courses graduates School of Education PGCE courses for graduates School for of Education PGCE courses graduates PGCE courses for graduates

Tempted to teach?

Tempted to teach?

Tempted to Tempted to teach? teach?

If you are looking for responsibility, intellectual challenge and interaction If you are looking for responsibility, peoplefor you willinteraction be interested Ifwith youyoung are looking responsibility, intellectual challenge and Ifintellectual are looking for responsibility, in you teaching.

The Postgraduate Certificate challenge and with young people you willinteraction be interested intellectual in Education (PGCE) programmes, with young challenge people youand willinteraction be interested teaching.

The Postgraduate Certificate with young people youprogrammes, will be interested which lead to Qualified Teacher Status teaching.

The Postgraduate Certificate in Education (PGCE) teaching.

The Postgraduate Certificate (QTS), help students to translate those in Education (PGCE) programmes, which lead to Qualified Teacher Status in Education (PGCE) programmes, interests into practical which lead tostudents Qualified Teacher (QTS), help toexpertise. translateStatus those which lead tostudents Qualified Teacher (QTS), help toexpertise. translateStatus those interests into practical (QTS), help translate We welcome applications from all those interests intostudents practicaltoexpertise. interests into applications practical expertise. ethnic groups who are currently underWe welcome from all represented the teaching profession.

We welcome from all ethnic groupsinapplications who are currently underWe welcome applications from all Please telephone 0121 414 4866 ethnic groups who are currently underrepresented in the teaching profession. ethnic groups who are currently underor emailtelephone education@bham.ac.uk represented in the0121 teaching Please 414profession.

4866 represented in the teaching profession.

Please 0121 414 4866 or emailtelephone education@bham.ac.uk Please 0121line: 414 4866 Teaching information or emailtelephone education@bham.ac.uk or email education@bham.ac.uk 0845 6000 991 Teaching information line: Teaching line: 0845 6000information 991 Teaching line: 0845 6000information 991 0845 6000 991

The following subjects are available � English The following subjects The following secondary subjects are available � Geography The following subjects are available are offered: English The following subjects are available History � English Geography � English and Citizenship History � Geography � Geography Mathematics one year � History and Citizenship � Mathematics two History and Citizenship � one years year � History and Citizenship Foreign Mathematics one year � Modern twoLanguages years � Mathematics one year (French, German, Spanish) twoLanguages years � Modern Foreign � Modern Mathematics twoLanguages years Physical Education Foreign (French, German, Spanish) � Languages Religious Education (French, German, Spanish) � Modern Physical Foreign Education Spanish) Science (Biology, Chemistry, Physics) � (French, Physical Education ReligiousGerman, Education � Physical Education Religious Education � Science (Biology, Chemistry, Physics) � Religious Education Science (Biology, Chemistry, Physics) � Science (Biology, Chemistry, Physics) Primary courses are also offered as follows: ■

Early Years

■

General Primary

www.education.bham.ac.uk www.education.bham.ac.uk www.education.bham.ac.uk www.education.bham.ac.uk

Our website can be found at www.dur.ac.uk/education

TEACH UK

Choosing the right course So, you want to be a teacher. Good choice, teaching can be one of the best jobs in the world. But before you get there, to become a fully qualified teacher in state-maintained schools in England and Wales, you’re going to have to gain Qualified Teacher Status (QTS).

This will almost certainly mean completing a programme of initial teacher training (ITT).

Initial teacher training combines theoretical learning with at least 18 weeks of practical teaching on placements in schools. If attained, this leads to the achievement of QTS – and

you’re in. ITT comes in all shapes and sizes, some of which may be more suitable to you than others, depending on your qualifications, experience, preferences or personal circumstances.

Not all institutions offer all these options.

“Initial teacher training combines theoretical learning with at least 18 weeks of practical teaching on placements in schools. If attained, this leads to the achievement of QTS – and you’re in.”

The options Below is a quick summary of the options that will be available to you. All lead to QTS, which you’ll need to teach in state-maintained schools.

Undergraduate courses • BEd (Bachelor of education): an honours degree course in education combined with other subject studies.

• BA/BSc with QTS (Bachelor of arts/science with qualified teacher status): an honours degree in a subject other than education that incorporates teacher training.

• Postgraduate courses/programmes.

• PGCE (Postgraduate Certificate of Education): initial teacher training for graduates.

• SCITT (School Centred Initial Teacher Training): initial teacher training programmes for graduates, based in and run by schools in partnership with higher education institutions. In many cases, the institution will also grant a PGCE as well.

• Teach First: a programme of teacher training for ‘high-flying’ graduates comprising of school placements, leadership development and commercial work experience.

Employment based programmes • GTP (Graduate Teacher Programme): an intensive programme allowing graduates to train in a school while earning a salary as an unqualified teacher.

• RTP (Registered Teacher Programme): a programme allowing people with two years’ higher education, or equivalent, to complete their degree and train to teach at the same time, all while working in a school.

Assessment only routes • QTS only: this is an option for teachers with UK experience but no QTS - including those who havespent time in the independent and further education sectors. It is not, strictly speaking, a course as it is assessment-only and requires no additional training.

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www.essexschoolsjobs.co.uk

ADVERTORIAL: Essex County Council

Welcome to Essex Essex welcomes well qualified, enthusiastic and committed teachers working in all phases of education to join our dedicated teaching force of 10,000 teachers. We recognise the value of, and seek to achieve a diverse workforce which includes people from different backgrounds, with different skills and abilities Essex is a diverse county providing a wide range of educational opportunities to young people and adults in over 570 establishments in a variety of geographical settings. We have one of the largest school populations in the country with well over 200,000 children. Our schools are varied from primaries in country villages to large secondary schools in major centres like Colchester, Chelmsford, Basildon and Harlow.

Our aim is to improve the life chances for all children in Essex by raising achievement, developing social and educational inclusion and ensuring the welfare of our young people. Our vision is that every child and young person will have a life of quality, free from fear, depression and danger, with a

sense of belonging, worth and achievement.

We want young people to develop a love of learning. To achieve this we need teachers of the highest quality, with ability and imagination, who will inspire and challenge our children to achieve their potential and contribute to their changing world. We hope that our teachers will remain life long learners; we encourage and support them to be reflective practitioners.

For full details of the opportunities available in Essex please visit our web site www.essexschoolsjobs.co.uk. This website gives access to all current jobs being advertised by Essex schools, as well as information about the different career paths available in schools.

We also publish a weekly schools jobs bulletin, Jobscene, which may be sent to you free of charge for a term. If you would like to subscribe to this publication, or if you have any general enquiries about opportunities in Essex please email teaching@essexcc.co.uk or contact 01245 436252.

Career Opportunities in Schools Teaching and Support Staff There can be few more exciting places to begin a career in a school, or look for a new challenge, than Essex. The size, diversity of landscape and history all combine to make this area one of the most special in the UK. Get in touch and we'll tell you all about the career opportunities in our schools. With over 570 schools there are many and varied opportunities, ranging from teaching assistant to Headteacher, from catering staff to school Bursar.

You can now apply online for our vacancies.

To find out more visit www.essexschoolsjobs.co.uk or telephone 01245 436252.

Undergraduate Sandwich Placement Scheme, 2009.

Wales faces many challenges and opportunities in the 21st century.

From social reform to economic growth and political engagement, we’ll achieve our goals by harnessing the talent of everyone in our community. And that’s why the Welsh Assembly Government offers you the opportunity to build your skills, earn a good salary and experience our work at first hand, through a Sandwich placement scheme.

If you’re a student with a sandwich year as part of your course, or an undergraduate looking to take a ‘year out’ after your second year, our 48-50 week placement will open your eyes and your mind to the real ‘world of work’. We’ll look to give you expertise in your chosen area, as well as your own mentor to help you make the most of the opportunity.

And you’ll enjoy real responsibility - as well as real rewards, including competitive salary and 30 days’ paid holidays.

One Wales.

Countless Opportunities.

To find out more about the opportunities with us in Wales, go to www.wales.gov.uk/recruitment and find out more about our Sandwich Placement Scheme.

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TEACH UK

Finding the right ITT provider

ADVERTORIAL: University of Warwick

Why learn to teach at Warwick?

Nobody pretends that teaching is easy; Warwick Institute of Education will support you through the first steps in the development of your teaching career. Because you are working with young people who are constantly developing both socially and intellectually, it is never dull, and the rewards are enormous.

Teaching gives you a challenging and fulfilling career during which you can choose to take on different roles within the school community as your career develops.

Rated highly in recent Ofsted Inspections and ranked 4th in the UK for Initial Teacher Education our PGCE offers the following: • Strong partnerships with over 300 schools, early years settings and colleges within the West Midlands region. We are fortunate to include in our partnership many schools with a multi-ethnic population.

• Links between schools and the Institute are

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excellent: all have trained mentors who work closely with our tutors.

• Courses are planned in partnership with experienced teachers in a wide range of local schools. Local teachers regularly come to the Institute to update their skills, or to collaborate with members of staff on schoolbased research.

• Trainees on the PGCE course will spend up to 24 weeks of the 38 weeks in schools, observing and working with teachers and pupils – direct hands-on training.

• A ‘Professional Contacts Scheme’ giving minority ethnic trainees the opportunity to access additional individual support from an experienced mentor.

• Excellent record of employment for trainees on completion of their course, with many finding employment in one of their placement schools.

• Qualified Teacher Status (QTS.

The Training and Development Agency (TDA) has a helpful link to aid you in the search for the right ITT provider for you. The website leads you to an extensive database of information that allows you to search for and compare universities, colleges and schools that meet your requirements.

“The It offers a Training and database of performance Development Agency profiles on (TDA) has a helpful link to providers which aid you in the search for the contains right ITT provider. The website yearly data on all the leads you to an extensive database universities, of information that allows you colleges or schoolto search for and compare centred universities, colleges and initial teacher training (SCITT) schools that meet your providers in requirements.”

England. Each ITT providers’ record includes its contact details, the courses it offers, the characteristics of its trainees and details of their qualifications on entry to the course.

These records also provide information, based on Ofsted inspection evidence, about the quality of providers’ ITT courses, the proportion of their trainees gaining QTS on completion of their training, and how many enter a teaching job within six months of successfully completing the course.

In addition to enabling you to review and compare the detailed characteristics of ITT providers, the Performance Profiles section of the website website also allows you to search for a provider or group of providers according to a range of different criteria, including:

•A ll Warwick PGCE courses are at Masters level offering 60 credits at Masters level

• location • subject • age group • provider • TDA quality category • training route

Would you make a good teacher?

A quote from a recent PGCE graduate of Education confirmsThe the Warwick value of ourInstitute PGCE course We are recruiting trainee teachers for the delivery offers a variety of ITE courses: By using these criteria individually of these diplomas in the following subject areas: or together, you can generate a shortlist ”The course is consuming; you do have to • Early Years (3-7) • Creative and Media of ITT providers that match your make sacrifices and be 100% committed.

The • Primary (5-11) • Society, Health and Personal Development preferences.

You can then compare kids, ideas and atmosphere they can create • PGCE Secondary (11-19) • Business Administration and Finance providers using the reports provided and far outweigh any negatives for me. I have • Graduate Teacher Programme PGCE course would be especially relevant for narrowThis down your options further still. had so many new experiences and pleasures (employment based route) people with a background in creative and media, art, that will •stay with me, making me smile for PGCE 14-19 Diplomas nursing and health and safety. years to The come.

The broader work experiences introduction of 14-19 Diplomas into schools, furtherIf you want to train as a PGCE: pgce@warwick.ac.uk or +44 (0)24 7652 8148 education colleges and work based training organisations of organising events, managing people, teacher in Wales GTP: gtp@warwick.ac.uk or +44 (0)24 7652 2918 means there will be a high demand for suitably qualified communicating with a on broad of The TDA Performance Profiles cover or go to our website: http://go.warwick.ac.uk/ed teachers to teach thesespectrum programmes. people and creating resources are things that ITT providers in England only. For many of friends outside of teaching are yet to information about providers of initial experience with the same regularity; teaching teacher training in Wales. You can view really can give you rounded experiences “ information about provider performance PGCE:PGCE pgce@warwick.ac.uk or +44 in (0)24 David Penman student Wales7652 on the8148 Higher Education GTP: gtp@warwick.ac.uk or +44 (0)24 7652Council 2918 for Wales website.

Funding

or go to our website: http://go.warwick.ac.uk/education

Training Opportunities in Northamptonshire and Milton Keynes

Train to be a Primary School Teacher

The Grand Union Training Partnership is a school-centred initial teacher training (SCITT) consortium centred on a group of 11 – 18 comprehensive schools situated in villages and small towns West of Northampton and in Milton Keynes.

We provide Secondary PGCE courses validated by The University of Leicester in:

at Forest Independent Primary Collegiate

English, History, French, German, Science, Mathematics and Business Studies

Unique and exciting PGCE one year course for graduates and an Employment Based Initial Teacher Training (EBITT) Course Apply in September 2009 for September 2010

We aim to give trainees, whom we refer to as Associate Teachers, as much practical experience of working in the partnership schools as possible. Each Associate Teacher’s work and programme of study is supervised by a Mentor who will take a close interest in their development as a subject teacher and colleague. This part of the course is complemented by a general professional studies programme provided in co-operation with The University of Leicester.

Are you considering teaching as a career but are unsure about your ability to manage a class of children? This school centred course is unique in that it will focus on training teachers who are not only competent in delivering the curriculum but who will also develop excellent skills in managing both class and individual learning behaviour.

Our overall aim is to produce reflective professionals, confident in applying for and starting their first jobs as secondary school teachers. Over half of our Associate Teachers take up their first teaching posts in the scheme’s partnership schools.

All training time will be spent in a school context for both routes. Theoretical input will take place on the Limes Farm Junior School site in Chigwell. Trainees will be placed at three local primary schools and a special needs school during the course of the year. The schools are situated in West Essex and several London Boroughs. Each trainee will be allocated an experienced and skilled mentor to provide structured support within each placement. The collegiate is committed to equal opportunities.

Promoting excellence in teaching The Grand Union Training Partnership is committed to equality of opportunity and welcomes applications from all sections of the community.

Successful trainees will be awarded Qualified Teacher Status and a Post Graduate Certificate in Education which is validated by Middlesex University.

Further details can be obtained from www.fipc.ac.uk or from the, Course Administrator at 0208 501 2089. Application should be made through the Graduate Teacher Training Registry (tel: 01242 544788). For the GTP programme, application can be made through the FIPC website.

Contact details The Grand Union Training Partnership, Sponne School (Lead School), Towcester. NN12 6DJ Telephone: 01327 350284 e-mail: training@gutp.org.uk

Would you make a good teacher?

The Warwick Institute of Education offers a variety of ITE courses: • Early Years (3-7) • Primary (5-11) • PGCE Secondary (11-19) • Graduate Teacher Programme (employment based route)

We are recruiting trainee teachers for the delivery of these diplomas in the following subject areas:

• Creative and Media • Society, Health and Personal Development • Business Administration and Finance

• PGCE 14-19 Diplomas

This PGCE course would be especially relevant for people with a background in creative and media, art, nursing and health and safety.

The introduction of 14-19 Diplomas into schools, further education colleges and work based training organisations means there will be a high demand for suitably qualified teachers to teach on these programmes.

PGCE: pgce@warwick.ac.uk or +44 (0)24 7652 8148 GTP: gtp@warwick.ac.uk or +44 (0)24 7652 2918 or go to our website: http://go.warwick.ac.uk/education

PGCE: pgce@warwick.ac.uk or +44 (0)24 7652 8148 GTP: gtp@warwick.ac.uk or +44 (0)24 7652 2918 or go to our website: http://go.warwick.ac.uk/education

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TEACH UK

A choice of schools

There is no such thing as a typical school. The kind of school you choose to work in will make a significant difference to the kind of experiences you will face as a teacher.

Mainstream schools

o. LA3273

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In England and Wales, 90 per cent of children are educated in state-maintained schools, of which the majority are what you might refer to as mainstream or ‘ordinary’ schools. Their prominence means that there are more teaching positions available in such schools than in any other kind.

Mainstream schools share a lot in common – for instance, they all receive public funding and are required to teach the National Curriculum but you will find mmthat each Media: First schoolTES has its ownAppointments individual Other state schools characteristics and emphasis.

In addition to ordinary mainstream Most visible are the variations in size, schools, you may be interested in the location, age group and gender of pupils, varied challenges available at other kinds presenting both subtly and completely of state schools. These include: different teaching challenges. Just as • special schools, which cater mainly significant though is the school’s ethos. or wholly for children with statutory Different kinds of schools are run in statements of special educational different ways, implementing different needs. policies and serving different educational • specialist schools, which teach the needs. whole curriculum but with a focus on a For instance, grammar schools select particular subject area. all or most of their pupils according to • city technology colleges (CTCs),

Teaching in Lambeth

• Lambeth, in south central London, is one of the most socially and culturally

diverse communities in Great Britain, including the South Bank and London Eye.

• The quality of teaching and learning is above the national average and rising,

with more Newly Qualified Teachers being recruited and staying in post longer, as noted in our recent OFSTED report.

• Teaching in Lambeth is challenging, stimulating – and immensely rewarding.

• We have great schools, fantastic children and value our newly qualified teachers.

• We offer a superb induction programme and real scope for continuing professional development. Teachers are also supported through initiatives for housing, travel, childcare and gym membership, as well as receiving the inner London weighting allowance.

For information about becoming an NQT in Lambeth, including how to apply, please go to www.lambeth.gov.uk/nqt or e-mail nqt@lambeth.gov.uk If you have a query about the application process, call 07956 127009 Lambeth is London’s most improved council for 2008, aims for equal opportunities for all and is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

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academic ability – with the intention of catering for relatively high achievers – whereas comprehensive schools are open to children of all abilities.

Although rare now, secondary modern schools tend to emphasise practical, vocational skills over academic skills, while church and faith schools incorporate more religious and spiritual elements into the schooling of their children.

However, perhaps the biggest single influence on how a particular school is run is its headteacher. Individual personalities and visions vary from head to head, but they always set the tone for what happens both in the staffroom and in the classroom.

which focus on science, mathematics and technology and offer a wide range of vocational qualifications alongside A-levels and equivalent qualifications.

• city academies, which are set up as part of a wider school reorganisation or where there is an unmet demand for school places.

• pupil referral units (PRUs), which cater for children of compulsory school age who may otherwise not receive suitable education, focusing on getting them back into a mainstream school.

Independent schools

The remaining 10 per cent of children attend independent schools, usually paying fees set by the individual school.

Independent schools are not required to teach the National Curriculum and only some are approved by the DfES to cater for pupils with special educational needs.

You do not require qualified teacher status (QTS) to be employed by an independent school, but QTS is well regarded and gives you the flexibility of working in either state-maintained or independent schools. www.tda.gov.uk

Career prospects and development Teaching is a rewarding profession in more ways than one, offering fantastic career prospects and development opportunities.

such as literacy, numeracy or special educational needs; and you can move into senior management by becoming a deputy head or headteacher.

Management and leadership responsibilities

Progressing towards leadership

There are a number of ways in which teachers can progress in their careers, either within the classroom or in a leadership role.

In secondary schools you could move up and across the management structure to gain responsibility for: • a particular subject as head of department, faculty or curriculum • a particular age group as head of year or key stage coordinator, or • a particular area such as special educational needs or pastoral care (ie personal guidance).

Ultimately, you could progress to a senior management position such as deputy or assistant head and, of course, headteacher – at which point you will have overall responsibility for the management of a school and the education its pupils receive.

In primary schools you can take on responsibility for coordinating key areas

There are also several schemes that are targeted at leaders in education. The Fast Track teaching programme, for instance, is a scheme designed for talented teachers with the ability and ambition to make rapid progress into their careers and achieve leadership positions sooner rather than later.

Middle leaders in primary and secondary schools (established subject or special educational needs coordinators) can take advantage of the ‘Leaders from the Middle’ programme, which provides professional development in the form of face-to-face and online training and works towards developing school, team and individual priorities.

The National Professional Qualification for Headship (NPQH) is suitable for those wanting to become a headteacher.

For more information about headship programmes, visit the National College for School Leadership website or, in Wales, the Learning Wales website.

ADVERTORIAL: Devon Primary SCITT

Devon Primary SCITT School-Centred Initial Teacher Training ‘Work with the most exciting people in the World - Children’ In order to raise standards in our schools, we need to attract the most able and committed people into teaching.

Meet the Staff....

Shinel

“My reason for choosing the Devon Primary SCITT course was primarily due to the different approach and experiences that the course offers. Learning in the actual school environment provides a more accurate pathway to learning about being a teacher and school life. The practical element of the course appeals to my learning style and also works towards preparing me to take on the role as a primary school teacher from the beginning.”

Extensive research among teachers, headteachers, students and career changers has defined the essential truth of teaching as the opportunity to ‘work with the most exciting people in the world’, i.e. children.

The Devon Primary SCITT offers a one-year, full-time, school-based route to qualification as a primary teacher. The SCITT consists of 26 successful primary schools in two clusters, one in North Devon, and the other in South Devon.

The Course will prepare trainee teachers for teaching in the 5-11 age range.

The course is rigorous and carefully structured to combine: • regular directed school experience • centre-based training, including two, 3 day residentials • research based assignments • three dedicated teaching practices, totalling 17 weeks

Vicky

“I was drawn to Devon to undertake my teacher training for several reasons - having lived in London for ten years, I was drawn by the exciting opportunities and challenges of teaching in a more rural environment (taking on tractors rather than tube trains for a start!), and most importantly I had also heard about the Devon SCITT Programme’s excellent reputation for quality teaching and collaborative learning.”

Trainee teachers who successfully complete the Course are awarded Qualified Teacher Status (QTS) by the General Teaching Council for England and a Professional Graduate Certificate of Education (PGCE) by the University of Plymouth.

Would you describe yourself as someone who: • has good academic qualifications • has experience with working with children either formally or informally • can communicate clearly • can reason critically • can manage time and work to deadlines • can demonstrate independence of mind and thought • can demonstrate enthusiasm and commitment to teaching • enjoys working with others as part of a team • would like to train in the South West of England If you recognise yourself in the above, then you could be one of the thirty trainees recruited to the Devon Primary SCITT cohort of 2009-2010 We welcome applications from ethnic minority and other under-represented groups.

For further details please contact: Devon Primary SCITT Telephone: 01769 581560 E-mail: tharrison@dpscitt.ac.uk Website: www.dpscitt.ac.uk

SCHOOL OF TEACHING, HEALTH AND CARE

See Bradford, see the world!

West Yorkshire has a long tradition of pioneering in education and Bradford College continues that work. The McMillan School of Teaching, Health & Care bears the name of one of those pioneers who was concerned about the total well-being of children - before Every Child Matters was a Government policy! Twenty-first century Bradford has multicultural, multilingual schools and serving these communities requires resourceful, creative teachers who are sensitive to the beliefs and values of the variety of families represented there.

Secure training opportunities We have developed strong partnership schools throughout the whole of West Yorkshire to support your training.

We offer courses for all age phases including primary (undergraduate and postgraduate including flexible and primary French), KS2/3 Science, secondary subjects, 14-19 vocational subjects and post-compulsory education.

Enhancement & Booster Courses If you need to be more confident in your subject knowledge in physics, chemistry. mathematics or food technology, we provide additional courses, many of which attract a bursary.

Our primary undergraduate course includes a special placement which is very different from an assessed teaching practice. You choose to work in any education related field including international locations. Our students have visited Europe, USA, Pakistan, China, New Zealand and Australia!

What’s B-NETT? Our employment based teacher training section provides both Graduate and Registered Teacher Training programmes in collaboration with local primary and secondary schools.

All our post-graduate courses provide Masters level study while being firmly grounded in strong professional practice.

To find out more Visit the Bradford College website: www.bradfordcollege.ac.uk - and select “Teaching” for more information on the courses we offer.

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TEACH UK Enjoyment: Show evidence of your commitment to working with children and education

Getting on a teacher training course Here are some top tips to help you ensure you get on the course you want. Research the course options available so that you know which course is best for you. When you decide on one particular option, be very clear about your reasons for making that choice as this will help develop your “case” for getting on to your chosen course.

Research

Research the course options available so that you know which course is best for you. Once you have narrowed down the type of course that suits you and for which you meet the entrance requirements (see Qualifications you need), research the universities and colleges that offer the option and choose those which meet the needs of your personal circumstances.

Checking your qualifications

Train with us to gain Qualified teacher Status through the GTP: Graduate Teacher Programme or SCITT: School Centred Initial Teacher Training We are an ITT provider based in Bromley, Kent We offer: • Excellent practical training in secondary schools • A personal subject mentor • Great career opportunities We are seeking well qualified graduates with: • UK degree or equivalent • GCSE English and Maths at grade C (or equivalent) • A commitment to education and young people To find out more, phone 0208 300 6566 or visit www.bscteach.co.uk

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If you don’t have the necessary GCSEs in Mathematics, English or Science, you may be able to take a pre-entry test set by your ITT provider. Some providers may also accept skills developed through other related work experience. If in doubt, you should contact your chosen ITT provider to find out their requirements.

If you’re unsure whether your degree is related to the subject you would like to teach, you can contact the Teaching Information Line (0845 6000 991 for England, 0845 6000 992 for Wales) for specific advice. If you find that your subject knowledge is not of the required standard, you can take subject knowledge booster courses or subject enhancement/ extension courses, information about which is available on the TDA website.

Personal qualities and work experience

Show your ITT provider that you are realistic about the challenges of teaching and list the reasons why you would like to become a teacher. Tutors will want to see that you are a person who recognises the challenges of teaching and relishes the prospect of meeting them alongside a commitment to working with children or young people.

Show evidence of your commitment to working with children and education, such as any experience of working with young people.

This might include relevant work experience,

volunteering within your community, visits to/ work in schools, summer projects for children, being a school governor, running or helping out in a youth club or with a group like the Guides or the Scouts.

Some ITT providers may even require that all their trainees have some previous schoolbased experience. You will need to check with individual institutions for details of their admissions policy.

Remember that the qualities that tutors will look for are a commitment to the development of children, an interest in learning, and a high degree of professionalism and responsibility.

Also, personal qualities to emphasise are an enjoyment and meeting of challenges, team-working and, good interpersonal and communication skills.

If you feel certain that teaching is the career for you but you don’t already have these kind of work experiences, visit the TDA website for details of how you could gain them. Options suggested by the TDA include classroom visits arranged through TDA consultants and threeday taster courses.

Putting your application together Now that you have all the relevant course knowledge, qualifications and experience, spend time working on your application. Ask for second opinions whenever necessary.

Find out as much information as you can about the interview format and any related tasks from the ITT course provider.

When preparing for the interview, review your previous interview experience and think about what your strengths and weaknesses are and how best you can play to your strengths. How can you improve your interview technique and therefore increase your chances of getting on the course?

During the interview, be very clear why you’ve chosen teaching as a career and why you believe that you would be a good teacher. You will need to demonstrate a real interest in your subject/age phase and a commitment to teaching it, along with good personal, intellectual and communication skills.

Are you interested in training to teach at a top-ranked School of Education?

Ranked as one of the top 15 Schools of Education in England and based on the £120m purpose built de Havilland campus, we provide state-of-the-art teaching and learning facilities as well as some of the best university-based sporting and fitness facilities in the country.

We offer a range of full-time and part-time PGCE Secondary programmes including: • Modern Foreign Languages (French, French with Spanish, French with German and German with French) • Science • Maths • Art and Design • English • Business Education

Our GTP Programme offers training for both primary school teaching and a wide range of secondary subjects.

The University encourages applications from under-represented groups.

For more information on courses, please visit

go.herts.ac.uk/education T: 01707 285732 E: admissions@herts.ac.uk

FASHION

GIRL ABOUT TOWN So it’s winter. But long dark days and nights doesn’t mean you have to lose your fashion sense by resorting to thermal underwear, big, baggy knits and padded parkas. Hit the high street shops to buy your festive winter wardrobe. “Must have” items include the military jacket, strappy, chunky high heels and this seasons silky ruffles and sensual lace dresses.

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Clockwise from top Left: Check Coat £65, Shoes £45, Bracelet £12.

Military Coat £85, Ruffle Top £32, Clutch Bag £18.

Ruffle Dress £65, Clutch Bag £14, Watch £25.

Lace Dress £40, Watch £25.

FASHION

BOY, OH BOY Left: Hat £15, shirt £28, blazer £80, jeans £35, shoes £40.

With end of year parties decending left, right and centre, Topman shows just how to dress casual chic for the occasion.

Right: Sunglasses £12, shirt £25, jumper £25, trousers £35, shoes £15.

- something for everyone...

To see our entire range of publications and websites visit www.sugarmedia.co.uk 29

ENTERTAINMENT QUICKFIRE Noel Clarke

“We don’t fit easily into any scene – we’re the odd bods at the Mela’s, the ethnic ones on the UK live circuit, the ones looking more confusion than fusion at the Asian gigs – but we’re confident in what we do – we’re selective about what we do and we completely control our own creative output.”

From supporting parts in Doctor Who to starring in his own movie, Noel Clarke has worked hard to make a name for himself. With Adulthood out on DVD, Jonathan Williams finds out how it all came about.

Jonathan Williams: What helped your career more: Hard work and determination or luck?

Noel Clarke: Hard work and determination, although something I promote, are sometimes not enough, so yeah I think luck helped me. I think I got lucky to get into the industry but, once I was in it, that’s where hard work and determination really become important because that is where they come in. You have to take every opportunity and work 100%.

JW: Kidulthood and Adulthood both did very well – what’s the next step career-wise?

NC: Well… I think I really have to do something different. A lot of people, fans and certain film companies think that I should just do another “Hood” film, when in reality that is probably the worst I could do right now. The best thing I could do is do something different and show young people that they can as well.

Instead of them being told if you grew up on an estate you have to write about that. Writing what you know can be cool but writing different things can be better.

People already forget that I wrote an episode of Torchwood as well.

JW: Was writing a way of creating the roles you identified with – but otherwise wouldn’t be offered?

NC: Offered??? The parts weren’t even there. I quickly realised that things I was going up for weren’t going to progress my career. Parts just weren’t there or good enough for me and my peers. So I started writing for two reasons. One, so I could keep busy between acting jobs instead of going mad, and two so if anything I wrote got made, maybe I would get a decent part.

Adulthood is out now on DVD & Blu-ray from Pathe Distribution Ltd

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Trick or treat?

Described as an east/west soundclash, Trickbaby are an exciting, culturally mixed band, with their long awaited second album out now. Chor Bazaar is a smorgasbord of styles and sounds and will have many critics sitting to attention. Lead singer Saira Hussein took time out to talk to Jamie Skey.

“It started with a big bang ‘Eureka – By Jove I think we have something’ moment”, Hussein explains the bands genesis.

And there was Trickbaby; born of friendship, a musical passion, tea and many triangle samosas!

“I used to sit with my mate Steve as he was agonising over his recently acquired studio equipment and moaning about the dodgy dolly bird girls that he was trying to make singers of.

“One day I piped up in my usual fashion, ‘I could do that’, and so was told to ‘put my money where my mouth was.’

“I duly did, and that was the beginning of the journey.

“Along the ride we picked up a hotchpotch of like minded people, incredible instrumenteers with a brave new world outlook on making music.”

Their bold approach to music has landed them two major album releases, appearances on two films, and an epic touring schedule which has expanded across continents.

“You could say we’ve been around the world and back spreading the Trickbaby gospel!”

Their long-awaited second album Chor Bazaar was released in March and sees a return to form. Their inspiration came from a particular trip to India.

“Firstly my phone was stolen and I was I

able to find it and buy it back at the thieves market in Bombay by the afternoon.

“I found that brilliantly audacious and convenient at the same time and something that could only happen in India.

“Chor Bazaar (thieves market) – with it’s hotch-potch assortment of trinkets from all over the world rejected, useless to some but waiting to have new life breathed into by others for me is a bit of a romantic place and behind every old radio and spanner and typewriter lies a story, a history, a heart.

“India with its sights, smells, sounds, and a mindset that is uniquely Indian got my lyrical juices cascading out of me like a big detox and out came a party of songs to make you laugh, cry, think, smile sing-along and dance to.”

Listening to Chor Bazaar is like trying a new food; you taste with cautious anticipation, roll the flavours on your tongue and revel in the new experience. The sound is influenced by a palette that stretches the musical spectrum.

“Between us we’re influenced by everything from Abba to Zappa.

“I love the female singer songwriters, classic Motown, Blondie, Bob Marley to Quwaali, Ghazals and Bolly.

“Steve’s an old punk – Clash, Nirvana – the rest add to the cocktail with a dash of rap, hip hop, dance, bhangra and in a way that

explains our eclectic sound.”

The album took a long time to produce due to successive trips to India which slowed the process down. The creative process, however, was standard fare.

“Each of us have strong opinions and ideas and we’re never shy about voicing them – so we scream ‘til we’re heard – or sulk ‘til we’re taken notice of.

“All ideas go into a pot and Steve stirs ‘til he’s got the soup he wants.”

One thing is for sure, Trickbaby aren’t another package from the production line.

Saira tells us how they have never buckled under commercial pressures.

“We don’t follow trends, we don’t latch onto the latest big thing and go ‘Oh let’s do that.’

“The way we make music is extremely organic and unique to us – born of our real, true creative fire and that’s what will set us apart always.

“We don’t fit easily into any scene – we’re the odd bods at the Mela’s, the ethnic ones on the UK live circuit, the ones looking more confusion than fusion at the Asian gigs – but we’re confident in what we do – we’re selective about what we do and we completely control our own creative output.”

She adds that the music is ultimately a celebration of heritages and cultures.

“We are a bit United Nations, there’s pure Brit, some Pakistani, some Indian, some Turkish – even a bit of Canadian Hare Krishna on occasion.

“We make music that celebrates our Asian heritage and our Western experience but we make it with certain irreverence – we don’t work out how many brown noises we make against how many white noises and we don’t count the ratio of brown faces to white at our gigs.

“We make music for the whole planet - it’s not colour coded in any way.”

The Trickbaby vehicle appears to be devouring everything in its way. Their agenda is jam packed with new projects and bubbling melting pots.

“More movies, more gigs (particularly in places that haven’t had the ‘Trickbaby initiation’, more mayhem and more creating some fresh musical Marsalis.

“When we’re done creating then we’ll start all over again.”

Gone fishing

ENTERTAINMENT

Bashy heads up UK Grime scene

AIM (Asians in the Media) www.asiansinmedia.org talks to author Nasreen Akhtar about setting up her own business, being an author and looking for love on the internet Nasreen Akhtar, the 34 year old writer is getting people talking about her selfpublished book, Catch a Fish from the Sea (Using the Internet). It is a memoir about trying to find a partner on the web and traces the remarkable journey of a hopeful soul seeking something that every human being craves: to love and be loved.

How did the idea for the book come about?

My post graduate study was called Eenie, meenie, minie, mo…Catch a Fish from the Sea (Using the Internet). Then one day purely by chance, I looked at it from a non-academic angle and saw that is was amusing at the same time and thought that if it was a book, it would be quite entertaining.

During the years that followed, many people told me that I should write a book but I did not take this idea seriously. Then someone very important came into my life and told me that he wanted me to do something with my writing as he believed that I could create something fantastic.

By that time, even though I had set up my

“The more you seek that person, the more they hide from you. I believe that deep in your heart, you must always have the assurance that something amazing can happen to you anytime.”

publishing company, I abandoned the idea due to severe writer’s block. But when he shared his thoughts with me, how could I not honour his request? And so Catch a Fish from the Sea (Using the Internet) as the world knows it now, came to be in its full glory.

Why did you start you own publishing company – Greenbirds?

I explored the possibility of a career in publishing roundabout the time that the industry was waking up to the merits of diversity. There are many initiatives in place now which encourage inclusion but at that time it was a different story altogether.

So rather than wait for someone to give me a job which seemed unlikely, I decided to give myself a job. Sometimes all you need in life is a chance: what can be better than giving yourself a chance?

What do you think is the best way to go about finding a life partner?

Stop looking! The more you seek that person, the more they hide from you. I believe that deep in your heart, you must always have the assurance that something amazing can happen to you anytime, anyplace, anywhere.

And when it does, you need to know who you are - you cannot offer someone anything unless you like and respect yourself.

Do you think being British and Pakistani and in your 30s is a hindrance when it comes to finding a date?

No, it is a hindrance when it comes to finding someone to marry!

Online dating – stay safe Here’s how to keep it safe both on and offline...

What is your funniest dating experience online and/or face to face?

I went to see a potential husband for the first time who didn’t like me physically. He said that he had to ‘attend to an important phone call’, which he did not receive but dialled instead. Twenty minutes later he was still on the phone, so I got fed up and left. As I reversed my car, he got off the phone, and said: “Wait! You can’t do this!’ ‘Who says I can’t?” I replied as I drove off.

Do you have any dating tips for young single women?

Never compromise on your own values as a person. If you would never treat someone in a certain way, never let them treat you like that either. Sometimes cultural pressure makes us put up with things we never would, but say no to bullying however it may be disguised.

The book is out now on Greenbirds. www.greenbirds.co.uk

‘Don’t give out personal details such as your name, phone number, address or a personal description to people you chat to on the Internet’.

‘If you decide to make a date, never give personal details such as your address or surname. It is possible for address details to be obtained through your telephone number, so again be very guarded about giving out this information.’

‘Always arrange to meet in a busy public place.’

‘Take a friend along, at least at the beginning, to meet your date and ask the friend to meet up with you again at a pre-arranged time. Work out a signal with your friend to indicate whether you would prefer that he or she stay with you’.

‘If you’re not with a friend, tell someone where you are going, who with (include the person’s name, phone number and address) and when you’ll be back.’

‘Initially, don’t go home with your date, invite them back to your home or accept a lift.’

‘Trust your instincts. If you feel uneasy about someone, there may be a reason. Don’t tell yourself you’re being silly.

If you don’t feel comfortable, don’t give them personal details about yourself and don’t arrange a second date’.

From The Suzy Lamplugh Trust The National Charity for Personal Safety

As part of The Drum’s UnionBlack season, top talent from the UK grime scene, MC Bashy will be appearing as part of Livebox showcase .

Bashy is at the forefront of the new wave of British inner-city musical talent, he has already made an impact on the streets and having supplied the theme tune to the film Adulthood, he is now knocking on the door of the mainstream.

An actor as well as a rapper, Bashy recently played the lead in sold out show Mind Blowing Decision at Hackney Empire. He is one of the few to celebrate positive role models in the Black community with his unforgettable performances and inspiring lyrical flows.

Not only is Bashy a renowned musical talent, he is also paving a way to combat gun and knife grime within black communities by acting as a role model for youngsters of today to aspire to. Bashy says: “I’m a street, social, commentator I talk about LIFE, I talk about whats going on things that people can relate to”.

Also appearing along with Bashy is multi-awarding winning saxophonist and MC Soweto Kinch. Soweto is equally respected in both jazz and hip hop circles.

This event is set to be an urban rollercoaster of UK grime, Hip Hop and lyrical genius. Tickets are £7 (£5), to book call box-office on 0121 333 2444 or book online at www.the-drum.org. uk. Age Restriction 14+.

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