Secondary Initial Teacher Education: routes into teaching Vicky Pateman, Head of Secondary ITE

School Direct Salaried Secondary ITE training routes into teaching Secondary ITE routes School Direct Salaried School Direct PGCE University-led PGCE

Secondary ITE Training routes at UH: qualifications School Direct Salaried Training programme for graduates with three or more years’ career experience recommended to NCTL for Qualified Teacher Status option to gain 30 masters level credits School Direct PGCE and University led PGCE Training programme for graduates PGCE which is worth 60 masters level credits and includes recommendation to NCTL for Qualified Teacher Status

School Direct routes: cost School Direct Salaried Training programme Unqualified teacher salary (approx. £17000) School Direct PGCE and University Led PGCE Training programme UH fee for PGCE £9250* Student loans are available to eligible applicants tax-free bursaries of up to £26,000 are paid to candidates training in certain priority subjects *TBC

Bursaries 2018-2019

School Direct: age ranges and subjects offered School Direct Salaried Training programme 11-16: Key Stage 3 11-14 & Key Stage 4 14-16 (any subject offered by school) 14-19: Key Stage 4 14-16 and Key Stage 5 16-19 (any subject offered by school) School Direct PGCE

University-led PGCE: age ranges and subjects offered University-led PGCE Training programme 11-16: Key Stage 3 11-14 & Key Stage 4 14-16 Subjects Confirmed 2018-2019 To be confirmed Maths English Physics History Biology Geography Chemistry Computer Science Art and Design Modern Foreign Languages

Brief overview of the structure of the training routes Professional Learning 20 days includes activities that are undertaken in school Subject Knowledge Enquiry 5 Subject Knowledge for Teaching days 3 seminar mornings School Based Training Demonstrate meeting the Teachers’ Standards

Brief overview of the structure of the training routes Two UH Taught Modules (60 Masters Credits): Developing Professional Practice and; Secondary Subject and Curriculum Knowledge, or; Learning and Teaching Subject School Based Training Demonstrate meeting the Teachers’ Standards

Why train to teach through School Direct routes at UH Start to build relationship with training school from the point of application School experience from day one Outstanding support from UH tutors and from school mentors and tutors High levels of trainee satisfaction Excellent employability

Why train to teach via the University led PGCE Two training placements selected by UH – strong school partnerships Research informed practice Outstanding support from UH tutors and from school mentors and tutors High levels of trainee satisfaction Excellent employability

What Ofsted say about us Trainees are highly motivated and reflective. They demonstrate strong subject knowledge and are keen to succeed. Visiting tutors are of high quality. They play a key role in supporting trainees and quality assuring school based training and mentoring. Selection and recruitment of trainees is rigorous, of high quality and involves a range of partners to ensure that good quality trainees are selected. The leadership and management of the partnership are of high quality. The commitment to improve outcomes for trainees has been shared very effectively. Communication across the partnership is strong.

Entry requirements An honours degree (2.1 or above preferred; 2.2 accepted with other relevant experience or higher qualification) or equivalent. For secondary trainees at least 50% content must be in the subject you wish to teach). GCSE Grade 4 or above in English and mathematics (Grade C or above under the old grading structure). Equivalency tests are not accepted Applicants with 3rd class honours in their first degree may only be considered if they have a masters in the subject they like to train in to teach. Overseas qualifications should be checked via UK NARIC before application. See www.naric.org.uk/. Please email admissions tutor before application with a copy of your NARIC and original certificate. Professional Skills Tests in Literacy and Numeracy (must be passed by 31st August 2018)

Subject Knowledge Enhancement courses An applicant may be offered a conditional place subject to doing an SKE course. An SKE course is recommended if we feel an applicant has the right qualities to become a teacher, but needs to acquire more subject knowledge first. This could be for several reasons, including: your degree wasn’t in your chosen subject, but is closely related you studied the subject at A level, but not at university you have relevant professional experience, and an SKE course would show you how to apply that to the curriculum and your teaching you would benefit from a short refresher course in your chosen subject

What we are looking for in our applicants Desire to bring out the best in people Commitment to improving educational outcomes for young people Excellent interpersonal skills Excellent written and verbal communication skills Ambitious for a long and career in teaching Experience of state secondary school Understanding of the role of the teacher and the demands of the teaching profession Ability to reflect on observational experience Respond well to feedback Meet the entry requirements

Contact the ITE Secondary Team Applicant queries Secondaryteam@herts.ac.uk

Useful links to further information Secondary ITE training routes at UH https://www.herts.ac.uk/apply/schools-of-study/education/initial-teacher-training Bursaries https://www.gov.uk/guidance/funding-initial-teacher-training-itt-academic-year-2018-to-19 Professional Skills Tests http://sta.education.gov.uk/professional-skills-tests/the-process-for-taking-the-professional-skills- tests UCASTT https://www.ucas.com/ucas/teacher-training/ucas-teacher-training-apply-and-track Subject Knowledge Enhancement (SKE) courses https://ske.online/

The information in this presentation was believed accurate and up to date at the time of delivery. We may however make changes from time to time to advertised courses or modules (or occasionally discontinue them), for example as a result of the way in which we continually seek to improve our academic provision and take on board feedback from students and other stakeholders, or to take account of changed circumstances. For full details of when we might make changes, and how we will try to minimise any impact on people affected by them, please check our Key Facts Document at http://www.herts.ac.uk/apply