About the course
This Chemistry School Direct training programme is being offered at Highams Park school (www.highamsparkschool.co.uk)
Entry requirements: GCSE Maths/English of grade C or above, and a degree of 2:2 or above in the subject you wish to teach.
All successful candidates are recommended to undertake some school experience prior to the start of the course. The experience of working with children in an educational setting will give you a clearer insight into the learning environment, new teaching methods, and the chance to observe the teaching skills of experienced practitioners.
What we are looking for:
Interest in, and commitment to, education and young people.
Enthusiastic about working with children, and possess an ability to relate to them. On the training programme, you will be supported to develop good working relationships with teachers and their pupils.
Communication skills are very important to a teacher's role and your skills can grow and develop through teaching and your school experience. Throughout the course, you will have the chance to take part in discussions, and read/respond to written materials. We provide training that will help you develop a wide range of interpersonal, communication and writing skills to meet your needs and professional demands.
Becoming a teacher is very much about being a team member, and this will be reflected over the tenure of your programme. You will need to work effectively on joint projects, work as a member of the team and accept leadership roles. It may be beneficial to have a keen interest or hobby as you could bring this to the school as an extra-curricular activity.
How we select our trainees
We require two references, of which one will be academic. For applicants who finished their studies more than five years ago, we realise that this may not be the most appropriate. In such cases, employers or teachers from the school(s) you visited whilst gaining your school experience can be used to provide a reference; they would be able to comment on your suitability for the teaching profession.
We interview all shortlisted candidates prior to making an offer to train with us. If invited to interview, you will be expected to be familiar with key issues and developments in secondary schools - especially those in your subject area.
Interviews may include any of the following:
*Small group or class teaching
*Meeting pupils and staff
*Tour of school
*Introduction to the training programme
*Group discussion of general issues in education/what it means to be a teacher
*Subject specific presentations by applicants
*Meet subject tutors as a subject group followed by individual interviews.
You will be judged on your ability to communicate clearly and on your engagement with the audience.
As part of the subject specific criteria, you will be asked to complete a written task. All teachers need to be able to write English clearly without errors of spelling, grammar or punctuation because it is part of their job to teach pupils to do this. This task with help identify any difficulties you may have to address before joining the programme. The individual interview will explore subject specific issues as well as your reasons for teaching. It will explore your attitudes to young people and your understanding of what teaching entails.
You will be judged against the criteria listed below:
*Appropriateness of subject qualifications and relevance to subject teaching
*Capacity to extend subject knowledge
*Awareness of the role/responsibilities of a teacher
*Ability to communicate effectively
*Enthusiasm for, and commitment to teaching
*Awareness of personal strengths/weaknesses
How school placements work
Your timetable for the programme will start with university based work and then progress to school based work. During both teaching placements, all trainees will attend subject and professional studies in the university.
Placement 1: You will begin with collaborative work and observation, and teaching will range from 25% - 50% by the end of the first placement, combining collaborative and solo training.
Placement 2: During this placement, collaborative and solo teaching will increase up to 60% solo teaching by the end of your placement.
Salary will be calculated using the unqualified teachers' pay scales.
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 UK university awarded degree or equivalent qualification. We would prefer an upper second degree but are willing to consider a lower classification if other qualifications or experience are strong.
GCSE English Language and Mathematics at grade C or above, or the equivalent qualifications (If overseas qualifications, we will nee to see a NARIC statement of comparability)
If you do not meet the above requirements, you have the opportunity to sit equivalency tests for these subjects through A Star Teachers (www.astarteachers.co.uk)
*Interest in, and commitment to, education and young people
*Enthusiastic about working with children, and possess an ability to relate to them.
*Oral and written communication
*Interpersonal skills and aptitude for learning
Becoming a teacher is very much about being a team member and this will be reflected over the tenure of your programme. You will need to work effectively on joint projects, work as a member of the team and accept leadership roles. It may be beneficial to have a keen interest or hobby as you could bring this to the school as an extra-curricular activity.
It is the duty of all schools to protect vulnerable children and adults. If you are offered a place on the programme, the school will apply for a DBS check for you, as it is a vital entry requirement for this training programme.
The form will contain details of any cautions, convictions, reprimands or any warnings recorded against your name (even where they would generally be considered spent), or will confirm that you have none. It will allow the school to make an assessment of your suitability for access to these vulnerable groups.
For more information, please see: www.gov.uk/disclosure-barring-service-check/overview.
About the training provider
PRIMARY MAINSTREAM WITH SEN
For a special child, you need a special person. If you are interested in the challenge of teaching SEN pupils, we offer you the chance of learning to teach in a special school. Pupils have complex needs, autism, visual impairment or global delay and are from 5-11 years. Placements are in both Mainstream and SEN schools.
We have a salaried School Direct route or an Apprenticeship pathway leading to Qualified Teacher Status validated by the University of East London. A PGCE add on is also available. The Trainee is based in one of the special schools within our Alliance in Waltham Forest, Havering, Haringey or Hillingdon. An experienced member of staff with current or recent classroom experience will encourage you to reflect on your practice and work with you to develop your progress. We actively encourage further study at Postgraduate and Masters Levels (Autism or Complex Needs).
The non-salaried tuition fee route is based at the university and includes a minimum of four placements in contrasting schools, both Mainstream and SEN. Trainees attend lectures, tutorials and seminars throughout the year when they are not on placement. After achieving QTS, many Trainees go on to work in one of their placement schools in their NQT year.
SECONDARY MAINSTREAM: various subjects
We have places for the sciences, maths, history and English based in a Mainstream secondary in Highams Park and a SEN school in Hillingdon. Personal support is provided towards achieving QTS. A PGCE add on is available.
About the accredited body
We have been in partnership with UEL since 2013.
High levels of support - Personalised professional support for every trainee, “ensuring that they develop good practice as a result” (Ofsted, 2012)
•Continuing support through your NQT year and beyond – Once you’re qualified, we’ll keep in touch, invite you to sessions to develop your practice, and provide support to move you forward in your career.
••Diverse learning - You’ll be become part of a richly diverse group of trainee teachers, with “an unwavering commitment to raising standards and aspirations in the communities in which they work” (Ofsted, 2012)
Training with disabilities and other needs
The Whitefield Teaching Alliance consists of a group of special needs schools, as well as Mainstream, so we have complete understanding of any extra educational and non-educational issues that may affect your training and working.
We provide two personal mentors for each trainee, one from the school and one from the university. In addition, the Research and Development Centre provides further personal support where necessary.
We currently have Teacher Trainees with autism, dyslexia and dyspraxia whom we are supporting. We put extra support in where necessary. All schools have programmes to ensure well-being and good mental health.
In addition to this, the University of East London has a large student support department. Their Disability and Dyslexia Service provides support and advice for disabled students and those with specific learning difficulties including dyslexia.
The University states, “If you have a disability, long-term medical condition or a specific learning difficulty, we can help to identify and address any barriers to your education so that you can access your course and reach your potential.”
The progress and inclusion of all trainees is very important to us. We provide equal opportunity for all.
Apply for this course
Choose a training location
You’ll also need to choose a training location – select the relevant location name on the application form.
Highams Park Secondary school
Handsworth Avenue, Highams Park, London E4 9PJ
Support and advice
For questions about this course you should contact the training provider using the contact details above.
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