About the course
Every aspect of the programme is focused upon developing trainees as professionals. Schools are involved in the recruitment and selection of trainees and want to employ the most competent of teachers in their schools. The central training sessions address the key areas of professional practice including: - assessment, lesson planning, behaviour management, Safeguarding Level 1, Data and Progress 8, EAL, Inclusion and Diversity, Literacy, Phonics, Numeracy and Special Educational Needs and Disability; this training continues for trainees in their schools. Subject specific training is also delivered centrally and continues under the guidance of mentor and PT. St Mary’s University deliver all elements of the PGCE academic reading and writing.
The training programme is designed to develop subject knowledge and understanding of the current curriculum issues in the chosen subject or phase of training.
In the classroom
The programme is designed to develop pedagogical skills. The school- based training begins with observations of experienced practitioners where trainees learn to identify key elements of a successful lesson. Small group teaching, team teaching and co -planning of lessons are integral to build confidence and expertise. With this experience, trainees begin to develop all the skills of an outstanding teacher, independently and confidently planning and teaching. By the end of the training programme they will be teaching 70 -80% of a newly qualified teacher.
The Assessment of Trainees
For the successful completion of the course, trainees must demonstrate competence against all the QTS standards, and need to have successfully completed the Skills Tests before the course begins. Trainees will be continually assessed through lesson observations. The Professional Tutor will complete a TPR each half-term which documents the progress made in each of the Standards. This is moderated by the PLT. Throughout the year, evidence will be collected in lesson observation, training and subject knowledge file and evidence against the standards collated in a final presentation file. This evidence is also moderated by St Mary’s University.
The selection procedures which follow aim to ensure that:
Entry requirements specified in DfE Qualified Teacher Status Standards (2012) are applied carefully, giving due weight to academic equivalencies, experiences and motivation.
Entrants are given a sound understanding of the nature and demands of the course in order to assure successful applicants complete the course and enjoy their new profession in education
Selection will be based on: - a teaching activity related to the age and phase of the class, completion of a written task and a formal interview.
Applicants are asked to bring to the interview the relevant certificates which verify the academic profile described on the application form. Successful applicants will also be asked to bring appropriate certification and other documentation as requested to verify their identity and for the DBS check, prior to the start of the course. The document check is made by the Administrator and provides an audit for registration purposes at the commencement of the course. All documents must be 'original' and not a photocopy. Copies of critical documents will be stored on file under the new GDPR guidelines.
How school placements work
All trainees teach in two schools during their training year. Their second school placement is chosen to provide a different context to their main school experience. Trainees will have a mentor and PT in this placement. A Partnership Link Tutor (PLT) is assigned to each trainee; each half term she/he will visit the trainee in school to support, observe and QA the school-based experience to moderate and to ensure consistency of training across the Partnership.
The course fees for 2019/2020 are as follows:
We will be looking for a second class Honours Degree as the minimum requirement. A 2:1 or better is preferred in all cases, however a 2:2 will be accepted if the shortlisting panel see potential in the candidate.
All entrants will have attained as a minimum a Grade C/4 at GCSE (or equivalent) examinations in English and Mathematics (and Science if applying for the Primary phase course).
We are looking for enthusiastic applicants with very good communication skills, the determination to succeed, a commitment to working hard and the ability to work with others. Successful applicants are confident and passionate about teaching and also able to contribute to the wider school ethos and community. Training to teach is both challenging and rewarding. Developing excellent interpersonal skills will enable trainees to support the learning of groups of young people from diverse backgrounds effectively. We are looking for people who strive to improve and who are committed to their own professional development.
All entrants will go through an enhanced Disclosures and Barring Service DBS, in order to ascertain that they have no criminal background which might prevent them from working with children. In addition, entrants are required to sign a declaration that they have not previously been excluded from teaching or working with children.
School experience is a desirable characteristic but not essential and no applicant would be rejected because of a lack of school experience.
About the training provider
Carmel Teacher Training Partnership (CTTP) is an outstanding Initial Teacher Training Provider based at Carmel College Darlington, an outstanding 11-18 college. Our training programmes are Primary 5-11 years and Secondary 11-16. We pride ourselves on the bespoke level of training for all our trainees, focused on our high quality training provision from very experienced practitioners. The Partnership is made up of Catholic and non-Catholic, primary and secondary schools, widely spread across the North East of England. The CTTP School Centred Initial Teacher Training course aims to promote excellence in all aspects of education. This is achieved through high quality central and school-based training activities, regular observations with developmental feedback, to secure progress throughout the training programme. Central training takes place in clusters around our Lead Schools. Our overarching aim is to provide the most skilled and competent practitioners for our schools, improving the outcomes and life chances for young people.
A very high percentage of trainees on our programme either gain employment in their placement schools, or within our Partnership of schools. Carmel Teacher Training Partnership is a well-established Provider, offering a friendly, nurturing and supportive environment for all trainees. Successful completion leads to Qualified Teacher Status (QTS), a Post Graduate Certificate in Education (PGCE) and 60 credits towards Masters accreditation, which is completed via the flying faculty of St. Mary’s University Twickenham but delivered at Carmel College and one of our Northern Lead schools, St Cuthbert’s High, Newcastle.
Training with disabilities and other needs
All Schools within the Carmel Teacher Training Partnership are fully accessible. Provision for additional support where needed is provided on site. Please contact Claire Hutton on email@example.com with any specific disability access requirements.
Apply on the UCAS website. You’ll need to register with UCAS before you can apply.
Visit Get into Teaching for guidance on applying for teacher training.
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||The Headlands, Darlington DL3 8RW
Advice and support
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