About the course
The programme is designed to support trainees in developing a range of skills that are required to become a successful secondary school teacher.
-Become effective classroom practitioners; planning and delivering engaging and stimulating lessons
-Learn to recognise the similarities and differences in pupils, particularly in terms of their needs, their behaviour and attainment and how to plan for this in lessons
-Develop a critical understanding of the curriculum and pedagogy
-Begin to understand the complex range of whole school issues, the values and assumptions which underpin them and their application to school and classroom practice.
Successfully completing all aspects of the course, both in school and university based learning, will lead to the award of Postgraduate Certificate in Education (PGCE), which also carries 60 Masters level credits that may be used towards a subsequent Masters degree. The PGCE (M) component is an academic qualification awarded by the university. It is recognised abroad.
The course also leads to the award of QTS (Qualified Teacher Status). QTS is a professional qualification awarded by the Department for Education.
The key aim of this programme is to enable trainees to become confident, knowledgeable and enthusiastic teachers. The programme provides opportunities for trainees to explore the theory and practice of teaching the subject through a range of lectures, workshops and tutorials, and to develop their expertise in the classroom through two contrasting school placements.
The course is based on a successful partnership with local schools, where experienced mentors join university tutors in teaching the programme. It aims to give a sense of the place of history in a multicultural society. It also equips trainees to teach across the 11 to 19 age range and to foster learning across the wide spectrum of abilities in local schools. Trainees will enter lively debates surrounding history teaching and its place in the curriculum, including history's contribution to literacy and citizenship.
Trainees are encouraged to share their own expertise and experience. We take advantage of developments in e-learning to stay in touch during placements, to encourage collaborative and creative teaching, and to promote reflective and effective practice. Written assignments give trainees the opportunity to explore the most recent developments in research into teaching and learning, while building upon history at undergraduate or Masters level.
There are three written assignments set and assessed by the university towards the Masters level PGCE element of the qualification.
Applicants are welcome to contact us via the address below to send a CV in advance of applying, or to ask questions about our schools, our training programmes or the application process.
If you have applied, meet the entry requirements and demonstrate the skills needed for school based teacher training you will be invited to an interview including the following activities: a short classroom based activity, an interview with heads or School Direct leads from our partner schools, and a short written task set by the university.
Most of our interviews are held at Dunraven School. If you have applied for a placement in a different school you would be expected to visit it either before or after the interview. We offer the opportunity to be considered for other remaining vacancies in our Partnership but it is your decision which school you would like to train in.
You are required to produce photographic ID, original examination certificates and to complete a request for information regarding health and suitability for teaching. Offers are subject to completion of a health check and Enhanced Disclosure check by the Disclosure and Barring Service prior to enrolment.
Find out more about our training programmes and how to apply, including recruitment information events via the following link.
Dunraven Sharing Excellence Partnership
E-mail contact for queries: firstname.lastname@example.org
How school placements work
During school placements, trainees benefit from working alongside experienced teachers. Trainees have opportunities to observe excellent teaching before experimenting with approaches to teaching and learning across the secondary age range, during which time they are supervised and supported by teachers and tutors. They begin with a light teaching timetable which is gradually increased as they become more skilled and confident.
The main focus of this training programme is classroom practice and the development of the knowledge, skills and understanding needed to ensure that pupils make excellent progress in their learning. Trainees are supported by both a school based mentor and a university tutor working in partnership to support them. They are experienced and skilled in classroom observation, giving feedback and setting targets for development. Trainees have full support in developing their behaviour management skills throughout the year. Placements will be in Key Stage 3 and Key Stage 4, ages 11-16, with some opportunity to experience Key Stage 5 and the primary curriculum. Trainees are based in school throughout the year, except when they have sessions at the university, usually on Wednesdays. Trainees have a seven week second placement in a contrasting school, usually another local partnership school.
Professional development is supported by an extensive programme of in-school training to enrich their experience, delivered by expert practitioners in the Partnership, in addition to the Masters level PGCE programme delivered by the University of Roehampton.
Towards the end of the year trainees are in school full time, with salaried trainees ending at the end of the school term and fee paying trainees ending when their university training is complete in late June. School Direct trainees are expected to become fully involved in the life of the school to enhance their knowledge and understanding of the profession.
£21,641 minimum, subject to annual increase. You do not need to pay any fees for this course.
Financial support isn’t available for this course because it comes with a salary.
If you choose a course without a salary, you may be eligible for financial support while you study, including bursaries, scholarships and loans.
- A degree classification of a 2.2 or above, usually at least 50% in the subject to be taught and a real aptitude for teaching.
- Grade C/ level 4 or above in GCSE English and Mathematics, or equivalent recognised by the university, by the time the programme begins.
- Applicants will be required to produce original certificates at interview.
- Evidence of meeting the required standard in Fundamental Proficiencies (English and maths).
We are looking for applicants who are passionate about teaching their subject and have the potential to become outstanding teachers. Applicants need to show evidence of time management skills, commitment and personal resilience needed to undertake school based teacher training. Ability to work effectively with young people and understand the urban state school environment is essential. Confident self-presentation, good communication skills and the ability to inspire and enthuse young people are also important.
Overseas qualifications must be checked for UK equivalence by NARIC.
Offers are subject to a Disclosure and Barring Service (DBS) Enhanced Disclosure list check.
Applicants must meet the Secretary of State's requirements for mental and physical health in order to be eligible.
Applicants for salaried positions must provide a CV including full employment history.
We recommend that you attend one of our Recruitment Information Events to find out more about this training programme and how to apply.
About the training provider
Dunraven's Teaching School, the Sharing Excellence Partnership, offers school based teacher training of the highest standard with our primary and secondary school partners and accrediting providers, University of Roehampton and e-Qualitas. Dunraven has a well established reputation for effective staff development and long-standing programmes for developing teachers, including traditional ITT routes, Teach First, and School Direct. We offer support and professional guidance in making a transition from support roles in school into teacher training and employment.
We promote 'Excellence for All' by recruiting and training high calibre teachers for local schools. All our trainees have gone on to successful employment, mostly within our Partnership. The majority of our School Direct trainees have been formally assessed as 'Outstanding' by the time they complete their training.
Dunraven is part of the South Lambeth Schools' Partnership working with ten local primary schools and SL6, a post-16 collaboration with local secondary schools, which provides a wide range of training and development opportunities for our trainees. A significant building programme means the school now has purpose-built facilities.
Our School Direct training partnership is a strong local network of Lambeth primary and secondary schools. It includes Corpus Christi Roman Catholic, Crown Lane, Dunraven, Goldfinch, Julian's, St Andrew's Catholic and Van Gogh Primary Schools. Secondary partners are the The Elm Green School, Trinity Academy and City Heights Academy. Dunraven School, all-through from 4-18, offers training in both primary and secondary phases.
Sharing Excellence Partnership
About the accredited body
The University is a leading provider of teacher training in the UK with 175 years' history, working with over 350 schools. We offer high quality training in partnership with them, in preparation for a career with a competitive starting salary. Employment prospects are excellent: 99% of graduates are in work or further study six months after leaving. University buildings are on a beautiful parkland campus in south-west London. The School of Education is ranked third in London for its research, reflecting world-class expertise.
Trainees report high levels of satisfaction with their training experience on our training programmes.
Training with disabilities and other needs
All our training programmes are bespoke and tailored to meet individual needs, reflecting applicants' skills and experience and any health or disability requirements. Where possible we collaborate with our training providers to adapt training provision to support trainees with disabilities and other needs.
Feedback from previous trainees suggests high levels of satisfaction with the support we offer them, carefully co-ordinated between school and training provider. We recognise that teaching is a rewarding but demanding career and that there are times when even the best trainees will face challenges. We promote trainee well-being and resilience to enable them to make a long-term commitment to the teaching profession and this is at the heart of our training provision.
The University of Roehampton offers an extensive range of student support and well-being services. There is a strong tutorial support system in the School of Education and during school placements. Trainees can apply for a Statement of Adjustment to ensure their needs are met. Dyslexia Services offer support for specific learning difference (SpLDs) such as Dyslexia, Dyspraxia, Dyscalculia and Attention Deficit Hyperactivity Disorder (ADHD).
University of Roehampton
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Dunraven School, 94-98 Leigham Court Road, Streatham, London SW16 2QB
Support and advice
For questions about this course you should contact the training provider using the contact details above.
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