Entry to Teacher Training
Entry to all Teacher Training programmes is governed by the following regulations:All students must have passes at grade C or above in GCSE Mathematics and English or a recognised equivalent qualification. For Primary Education, applicants are also required to have Science at grade C or above.
Students may in certain circumstances be allowed to sit a special test for one or both of Mathematics and English for Secondary Teacher Training programmes.
Students who intend to follow a programme of Professional Graduate Certificate in Education (PGCE) after graduation are reminded that entry to all such programmes is also governed by these regulations.
It should be noted that the BA/BSc (Hons) Design and Technology (Non-QTS), the BA (Hons) Childhood Studies, the BA (Hons) Applied Family Studies and the Education (Dual/Minor) route within the Combined Subjects Programme are not Initial Teacher Training programmes and do not lead to Qualified Teacher Status. The latest requirements for initial teacher education include the requirements for a CRB check.
Provision for medical assessments are based upon the DFEE Circular 8/92 and apply to all Education Programmes.
General Teaching Council Requirements
There is, in addition, a requirement to provisionally register with the General Teaching Council. Consequently all applicants will be sent a 'self declaration' pro forma, which must be completed and returned prior to registration on their chosen course. The University reserves the right to withdraw any conditional offer where the applicant does not meet the conditions specified by the GTC. Details may be obtained from www.gtce.org.uk/registration/provisional/
Additional Requirements
All applicants on our courses are required to have undergone the Criminal Records Bureau (CRB) Disclosure process within six months of the commencement of study on their chosen programme. Currently the CRB levy a cost of £36 for processing of each enhanced disclosure.
Applicants are also required to complete a medical pro forma.
The University will, taking into account current Department for Children, Schools and Families (DFCS) Teacher and Development Agency Regulations (TDA), do all it can to accommodate the needs of Initial Teacher Training candidates who declare a specific learning difficulty.
The University's Admissions Policy promotes the value of timely information to applicants and the spirit of this statement is reflected in the procedures that have been established to provide applicants with appropriate guidance on accessing support for university selection procedures for all Initial Teacher Training programmes.
Structure of the Professional Year
The Professional Year Programme enables students to develop those professional skills that will ensure efficient and purposeful teaching, concentrating on the practical issues of day-to-day teaching in classroom, workshop and laboratory.
The programme enables students to:
- Develop teaching standards expected of newly qualified teachers
- Apply educational knowledge and skills in making informed judgements on educational issues in school and classroom
- Develop competence to implement the National Curriculum and other school/college syllabuses
- Examine their teaching in relation to the educational needs of their pupils (including pupils with special educational needs and gifted pupils), the whole curriculum including cross curricular elements, the wider social, cultural and technological context
- Develop a critical and open attitude to the teaching of the subject and to wider educational issues
- Demonstrate professional values and realise their contribution to the wider role of the teacher in schools and colleges In total students spend a minimum of 120 days in school or colleges.
