About the course
History is more than a study of the past. It can give you a better understanding of your own and others identity, it can provide valuable historical skills such as researching or critically evaluating evidence, and it helps you make sense of current issues, to understand how the present has been shaped by the past. This course will develop your subject knowledge for teaching history whilst also developing the skills and knowledge required to teach other humanities based subjects. It will explore the common pedagogies of humanities based subjects whilst providing opportunities for you to develop a strong subject specialism in history so that you can become an outstanding teacher of history.
Humanities teachers are in great demand and this course appeals to graduates who are passionate about history but want to develop the skills and understanding to teach outside their specialism. Through this course, you will gain the understanding and skills necessary to operate as a critically reflective History with Humanities Teacher in a Secondary School setting. You will also develop the awareness and ability to transfer these skills and teach in subject areas across the humanities spectrum (such as geography, government and politics, citizenship or religious education).
This course gives you a strong understanding of how and why to teach history in secondary schools whilst also enabling you to appreciate the unique aspects of other subject specialisms in order to develop your confidence in teaching across the suite of humanities subjects. Middlesex University also has dedicated subject tutors who have established strong relations with external specialists and partnership schools who will deliver contemporary and subject specific training sessions.
If selected you would be required to attend an interview at the host school. This will include:
- a tour of the school
- literacy/numeracy tests
- classroom/teaching exercise
- panel interview
You may be asked to teach a short segment of a lesson, in which case full details will be provided in advance. Do not worry! This is an opportunity for us to see you in a classroom setting, and we are fully aware you may have had no previous teaching experience. The lesson may not go as planned, but it's important to be honest with your thoughts when we ask you about the lesson during the subsequent interview panel.
Further details of the interview structure will be emailed as part of your interview confirmation.
If you are successful at the school interview (Stage 1), our university partner will review your application and the interview paperwork before potentially ratifying the decision. Following a review of your application, the university may call you for Stage 2 of interview at the university if there are any aspects of your application that they wish to explore further (e.g. concerns over the extent of your subject knowledge).
If you are rejected at Stage 1 (school interview), we will contact you and upload the rejection to UCAS including reasons for the rejection that you (alone) would be able to see.
If you are rejected at Stage 2 (university interview), the university will get in touch to outline the reasons for their decision.
How school placements work
Your training will be predominantly based at the host school, your employing school other than
- every other Monday you will be at the university throughout the year
- your second placement at another school for approx. 6 weeks in the second term, i.e. after Christmas.
Through an initial programme of observations and research you will become familiar with the organisation and working of the school and department (pupil groups and pastoral systems, staffing, curriculum, resources, facilities, methods of teaching, lesson planning, and assessment).
From the beginning, you will be treated like a member of the teaching staff by fellow professionals. With your departmental mentor and Professional Coordinating Mentor (PCM), you will feel supported as you progress and become ready to teach as the placement progresses. Our mentors are experienced teachers and undertake rigorous training to develop their mentoring skills to support your development as a teacher. Your time in school provides you with the opportunity to develop your teaching expertise and relationships with children and young people in a familiar environment.
Your shorter second teaching placement is intended for you to apply and develop your teaching skills whilst also widening your experience of the school system in a new context. We would endeavour to ensure that this second school is one of our HCTSA partner schools but cannot absolutely guarantee this. Please be assured that the quality of the training will be quality assured by the HCTSA and the university. You return to your host school after this placement.
While in your main host school and during your second placement, your university tutor will visit to monitor your progress and discuss your development with you and your mentors. You will maintain close links with your host school throughout the programme.
The successful candidate will be paid a full-time salary by the employing host school commensurate with the ‘non-qualified teacher pay range 2019-20’, at a level depending on your qualifications and experience.
The tuition fee for this course will be covered by the employing school.
Trainees on salaried programmes are not eligible for bursaries or scholarships.
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.
Honours degree at 2:2 or above in History*
Strong academic record at A-level*: at least grade B* in History (or grade C* if you can demonstrate sustained academic progression since A-level*).
GCSE English Language and Mathematics at grade C or above*.
Applicants may be accepted if they have gained experience through other routes (e.g. work experience).
Visit the National Academic Recognition Centre (NARIC) website to confirm qualification equivalents if you studied outside the UK.
*or equivalent related course
You should be:
- Enthusiastic about your subject;
- Able to communicate clearly in written and spoken English;
- Open to advice and positive professional criticism;
- Diligent, organised, smartly dressed, punctual and committed to full attendance;
- Able to shoulder individual responsibility and work collaboratively;
- Committed to equal opportunities;
- Willing to work with pupils beyond the school day.
You should also have:
- Basic computing skills, with a commitment to developing these;
- Good health, physical and mental;
- A sense of humour;
- A vision of teaching more than just giving information or crowd control
To strengthen applications we recommend that you have obtained, or have set up to obtain, recent and relevant experience within state secondary schools in England.
You must pass Department for Education Professional Skills Tests in Numeracy and Literacy before the course commences (ideally before your interview). If you haven't passed at the time of the interview and receive an offer it will be conditional on passing the tests by a nominated date.
You will undergo an Enhanced Criminal Records check, Health checks and Prohibition to Teach checks (further information can be obtained at interview).
About the training provider
The Harrow Collegiate Teaching Schools' Alliance (HCTSA) is comprised of a wide range of high performing Outer London secondary schools, committed to transforming the lives of young people through inspirational teaching. We are an innovative and growing partnership with schools in Harrow, Brent, Ealing and Hillingdon.
We are looking for exceptional candidates to join the School Direct Programme. You will need a passion for your subject grounded in academic achievement as well as a deep commitment to working with young people to enhance their life opportunities through education.
Whitmore High School is the Lead School, and partner schools include Alperton Community School, Bentley Wood High School, Hatch End High School, Harrow High School, Nower Hill High School and Rooks Heath College.
Excellent public transport links allow trainees to engage with more than one school in the partnership, an opportunity to experience a contrasting range of training experiences.
We offer the opportunity to train with experienced teachers in dynamic learning environments that foster talent. The HCTSA has extensive opportunities for professional leadership development such as an excellent Masters Programme.
In addition to the above, we offer:
- Genuinely comprehensive schools where you would gain experience of both challenging pupils and also some exceptionally high achievers;
- School-based group tutorials led by experienced members of the Leadership team and school staff;
- The chance to train amongst highly committed, positive, professional staff;
- The opportunity to become part of a school community, gaining understanding of the richness and complexities of teaching.
About the accredited body
At Middlesex University the school direct programme is closely aligned to the PGCE route, meaning trainees benefit from the provision of a range of high-quality central training, delivered by research-leaders and academics, who are widely published across many disciplines.
The team at Middlesex University are dedicated to supporting you throughout your training and work in close liaison with schools to ensure an excellent experience for all trainees.
Rated 'Good with Outstanding features' by Ofsted, our extensive history of delivering leading education courses ensures that you will be guided by expert tutors bringing a wealth of professional experience to their teaching.
Training with disabilities and other needs
HCTSA and our partner university are committed to supporting trainees with disabilities. The HCTSA invites you to contact us as early as possible in your application process so that your needs are met and support can be arranged – firstname.lastname@example.org
Middlesex University offers advice and support to their trainees who have requirements as a result of a disability, specific learning difficulty (e.g. dyslexia), medical condition or temporary disability, such as injury.
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Support and advice
For questions about this course you should contact the training provider using the contact details above.
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