Routes into Teaching Course guide 2021 - School of Social Sciences - Nottingham Trent University
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School of Social Sciences Routes into Teaching Course guide 2021
Contents Choosing your teacher training course......................................................................................1 Career progression....................................................................................................................3 Early Years Initial Teacher Training PGCE..................................................................................4 Early Years Initial Teacher Training (Assessment Only).............................................................6 Primary Education BA (Hons) ...................................................................................................9 Primary Education PGCE.........................................................................................................12 Primary School Direct and Teacher Apprenticeship ...............................................................14 Primary Assessment Only Route ...........................................................................................16 Secondary Education BSc (Hons) or BA (Hons) ..................................................................... 18 Secondary Education PGCE.....................................................................................................23 Secondary School Direct and Teacher Apprenticeship ..........................................................26 Secondary Assessment Only Route .......................................................................................28 Subject Knowledge Enhancement..........................................................................................30 Post-Compulsory Education and Training................................................................................33 How to apply...........................................................................................................................36 After submitting your application.............................................................................................39 Guidance..................................................................................................................................40
Choosing your teacher training course
We offer many routes to becoming a teacher. All of them lead to certification of your
new professional status, with most providing you with an academic qualification.
Your best path to becoming a qualified teacher will be dependent on the qualifications
you currently hold.
• If you are studying A-levels, BTEC or similar Secondary Initial Teacher Training
subjects, you can gain your qualification
through an undergraduate BA or BSc degree. Undergraduate and postgraduate courses for those
wishing to teach in the secondary age groups.
• If you already hold a relevant undergraduate BSc or BA with Secondary Education leading to
degree, either from NTU or another institution, QTS (page 18)
you can (depending on the subject of your
degree) take the postgraduate route to a PGCE Secondary Education leading to QTS
PGCE through the regular, School Direct or (page 23)
Apprenticeship pathways. School Direct PGCE Programme (Secondary)
• If you have extensive teaching experience, you leading to QTS (page 26)
can gain Early Years Teaching Status (EYTS) Level 6 Teacher Apprenticeship (page 27)
or Qualified Teacher Status (QTS) through an
Subject knowledge Enhancement (SKE)
assessment of your practice.
(page 30)
• If you are employed as a teacher in a Primary
or a Secondary school, but do not have These courses will help increase your subject
qualified teacher status, your employer may knowledge and prepare you for future training,
wish to place you on our Level 6 Teacher or give you confidence in another subject area.
Apprenticeship. Attendance at a SKE course may be a condition of
an offer you receive for a place on a Secondary ITT
course.
Routes into Teaching:
Post Compulsory Initial Teacher
Early Years Initial Teacher Training Training
Early Years Initial Teacher Training (EYITT) University and employment-based courses for
leading to EYTS (page 4) those interested in teaching those aged 16 and
Postgraduate specialist course designed for those over.
already working with babies and children from PGCE Post-Compulsory Education and Training
birth to five years old. leading to QTLS (page 33)
Primary Initial Teacher Training Assessment Only Routes (pages 6, 16
Undergraduate and Postgraduate courses for and 28)
those wishing to teach in the primary age groups.
Early Years, Primary and Secondary routes to gain
BA (Hons) Primary Education leading to QTS Qualified Teacher Status for people who have been
(page 9) working as a teacher for a number of years, in at
least two different schools.
PGCE Primary Education leading to QTS
(page 12)
School Direct PGCE Programme (Primary) The precise details of how many places are available on
these ITT courses depends upon take-up and Government
leading to QTS (page 14) ITT policy. Please check our website for updates.
Level 6 Teacher Apprenticeship (page 15)
1
2
Career progression
Our teacher training courses set you up to succeed. They provide
opportunities and experiences to enhance your teaching skills, develop
your talents, and help you to realise your professional and personal
ambitions.
Leadership Pastoral care
Being a leader in a school could encompass a If you’re particularly interested in ensuring the
number of different roles, from taking charge welfare of students throughout their education,
of a year group or a particular key stage, all the a pastoral role might be for you. This can range
way up to becoming a deputy or head teacher. from guiding a tutor group through school to
In these roles, you’ll have a large influence in becoming a head of year. You could also take on
the school, setting high standards and ensuring the role of a mentor for young people with special
continuous improvement throughout. educational needs.
Focus on your subject A salary to match your talent
Pursue a career as a head of department or Your salary will be linked to your responsibilities
as a leading practitioner, sharing your passion and performance, so you can get out what you
for your subject. In these positions, you’ll still put in and access greater rewards even earlier in
have time in the classroom, but enjoy additional your career.
responsibilities – from training new teachers to
In some cases, early career payments may be
acting as a leading expert on your subject within
available from the government to reward you for
the school.
completing your first few years as a teacher.
3
PGCE
Early Years Initial Teacher Training
This one-year part-time PGCE will train you to teach young children from 0
to 5 years of age. You will need to be employed in an early years setting.
The qualification leads to Early Years Teacher Status (EYTS).
The introduction of the Early Years Initial
Duration: Teacher Training qualification aims to raise the
One year part-time status of the Early Years workforce, providing
specialist practitioners with the knowledge and
Starting: understanding required to give children the best
September start in life.
Entry requirements: Early years teachers are specialists in early
childhood development. They plan, organise and
A minimum of a Third Class degree or
run a wide range of learning and play activities for
equivalent; GCSE English, Mathematics
young children in a safe and supportive setting.
and Science at minimum grade C / 4 or
They often work closely with parents, guardians
equivalent; one year’s work experience in a
and social workers.
related role; current employment in an early
years role; an interview.
Fees and funding:
The course is funded by the Department
for Education, so there are no fees. Your
workplace can access up to £7,000 to
support you in completing this course. This
could be used for staffing costs to release
you for a second placement and / or for
study.
DBS check:
You will need to undergo Disclosure and
Barring Service and Prohibition Order
checks.
Campus:
Clifton
4
How you’ll study Education Policy and Practice in Early
The modules have been developed to support
Years
you in meeting all of the Teachers’ Standards Investigate the various influences on policy
(Early Years), while working in an Early Years analysis and processes of policy formulation,
setting with children aged 0 to 5 and their implementation and evaluation. You’ll explore
families. contemporary education reforms both in the
UK and internationally, in terms of their origins,
Modules run through the academic year and
orientations and consequences for Early Years
use a range of teaching methods designed to fit
settings.
around your working life.
Modules Placements
Trainee early years teachers need breadth
Knowledge of Early Learning and and variety of early years experience to meet
all of the Teachers’ Standards (Early Years).
Early Years Foundation Stage (EYFS)
You will need to teach children from different
Explore and reflect on how young children learn, backgrounds, and across the 0 to 5 age range,
grow and develop, and consider this against as well as gaining experience of different
theoretical viewpoints, current research, and approaches to teaching and to early years
media perspectives. You’ll also learn how Early settings.
Years Frameworks apply in practice to inspire, All applicants undertaking the Employment Based
motivate and challenge all children. route must be employed in a setting providing
the Early Years Foundation Stage (EYFS). This
Responding to the Strengths employed setting counts as your main placement.
and Needs of All Children One additional assessed placement will be
Explore the broad areas of observation, planning required (30 days) to demonstrated you can teach
and assessment, and how to adapt programmes children from birth to 5 years old.
to meet the differing needs of children. You’ll You will also undertake an enhanced placement
assess methods of working in partnership with experience in a school for 10 days with Key stage
parents, carers and other professionals to support 1 and 1 day with Key stage 2.
children’s learning and development.
Professional Leadership in Early Years Applying
Visit www.ntu.ac.uk/apply to apply directly to
You’ll consider the fundamental principles and
the University.
strategies for leadership and management in
Early Years, and you’ll reflect on how these
impact your professional practice.
Early Years Professional Practice
Covering all three terms, this module allows
you to gather your portfolio of evidence to
demonstrate you meet the Teachers’ Standards
(Early Years). You will engage in self-reflection
and share practice with other professionals
during your study, as well as evidencing work
experience and teaching practice.
5
Early Years Initial Teacher Training
(Assessment Only)
Ideal for graduates with substantial experience, this is a route to gain Early
Years Teacher Status through an assessment of your current practice.
This short assessment programme is designed
Duration: for very experienced graduates with substantial
Maximum of 12 weeks successful Early Years teaching experience, who
currently work as unqualified teachers.
Starting:
September; January; March Supported by your employer, the programme
allows you to demonstrate that you already meet
Entry requirements: all the Early Years teaching standards through
Hold a degree from a UK higher education assessment of your current practice.
institute or equivalent; GCSE English, A successful assessment leads to Teachers’
Mathematics and Science at minimum Standards (Early Years) Award.
grade C / 4 or equivalent; two years’
work experience in a related role; current
employment in a related field. How you’ll be assessed
Fees and funding: The Early Years Initial Teacher Training
There is no Department for Education (Assessment Only) route allows you to
funding for the Assessment Only route, demonstrate that you already meet all the
therefore you or your supporting school Teachers’ Standards (Early Years). It does not
must meet the cost of the assessment. The include any training and is only suitable if you are
fee includes the initial assessment; final currently working as an unqualified practitioner.
assessment; additional visits; and travel
expenses for each tutor visit, if over 50 The assessment process
miles.
The assessment will include:
DBS check:
• a completed application form, including a
You will need to undergo Disclosure and
Barring Service and Prohibition Order personal statement;
checks. • a reference from your current employer;
• presentation of comprehensive and detailed
evidence to show how you meet the Teachers’
Standards (Early Years);
• observation and assessment of your practice in
your setting;
• evidence of passing the Department of
Education’s Professional Skills tests; and
• a Disclosure and Barring Service enhanced
disclosure clearance.
6
How long does the assessment Applying
take? Visit www.ntu.ac.uk/apply to apply directly to
the University.
The assessment will be completed within a
maximum period of 12 weeks. If a longer period
or training is required, then an alternative training
programme can be advised.
7
8
BA (Hons)
Primary Education
This four-year course attracts a wide range of students wishing to take up
a career working with children aged 3 to 11. It is a very popular and well-
regarded course, with an excellent reputation both in local schools and
nationally.
In Years One and Two, you’ll focus on your
Duration: professional development and learn more about
Four years full-time how children learn in educational contexts. The
broad base of these two years allows you to learn
Starting: to teach all areas of the curriculum and to work
September in schools with children across the 3 to 11 age
range.
Entry requirements:
In Years Three and Four, you opt to focus on
All applicants are required to have a subject
teaching either the 3 to 7 age range or the 5 to
related to the primary National Curriculum
11 age range, although the award of Qualified
or one related to child development, from:
Teacher Status (QTS) qualifies you to teach
A-levels – BBB; or BTEC Extended Diploma
across the whole 3 to 11 age range. If you opt
–DDM; or 120 UCAS Tariff points from three
for the 3 to 7 age strand, you’ll continue to study
A-levels or equivalent qualification; and five
English, mathematics and science tailored to the
GCSEs including English, Mathematics and
specific needs of this age phase. Your studies
Science at grade C / 4 or above (equivalents
will concentrate on the breadth and interrelated
accepted). Applicants will also be required
nature of the curriculum, and will support you
to attend an interview. You’ll also have to
in teaching in early years settings or Key Stage
submit a satisfactory health declaration.
1 classrooms. If you opt for the 5 to 11 strand,
Fees and funding: you’ll continue to study the core subjects of
English, mathematics and science. You’ll also opt
This course has the standard University
to develop strengths in chosen areas of the wider
undergraduate fees and funding per year.
curriculum.
Visit www.ntu.ac.uk/fees to find out all
about the latest fees and student loans. We believe you should have the skills to enable
all children to learn effectively. There is a theme
Visit www.education.gov.uk/get-
of inclusion throughout the course, covering
into-teaching for information on the
aspects such as behaviour, gender issues,
latest opportunities for extra funding and
special educational needs, and English as an
scholarships for teacher training courses.
additional language. Throughout the course,
DBS check: your studies will focus on teaching and learning
You will need to undergo Disclosure and in early reading and early maths. You will also
Barring Service and Prohibition Order learn more about the wider aspects of education
checks. through themes such as sustainability, innovative
practices in education, and professionalism. Skills
Campus: to support your employability are embedded
Clifton. throughout the course.
9How you’ll study Year Two
You’ll experience both university-based training Professional and Educational
and Primary professional practice. Although Development Two
these two contexts are physically different, the This module considers some of the barriers to
learning and teaching strategies overlap and learning, and develops your awareness of a range
allow for an integration of theory and practice. of issues related to SEND (Special Educational
Over the four years, we expect you to move Needs and Disability) and inclusive education.
towards more independent learning, to set
your own development targets, and to draw on Placement Two
others’ expertise to support you in meeting these You’ll expand on what you learned in this
targets. module and your first placement to recognise
the need to personalise learning and understand
Outdoor learning forms an important and
the requirements of different learners. This is
challenging aspect of the course. In a residential
normally based in a Key Stage 2 setting.
setting, first year students work closely with
tutors to investigate contexts and opportunities Curriculum and Pedagogical Studies Two
for learning in the outdoors. As a result of this
You’ll focus on appropriate learning and
experience, they begin to develop relevant
formative assessment practices for individual
subject knowledge for teaching. Fieldwork
curriculum areas. This enables you to plan and
exercises provide a rewarding and enjoyable
teach creatively, safe in the knowledge that you
opportunity to develop learning, both personally
understand the needs of your learners.
and professionally.
SEND / Making a Difference Fortnight
Modules This fortnight-long experience allows you to
Year One develop your understanding and knowledge
relating to SEND provision across the primary
Professional and Educational
age range, and to make a positive impact within
Development One
a school community. This will include additional
You’ll be introduced to the processes and barriers school experience in a range of settings.
to learning, the statutory and nonstatutory
curricula, and the frameworks and policies within
which teachers work. Year Three
Placement One Professional and Educational
In this module, you’ll spend part of your time Development Three
based in a school completing professional Learn how to take a creative and inclusive
practice, normally in Early Years Foundation Stage approach to planning and teaching. Explore
(EYFS) and Key Stage 1. You’ll be supported research methods and how the teacher-as-
before, during and after the placement in learning researcher fosters professional autonomy,
to plan and assess children’s learning. knowledge and skills.
Curriculum and Pedagogical Studies One You’ll be supported in developing effective and
An introduction to the statutory and nonstatutory inclusive classroom management skills.
frameworks in the context of primary curriculum
subjects. You will examine the practices and Curriculum and Pedagogical Studies Three
associated pedagogies specific to each subject. Opt to focus on teaching either the 3 to 7 age
range or the 5 to 11 age range, although the
Residential Trip award of QTS qualifies you to teach across both
This is an extra experience for all first year age ranges.
students, where you’ll learn to apply your
growing subject knowledge of teaching in the 3 to 7 years age strand: extend your core
context of outdoor learning. subject knowledge and understand the holistic
and interconnectedness of learning.
105 to 11 years age strand: extend your core Our expectations for the amount of responsibility
subject knowledge and your chosen areas of the you take for the planning, teaching and
wider curriculum. assessment of the class during professional
placement gradually increases over the four
Special Placement years. In year 1 most students focus on working
With guidance, you’ll organise your own two- with individuals and groups during their time
week placement experience in an educational in school, building to students in year 4 taking
setting outside formal schooling. Many students responsibility for the whole class for up to 80%
choose to spend this placement in another of the time.
country.
Masters study
Final Year
With a four year course, we can include an in-
Professional and Educational depth Leading Primary / Early Years Practice
Development Four module that can be studied at Masters level.
In this module, you’ll develop your critical Successful completion at Masters level will result
awareness of best practice, both generally and in 60 credits towards a full Masters degree. With
within special and inclusive education. You’ll also a growing emphasis on higher-level qualifications
undertake a research-focused independent study for teachers, you’ll be ideally placed for your
with tutor support. future career.
Placement Four
Building on your previous placements and
QTS – Qualified Teacher Status
expanding skills, you’ll demonstrate that you Successful completion of this course will lead to
can be an outstanding and creatively innovative Qualified Teacher Status (QTS). You’ll need to
teacher, able to empower others and lead change complete an induction period as a newly qualified
within your educational context. teacher (NQT). This is a three-term period of
assessment, usually completed in a single school
Leading Early Years Practice (3 to 7 Years Age year, which helps ensure that your teaching
Strand); or Leading Primary Practice (5 to 11 career is built on a firm foundation.
Years Age Strand)
Apply your emerging leadership and management
skills through collaborative group work, gaining
Applying
confidence in leading change and understanding Visit www.ucas.com to apply directly through
your own strengths, with the option to study to UCAS.
Masters level (60 credits).
Course code: X101
Placements Institution code: N91
During each academic year you’ll spend blocks
of time on placement in local schools. A focus
on professional development in the lead-up
to placements will provide the support and
confidence you need.
Our close relationships with partnership schools
enable you to gain a wide experience of teaching
in many different environments. We try to offer
you experience in multi-cultural city schools,
suburban schools, and schools in rural settings.
11PGCE
Primary Education
The PGCE in Primary Education enables you to become a confident and
competent Primary Teacher who can enable children to learn effectively across
the whole curriculum. The course also develops your understanding of the
demands of the National Curriculum, the Curriculum for the Foundation Stage
and other Government initiatives.
This PGCE will train you to teach children across
Duration: the age-range of Primary Education. Our Primary
One year, full-time Education course provides training in all primary
stage National Curriculum subjects and equips you
Starting: with the skills and knowledge to make the Primary
September Curriculum come alive for your students. You will
develop an in-depth knowledge of the curriculum
Entry requirements: and will gain practical experience on placements
A 2.1 honours degree is preferred, but in our partner schools. The course will equip you
strong applicants with a 2.2 in a degree to respond effectively to the issues currently
related to National Curriculum subjects, or affecting schools. We place a strong emphasis
to education or child development more on developing your individual strengths and skills
generally, will also be considered. GCSEs within the context of the contemporary education
or equivalent at grade C / 4 or above in environment.
English, Maths and Science. As soon as the
The award of PGCE is offered at two levels:
completed forms are sent to us from UCAS,
we invite selected candidates to attend for • Professional Graduate Certificate in Education;
interview. Two references: one vocational and
and one academic.
• Postgraduate Certificate in Education, where 60
Fees and funding: Masters-level credits can be gained.
This course has the standard University Both of these are recognised teaching
PGCE fees. Visit www.ntu.ac.uk/edufees qualifications but the postgraduate award will
to find out about the latest fees and student allow fast-track entry on to a Masters course.
loans. Extra funding and scholarships for
teacher training courses often change,
so visit www.education.gov.uk/get- How you’ll study
into-teaching to read about the latest This full-time one-year course runs for 40
opportunities. weeks from the beginning of September to the
beginning of July. The majority of your time will
DBS check: be spent on placement in schools, with high-
You will need to undergo Disclosure and quality school experience being central to the
Barring Service and Prohibition Order course. You’ll undertake school-based training
checks. in a variety of schools during the year. The
University-based part of the course comprises
Campus: a mixture of lectures, seminars, workshops and
Clifton. tutorials. It explores learning and teaching in all
the Primary Curriculum subjects and is designed
to complement placement in schools across the
primary age range.
12Trainees also engage in assessments that draw You will reflect upon recent educational research
together academic and professional practice. and develop an understanding of what might be
School-based training is assessed continually, considered ‘best practice’ in schools. You will be
with an overall assessment completed during challenged to develop your professional identity
the final period of placement. You’ll undertake as a critically reflective teacher able to interrogate
focused preparation in the core subjects of professional practices and values. This module
English, mathematics and science, as well is designed to support you in engaging in
as in the full range of foundation subjects an independent, professional enquiry; and
taught in the primary school context, art and developing a focus for your own research and in-
design, computing, design and technology, depth study. It will also support you in becoming
foreign languages, geography, history, music an active contributor to the knowledge base of
and physical education. You will also receive teaching and learning as a research-informed
an induction into Personal, Social and Health practitioner.
Education (PSHE), citizenship, and religious
education. The effective use of information
technology permeates all aspects of the course.
Placements
You’ll explore creative cross-curricular approaches Approximately two-thirds of your year will be
to teaching. Your work will be set against the spent in primary schools. There are three periods
background of wider professional innovation and of school-based training: an initial two-week
debate, as well as educational research findings. placement in school during the autumn term,
followed by two major block placements (a 12-
Modules week period starting in the autumn term and
concluding in the summer term, and a six-week
The course is built around three modules which period at the start of the spring term). There are
are closely mapped to the school-based training also three weeks of additional enhancement
during the year. placements in the spring term, these will broaden
Learning to be a teacher (60 Credits) your experience and support your ability to meet
This module aims to equip you with an a range of children’s needs.
understanding and experience of planning, We are in partnership with a wide range of
setting high expectations and appropriate targets; schools, so your placements may be in city
monitoring and assessment; and teaching and centre, suburban or semi-rural locations This
behaviour management. The module encourages variety provides opportunities for a wide range of
critical reflection through personal development teaching experiences and lays a good foundation
and evaluating professional and research-based for your future professional development.
resources in order to develop your approach to
teaching and learning.
Applying
Learning to teach (20 Credits)
This module will help you become a teacher Visit www.gov.uk/find-postgraduate-teacher-
who exercises responsibility: for your pupils as training-courses, and click on the green ‘Start’
individuals and as members of groups within and button to begin your application. Choose the
beyond the school community; and for productive bullet point titled “By school, university or other
interaction both with professional colleagues training provider’ and then type in Nottingham
including teaching and support staff in school, Trent University or N91. This will then display
staff from external agencies, and with other our PGCE, Apprenticeships and School Direct
adults, including parents and carers. courses.
Learning to teach a subject (40 Credits) Course code: X100
Through this module you will develop your Institution code: N91
understanding of the key concepts relating to
education across the range of the subjects taught
in the primary school context.
13PGCE
Primary School Direct and
Teacher Apprenticeship
The School Direct Training Programme is
Duration:
offered by a particular school or group of
One year, full-time
schools, working in partnership with the
Starting: Institute of Education. You will undertake your
September main placement in the school to which you are
Entry requirements: attached, and a second placement in a different
Non-salaried: A 2.1 honours degree school that they will arrange for you.
is preferred, but strong applicants with
a 2.2 in a degree related to National As with our other PGCE teacher training courses,
Curriculum subjects, or to education or you will be supported by qualified teachers
child development, more generally, will and mentors. The school that coordinates your
be considered; GCSE English, Maths and experience will also have a role in delivering
Science grade C / 4; an interview. some of your development programme, as you
Salaried: As non-salaried, but in addition progress towards gaining a PGCE and Qualified
applicants for the salaried School Direct route Teacher Status.
are expected to have at least three years of
work experience. This can be in any career, There are two training options:
and does not need to be obtained from an
educational setting. However, applicants 1. The School Direct Training
with a particularly strong profile but with less
than three years work experience may be
Programme (non-salaried)
considered, at the discretion of the School This is open to all graduates. You will pay tuition
partner offering the place. fees, and you may be eligible for a loan to cover
Two references: the cost of fees and some living costs.
One vocational and one academic.
Fees and funding: 2. The School Direct Training
Trainees on the programme will pay tuition Programme (salaried)
fees for the PGCE. Schools that provide the
salaried programme may pay part or all of This is an employment-based route into teaching
your fees on your behalf. As a School Direct for high quality graduates with three or more
(non-salaried) trainee, you’ll be entitled to years’ full-time career experience. You will be
the same financial support and bursaries employed as an unqualified teacher by the school
as trainees on other postgraduate teacher who will pay you a salary.
training courses. Go to www.education.
gov.uk/get-into-teaching for more funding School Direct places are offered by a school or
information. group of schools in partnership with NTU. These
have an excellent history in teacher training and
DBS check:
are experienced in supporting trainees to become
You will need to undergo Disclosure and
confident, effective and successful teachers.
Barring Service and Prohibition Order checks.
Campus:
Clifton.
14How you’ll study Applying
The School Direct course is a flexible approach Visit www.gov.uk/find-postgraduate-teacher-
to teacher training. The majority of your time will training-courses and search for any of our
be spent in the school, training in the classroom partners.
and supported by experienced teachers and We will jointly select applicants for interview with
mentors. You will also spend time studying at the the school. You will be interviewed at a school,
University. and the selection panel may want to see how you
During the University-based, taught element engage and interact with pupils. You will also be
of the programme, you will cover a range of required to attend an NTU interview day.
educational issues including theories of learning, Primary Level 6 Teacher Apprenticeship
the nature of the Primary curriculum, classroom
management and the professional and personal Teacher Apprenticeships are available to your
responsibilities of a Primary teacher. As your employer if they wish to support your development
curriculum knowledge develops, you will be and certification as a qualified teacher. This is
exposed to the pedagogy and requisite subject funded through the Apprenticeship Levy that your
knowledge of the full range of curriculum employer pays.
subjects as the year progresses, building your Apprentices experience the same course as our
understanding of curriculum purposes and School Direct trainees, beginning with the pre-
progression. You will learn how to plan and course induction in the summer and continuing
resource your teaching in ways that engage and throughout your year of working as an unqualified
inspire young learners. teacher. During this time you will be reflecting on
Your school will be support you and oversee and developing your practice, supported by your
your everyday development. As an NTU student, study of learning and teaching. You are therefore
the University will be responsible for the quality part of our community of developing teachers,
of your training and award your qualification on and as such you are guided by our experienced
successful completion of your course. The exact professional academics. In the autumn term
form of the delivery of the year will depend on following the course, you will undertake an End
the school to which you apply. Point Assessment to determine whether you have
successfully completed the apprenticeship.
Finding a school The entry requirements are the same as those for
School Direct, and applications are made through
We have excellent partnerships with a number of UCAS, after we have reached an agreement with
local schools providing the School Direct Training your employer. If you are interested, do get in touch
Programme. For a full list of the places available for more information, and do please encourage your
please see our website. You can apply for a place employer to get in touch with us.
via the UCAS website. Schools that offer places
are often part of a partnership with a number Apprenticeships team:
of other schools. A School Direct partnership Tel: +44 (0)115 848 2589
will have a lead school which will be the one Email: apprenticeships@ntu.ac.uk
which appears on the UCAS portal; you may not
necessarily be training in that school but in one of
the schools that form the partnership.
15Primary Assessment Only Route
to QTS
Ideal for experienced graduates with substantial teaching experience currently
working as unqualified teachers in the Primary phase. This is a route to
gaining Qualified Teacher Status (QTS) through an assessment of your current
teaching.
Assessment Only Route
Duration:
Maximum of 12 weeks This route is designed for very experienced
graduates with substantial successful teaching
Starting: experience, who currently work as unqualified
Various teachers.
Entry requirements: Supported by your school or college, the route
allows you to demonstrate that you already meet
Primary:
all the QTS standards through assessment of
A minimum of a third class honours degree your current teaching.
from UK university or equivalent; GCSE
English, Science and Mathematics at A successful assessment leads to a
minimum grade C / 4 or equivalent; two recommendation for QTS, which allows you
years’ working as an unqualified teacher or to begin your Newly Qualified Teacher (NQT)
teaching a 50% timetable in an associated induction.
role; teaching experience at two schools.
Fees and funding:
How you’ll be assessed
There is no Department of Education The assessment takes place in the setting where
funding for the Assessment Only route, you are currently employed. Full support by your
therefore you or your supporting school employer is essential to ensure the assessments
must meet the cost of the assessment. The can take place. If your setting is based further
fees include a preliminary meeting; initial than 50 miles from Nottingham please contact us
assessment; final assessment; additional to discuss whether we can support you before
visits; and travel expenses for each tutor making an application.
visit, if over 50 miles. Visit www.ntu.ac.uk/
assessmentonly for details about current The assessment period will normally take up to
fees. 12 weeks. This will require:
• submission of an electronic professional
DBS check:
development record (ePDR) demonstrating
You must provide a reference from your how you meet part one and part two of the
current headteacher confirming that your
Teachers’ Standards.
DBS check is up to date and that you have
had training in relevant policy areas such as: • lesson observations and feedback from your
Child Protection and Keeping Children Safe school mentor and your NTU assessor.
in Education.
• completion of a written assignment.
16The Assessment process How long does the assessment
will include: take?
• a completed application form, including The assessment will be completed within
a personal statement and your teaching a maximum period of 12 weeks. If a longer
timetable; period is required, then an alternative training
programme can be advised.
• a reference from your current employing school
or college;
Applying
• evidence of observation and assessment of
your teaching usually verified by a senior school Visit www.ntu.ac.uk/apply to apply direct to the
leader. University.
17BSc (Hons) and BA (Hons)
Secondary Education
This course is ideal for students who want to develop their subject knowledge
in a chosen secondary subject specialism as well as gain Qualified Teacher
Status (QTS). Students on this course will be supported to become confident
Secondary School Teachers who can enable children to learn effectively in a
chosen subject specialism.
Our undergraduate Secondary Education courses
Duration: provide you with a thorough education in your
Three years, full-time chosen subject, and with a teacher education
Starting: experience that combines both university-based
September 2021 learning and secondary professional teaching
Entry requirements: practice.
Entry requirements for this course will reflect
Your first two years will take place within the
the same admission criteria as the equivalent
department at the university that is focused on
undergraduate course. For example, BSc
your chosen subject. In your final year, you will
(Hons) Computing with Secondary Education
has the same entry requirements as BSc focus on learning and teaching strategies and the
(Hons) Computing. Visit the website for more integration of subject knowledge, pedagogical
details. In addition you will need a minimum theory and practice, becoming a reflective
of grade C/4 at GCSE (or an approved educational practitioner.
equivalent) in English and in Mathematics. Successful completion of this course will lead
Fees and funding: to Qualified Teacher Status (QTS), enabling you
This course has the standard University to commence a career in teaching as a newly
undergraduate fees and funding per year. qualified teacher (NQT).
Visit www.ntu.ac.uk/fees to find out all
about the latest fees and student loans. Visit You may decide to pursue other roles in other
www.education.gov.uk/get-intoteaching educational settings or in other sectors. Your
for information on the latest opportunities for subject knowledge will be highly valued, and the
extra funding and scholarships for teacher skills that your course will help you to develop are
training courses. readily transferable into other sectors.
DBS check:
You will need to undergo Disclosure and How you’ll study
Barring Service and Prohibition Order checks.
The courses consist of a range of teaching
Campus:
and learning activities to support you and offer
Clifton.
appropriate opportunities to succeed. Course
tutors recognise their responsibility to provide
timely, relevant, engaging and appropriate
content and resources to support this. To ensure
your progress, inclusive teaching and learning
approaches are used which involve staff in
providing teaching which meets individual needs.
Over the three years, we expect you to move
towards more independent learning, to set your
own development targets, and to draw on the
expertise of others.
18A range of different assessment tasks across the • Year 2: Organic Chemistry, Inorganic Chemistry,
modules provides you with the opportunity to Physical Chemistry, Analytical Chemistry and
demonstrate your knowledge and understanding Learning Chemistry: Pedagogy, Progression
as well as your skills, qualities and attributes. and Practice. You will also choose one of the
following core option modules: Modern Day
Subject specific modules in Year One and
Material, Chemical Technology, Pharmaceutical
Year Two are delivered by lecturers within
Chemistry or Applied Instrumental Analysis.
the specialist subject departments within the
university. Staff members from the School of BSc (Hons) Computing with Secondary
Science and Technology deliver the Year One and Education
Year Two modules in Maths, Physics, Chemistry If you have chosen Computing as your subject
and Computing; English staff within the School specialism, you will undertake the following
of Arts and Humanities deliver the Year One and modules:
Year Two English subject modules.
• Year 1: Foundations of Computing Technology
The third year of the course is taught alongside and Programming, Essential Skills, Web-
our one-year postgraduate Secondary Education based programming, Internet Technology,
courses. The five Education modules (one in System Analysis & Design and Professional
the second year and four in the third year) are Development for Industry;
delivered by the Secondary Education team
within the Institute for Education. • Year 2: Information Security, Internet
Application Development, Information Systems
Visit www.gov.uk/find-postgraduate-teacher- Development, Interaction Design, Information
training-courses and search for any of our & Database Engineering and Learning
partners. Computing: Pedagogy, Progression and
We will jointly select applicants for interview with Practice.
the school. You will be interviewed at a school,
and the selection panel may want to see how you BA (Hons) English with Secondary Education
engage and interact with pupils. You will also be If you have chosen English as your subject
required to attend an NTU interview day. specialism, you will undertake the following
modules:
Modules • Year 1: Literature: New Horizons, The Book
Group and Curating Nottingham, American
Year 1 and Year 2 Modules: Literature: Writing Self and Nation, and
In Year One, you will study a full year of subject Questioning the Canon;
knowledge modules based on your chosen • Year 2: Culture and Anarchy, Literacy Cultures
subject specialism. As you continue to develop 1 and Learning English: Pedagogy, Progression
your in-depth subject knowledge in Year Two, and Practice. You will also choose one of the
you will also undertake an education module that following two core option modules; Romantic
includes a work-based placement. Revolutions or Renaissance Literature 1. You
will also have the option to choose two of
BSc (Hons) Chemistry with Secondary
the following option modules in the second
Education
part of the year; Voices and Visions, Ethnicity
If you have chosen Chemistry as your subject in American Writing, British Women Writers
specialism, you will undertake the following between the wars, Literature & Psychoanalysis
modules: or Black Writing in Britain.
• Year 1: Introduction to Specialist Areas of
Chemistry, Introduction to Organic Chemistry,
Introduction to Inorganic Chemistry,
Introduction to Physical Chemistry, Introduction
to Analytical Chemistry and Professional
development;
19BSc (Hons) Mathematics with Secondary Learning to be a teacher (60 credits)
Education This module focuses on the ‘learner’ and will
If you have chosen Mathematics as your subject cover pedagogical and curriculum knowledge and
specialism, you will undertake the following knowledge of educational contexts. This module
modules: includes extensive work-based placement.
• Year 1: Mathematical Methods, Introduction to
Learning to teach (20 credits)
Numerical Methods, Data Analysis, Introduction
to Abstract Algebra, Vector Algebra and This module focuses on ‘self’ and covers
Calculus and Foundations & Investigations in knowledge of the learner and their characteristics,
Mathematics; and of educational purposes, values and
philosophies.
• Year 2: Differential Equations & Modelling,
Numerical Methods for Ordinary Differential Learning to teach a subject 1 and 2
Equations, Probability & Statistical Inference, (20 credits each)
Linear Algebra & its applications, Advanced These modules focus on the ‘curriculum’ and
Calculus and Learning Mathematics: Pedagogy, cover subject knowledge and pedagogical content
Progression and Practice. knowledge.
BSc (Hons) Physics with Secondary Education Placements
If you have chosen Computing as your subject
A particular feature of the course is the work-
specialism, you will undertake the following
based placements in years Two and Three.
modules:
The Year Two education module will include a
• Year 1: Ideas of Motion: Galileo to Einstein, placement in an educational environment where
Matter: Evidence for Quantisation, Introduction Key Stage 3 and/or 4 is taught. This might be in a
to Laboratory Software, Laboratory secondary school, a college of further education,
Instrumentation & Physics Skills and or a sixth form college (where students are
Mathematical Techniques. You will also choose studying for GCSE resits). During this placement
one of the following core option modules; you will not only develop your teaching skills but
Concepts of Astronomy & Cosmology or will also gain an awareness of the professional
Foundation Mathematics. attributes required of a qualified teacher. This
• Year 2: Fundamental Forces, Thermal prepares you for your final year of study, during
& Environmental Physics, Optics and which you will be required to take on the role
Semiconductors, Ionising Radiation & Non- of a professional teacher during two further
Invasive Imaging, The Quantum World and placements.
Learning Physics: Pedagogy, Progression and The focus on both teaching pedagogy and
Practice; professional development in the lead-up to
Please refer to the more detailed information all placements gives you the support and
available elsewhere on our website for further confidence you need. Our close relationships
details on the content of each of these modules. with partnership schools enable you to gain a
wide experience of teaching your subject. By the
Year Three Modules: end of your study, we try to have offered you
In the final year of your study, you will undertake experience in a range of educational settings in
four educational modules. These modules focus diverse city, suburban and rural settings.
on you developing an in-depth knowledge of the
pedagogical skills, assessment requirements and
self-reflection skills required to be a successful
teacher.
20Employers input directly into our course through Applying
guest lectures, projects, and other work-related
activities. Together with our placements, the Visit www.ucas.com to apply directly through
course supports your professional and personal UCAS.
development so that you develop key skills that
will make you highly employable. They help you
to understand your subject and its application
in educational settings, enhancing your cultural
awareness of learning and teaching and equipping
you to support the learning of others.
2122
PGCE
Secondary Education
This highly practical course enables you to gain the skills, knowledge,
understanding and experience needed to build on a degree and teach
at secondary level.
Focusing on the core subjects of Biology,
Duration: Business Education, Chemistry, Computer
One year, full-time Science, Design and Technology, English,
Mathematics, Music and Physics, our Secondary
Starting: Education course equips you with the skills
September and knowledge to make your subject come
alive for your students. You will develop an in-
Entry requirements: depth knowledge of the curriculum and will gain
A minimum of a 2.2 honours degree practical experience on placements in our partner
or equivalent with at least 50% of the schools.
degree focussed in the area you wish to
teach; GCSEs or equivalent at grade C /
4 or above in English and Mathematics.
Two references: one academic and one
vocational.
Fees and funding:
This course has the standard University
PGCE fees. Visit www.ntu.ac.uk/edufees
to find out about the latest fees and student
loans. Visit www.education.gov.uk/
get-into-teaching to find out about extra
funding and scholarships opportunities for
teacher training courses.
DBS check:
You will need to undergo Disclosure and
Barring Service and Prohibition Order
checks.
Campus:
Clifton
23How you’ll study
The course will equip you to respond effectively
to the issues currently affecting schools. We
place a strong emphasis on developing your
individual strengths and skills within the content
of the contemporary education environment.
The award of PGCE is offered at two levels:
• Professional Graduate Certificate in Education;
and
• Postgraduate Certificate in Education, where
60 Masters-level credits can be gained.
Both of these are recognised teaching
qualifications but the postgraduate award will
allow fast-track entry on to a Masters course.
Successful completion of the PGCE leads to
Qualified Teacher Status.
The majority of your time will be spent on Design and Technology
placement in schools or colleges. This practical
teaching is supported by University-based Design and Technology is a stimulating subject
lectures, seminars, workshops and tutorials that allows pupils to be innovative and creative.
exploring learning and teaching in your subject As a trainee, you will develop an understanding
and in the wider context. Trainees also engage of the nature and philosophy of Design and
in an independent research project that draws Technology in schools for the age range 11
together academic and professional practice. to 16, its place in the National Curriculum and
associated pedagogy.
Trainees specialise in one of the following
subjects: English
Do you want to help pupils express themselves,
Business Education to become critical thinkers and develop the vital
The PGCE in Business Education prepares skills they need to succeed, not just in English,
students to teach across the 14 to 19 age range, but also in other areas of their education and
helping them to develop the professional skills beyond? Our PGCE in English will develop you
and attitudes to teach business in schools and into a teacher able to deliver the wide-ranging
colleges, as part of both academic (A-level and curriculum covered under English, including
GCSE) and BTEC courses. language, literature and supporting studies in
Students will understand how business is taught drama and media education.
in schools, how pupils learn and make sense
of the evolving nature of business. The course Mathematics
reflects the range of business related courses Well-qualified mathematics teachers are in high
that are now offered by schools, sixth forms and demand in the UK and internationally. Trainees
colleges, with the focus in some instances on will develop an understanding of the nature of
entrepreneurship, work skills and new business mathematics and why it is taught in schools, how
technologies. pupils learn to think and reason mathematically
and how to teach the subject in an engaging way.
Computer Science with ICT The programme comprises a mix of established
The PGCE Computer Science with ICT course will knowledge in mathematics education and new
enable newly qualified teachers to teach ICT and developments in the field. It prepares maths
Computer Science with confidence, inspiring and student teachers to teach the 11 to 16 age range.
challenging pupils in the 11 to 16 age phase.
24Science (Biology, Chemistry, Physics) Learning to teach a subject 1 & 2
If you are passionate about science and wish to (2 x 20 Credits)
enthuse the next generation of young people about Through these two related modules you will
science, this course will fulfil your ambitions to develop your understanding of the key concepts
become an excellent science teacher. It is designed relating to education in your subject. You will
to combine your learning through practice, with an reflect upon recent educational research and
understanding of some of the theory underpinning develop an understanding of what might be
effective teaching and learning. You’ll also study considered ‘best practice’ in schools. Each
the use of assessment, out of school activities, and module encourages you to develop professional
health and safety. identity as a critically reflective teacher, able to
All trainees study the application of their scientific interrogate professional practices and values. All
knowledge to teaching situations. University-based four modules lay the foundation for your entry
study is divided into four areas. This includes into the profession as an active contributor to
science education and the methodology of biology, the knowledge base of teaching and learning,
chemistry and physics. enabling you to take responsibility for your
continuing professional development.
Music
The PGCE in Music will enable you to teach young Placements
people how to express themselves by playing, School or college experience is central to the
composing and performing, as well as listening to Secondary PGCE at NTU. At least 24 weeks are
music. The course offers a broad holistic training spent on placement in at least two secondary
for the 11 to 16 age range across a wide range schools or colleges. For both placements, training
of perspectives and consists of a mix of practical, is planned by mentors to enable students to
hands-on experience needed to equip trainees for attain QTS. This practical teaching element
the diverse range of challenges faced by music is assessed on a regular basis via formal
teachers. observation by a school mentors and University
tutors, enabling us to monitor each individual
Modules trainee’s progress and effectively support their
The course is built around four modules that are development.
closely mapped to the school-based training during We are in partnership with a wide range of
the year. schools so your placements may be in city
Learning to be a teacher (60 Credits) centre, suburban or semi-rural locations. This
variety provides opportunities for a wide range of
This module aims to equip you with an teaching experiences and lays a good foundation
understanding and experience of planning, for your future professional development.
setting high expectations and appropriate targets;
monitoring and assessment; and teaching and Applying
behaviour management. It encourages critical
Visit www.gov.uk/find-postgraduate-teacher-
reflection through personal development and
training-courses, and click on the green ‘Start’
evaluating professional and research-based
button to begin. Choose the bullet point titled ‘By
resources, in order to develop your approach to
school, university or other training provider’ and
teaching and learning.
then type in Nottingham Trent University or N91.
Learning to teach (20 Credits) This will then display our NTU PGCE courses.
This module will help you become a teacher Institution code: N91
who exercises responsibility: for your pupils as
individuals and as members of groups within and
beyond the school community. It also promotes
productive interaction, with professional colleagues
including teaching and support staff in school, staff
from external agencies, and with other adults,
including parents and carers.
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