Masters Degrees (Teacher)

This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher.

This postgraduate certificate is the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) Practice Teacher register.

This course is different to others as it combines developing yourself in the role as NMC Stage 3 Practice Teacher whilst at the same time developing your skills, knowledge, qualities and behaviours of an effective leader of health and social care education. Within the context of your organisation, you will develop the skills to lead practice based learning that is based on sound education and leadership practices that are research and evidence based. You will develop the skills to take into consideration the complexity of the different levels of practice and student experience. You will critically apply the NMC Practice Teacher Standard, thus facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel. You will be provided with opportunities to design and undertake assessment of educational knowledge, attitudes and skills in the practice context and identify a clear theory and/or research and evidence base in the design of learning, teaching and assessment.

There are opportunities for you to work flexibly full or part-time with options to use credits from this course towards the MSc Leading Education for Health and Social Care Reform.

Visit the website: http://www.salford.ac.uk/pgt-courses/leading_education_in_practice_nmc_stage_3_practice_teacher_award

Suitable For

This course is suitable for nurses registered with the UK Nursing and Midwifery Council who are looking to pursue a career in practice based education and is specifically targeted at those wanting to work in the role of NMC Stage 3 Practice Teacher.

An NMC Practice Teacher is a registrant who normally will have previously fulfilled the NMC requirements to become a mentor, and has received further preparation to achieve the knowledge, skills and competence required to meet the NMC defined outcomes for a Practice Teacher. Practice Teachers must have met NMC requirements defined in this standard, or be supervised by a Practice Teacher who has met them (NMC 2008).

Course detail

The range of knowledge, skills and attitudes required of an effective practice teacher and educational leader have been carefully developed into two specialist modules.

Teaching and learning strategies reflect the real world recognising that you as Practice Teacher and educational leader have to present, report, justify, reflect, defend and write critically. Therefore you will be given opportunities to develop these skills throughout the course. These strategies will also prepare you to work in the range of health and social care practice setting that are often in a state of flux and transformation.

The teaching and learning strategies are dependent on sound group dynamics, trust and cohesion. The course commences with an induction day which explores students’ expectations, hopes and fears, work based learning opportunities, along with confidentiality and other issues. Specific teaching and learning strategies include: seminars, master classes, teaching experience, and shadowing experienced health and social care educational leaders. These are interactive, discursive, participatory, collaborative and practice based and employ a variety of teaching and learning methods including group activities, sharing of work based and learning experiences and personal and group reflections on educational leadership and practice Teacher ‘real life’ scenarios , utilising best-evidence generated from models, theoretical concepts, the workplace and their own experiences.

Format

A variety of teaching approaches will be employed to provide a rich and diverse immersive and experiential learning environment. All sessions will target specific NMC Practice Teacher domains and will focus on your role as an educational leader. Specific teaching and learning strategies include:

• Seminars
• Work based learning
• Workshops
• Practice profile evidence building and shadowing experienced health and social care educational leaders.
• Sharing of work based and learning experiences and personal and group reflections on educational leadership and Practice Teacher 'real life' scenarios
• Attendance of action learning sets provide more focused opportunities for peer review and feedback and provide a safe environment to resolve 'real life' leadership and Practice Teacher issues and to develop you into the role of Practice Teacher
• Assessment in practice by your Practice Teacher Mentor

Modules

• Leading Education in Practice (30 Credits)
• Leadership and Preparation for Practice Teacher (NMC Stage 3) (30 Credits)

Assessment

The course allows for a variety of assessments, depending on the module you will undertake, and include:

• Poster presentation to critically explore an aspect of clinical teaching and learning in education
• Practice profile summary demonstrating your achievement of the 8 domains within the NMC Stage 3 Practice Teacher Standard
• Development of a simulated clinical teaching and learning scenario and clinical viva (100%)

Career Prospects

Following completion of the course you will have developed the expertise to lead education in health and social care contexts. There are opportunities for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards this Master’s programme. This provides you with a flexible and dynamic educational leadership career pathway. Indeed this is a real strength of attending the programme.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. The programme is fully funded by the NCTL, for those who qualify, and bursaries are also available.

It’s particularly aimed at graduates who don’t already work in early years but who may be looking for a career move. It’s also a great option for overseas graduates who are looking to enter the teaching profession within England.

This course is offered on both a full- and part-time basis. The full-time course is a School Direct programme delivered in partnership with the Durham and Newcastle Teaching Alliance. The course is school or early years setting-led, which means you’ll spend most of your time within a designated school or early years setting. It underpins all of the training requirements outlined by the National College for Teaching and Leadership (NCTL) and has been flexibly designed to suit your needs.

This is a School Direct Route which includes substantial placement experience, for graduates with little or no experience of working with children aged 0 to 5 years but wish to pursue a career as an Early Years Teacher. Tuition fees are funded by the National College for Teaching and Leadership (NCTL) and bursaries are payable to trainees with a first class (£5000), 2:1 (£4000) or 2:2 (£2000) classification of degree. Post Graduate Certificate in Early Years Education (Level 7) is also included at no extra cost.

Trainees on the School Direct Route will be taught the theoretical element of the programme by specialist practitioners from Northumbria University. Trainees will be placed in a range of good and outstanding schools and settings across the North East, led by the Durham Teaching School Alliance for the practical elements of the programme.

This course cna also be studied part time - for more information, please view this web-page: https://www.northumbria.ac.uk/study-at-northumbria/courses/early-years-education-early-years-teacher-status-dtpets6/

Learn From The Best

The academic staff delivering this course are research active with professional experience as educators specialising in the children’s workforce.

Having worked extensively with the under-3’s and pre-school aged children, with multi-agencies and in partnership with parents and carers, they have an excellent understanding of the challenges around researching in professional practice.

Teaching And Assessment

The course offers specialist training to enhance your skills in working with and teaching the under fives.

Your training will be delivered both at Northumbria and within your early years setting. You’ll spend one day per week at university and will complete at least 120 days on placement. If you already work within early years, this setting could be your current employment.

You’ll be supported by a dedicated mentor throughout, who will help you to develop your knowledge, understanding and related pedagogy of the early years.

Our teaching methods have been designed to support your individual learning style and critical reflective abilities and include lectures, seminars, group work, work based projects and assignments. They also involve unobserved and observed teaching practice, development of an individual training plan and a portfolio of documentary evidence.

Throughout the course, you’ll be encouraged to take part in collaborative teamwork through group work tasks, presentations and work-based projects.

Learning Environment

You’ll spend most of your time within your early years setting, supported by your mentor. For the remainder of your time, you’ll take part in lectures, seminars and other teaching and learning activities on campus.

Technology-enabled learning is a fundamental part of this course and you’ll be encouraged to use technology to be active, collaborative, reflective and research-orientated throughout your studies. Technology will help you to work with others, take part in relevant group discussions and reflect on your learning.

You’ll also be able to access a host of online learning materials and resources.

Research-Rich Learning

Research-rich learning is central to the design of this course. The academic staff teaching on this programme are actively involved in ongoing research projects, covering topics as diverse as attachment, infant mental health, emotional wellbeing, parental involvement and project evaluation.

These diverse and exciting research specialisms are used throughout teaching to both inform and enhance your learning.

As a postgraduate student, you will be encouraged to critically reflect upon and engage with the evolving nature of research, policy and practice. This will enable you to fully establish its impact on the teaching and delivery of early years care and education, giving you excellent insights into the contemporary issues at the forefront of this specialist field.

Give Your Career An Edge

This Post Graduate Certificate award has been specifically designed to support students wishing to gain Early Years Teacher Status and employment as an early years teacher. You’ll train to become a highly reflective early years practitioner with an excellent understanding of the impact that your practice has on children’s learning and development.

We work closely with local early years providers to make sure the course content remains really relevant and meets employers’ needs.

The work-based projects you undertake, as well as your observed teaching practice, will make you highly employable on graduation and you’ll be able to showcase quality examples of the impact of your practice, to future employers.

This Post Graduate Certificate can also be used as a progression award to further studies at Masters level.

Your Future

The framework of this course is geared towards enhancing your future employability within the Early Years sector and has been developed in collaboration with students and employers to provide a qualification that will survive any changes in government policy.

As such, you’ll leave as a flexible, highly employable graduate, equipped with the knowledge and skills you need for the next step in your career and you’ll be able to demonstrate your extensive work-based experience and practice.

As well as being a great early years practitioner, you’ll also have a really solid knowledge and critical awareness of the latest legislation, new insights, current problems and contemporary issues at the forefront of early years care and education.

The Durham Teaching School Alliance

Etherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools, primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new Early Years School Direct initial teacher training programme.

Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the accredited Initial Teacher Training Provider, to offer an innovative and specialized programme in early childhood development from birth to five.

Skills Tests

Entrants for Initial Teacher Education programmes need to be aware of Government regulations regarding mandatory skills tests in numeracy and literacy.The skills tests do not replace the GCSE grade C or above entry requirements. Applicants are encouraged to sit the skills tests prior to interview although this is not essential, however, a firm offer of a place on the programme can only be made once all entry requirements have been met.

Applicants are advised that they will receive one free test and two resit opportunities which will need to be self-funded. If applicants fail three tests, resits will not be allowed within a 24 month period. The skills tests are computerized and can be taken at any of a number of Learn Direct test centres throughout the UK. The Department for Education has developed guidance and support materials to help candidates pass the tests: candidates are strongly advised to review the support material before attempting the skills tests. If any candidate is likely to experience difficulties taking a test and has needs that entitle them to reasonable adjustments, they can apply for special arrangements.

Further information about the skills tests, including practice tests are available from the Department for Education Professional Skills Test Webpage or by contacting Learn Direct on 0300 303 9613.

Tests can be booked via the skills test registration page: http://sta.education.gov.uk/

Additional Information

Early Years Teacher Status is a non Qualified Teacher Status (QTS) programme.

Graduate entry routes of Early Years Initial Teacher Training do not attract student loan.

Early Years Education (Early Years Teacher Status) Post Graduate Certificate does not attract student loan.

It is anticipated that for the academic year 2017-2018, trainees will attend University each Thursday.

Further information about becoming an Early Years Teacher can be found on the Department for Education ‘Get Into Teaching’ website: https://getintoteaching.education.gov.uk/explore-my-options/become-an-early-years-teacher

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Why choose this course:

• In the prestigious Good Teacher Training Guides of 2012 and 2011 we were rated very highly for primary education teacher training, reaching as far up as the top ten
• At the end of the course you will receive 60 credits towards a masters degree, such as our MA Education
• We're one of the major providers in the East Midlands for Initial Teacher Education with opportunities to extend and develop your role as a teacher in today's society
• You'll be taught by a team of university and school-based tutors who have a strong national and international reputation for the quality of their training and research
• Upon completing our course, you’ll be awarded Qualified Teacher Status and can begin an exciting career in teaching.In the prestigious Good Teacher Training Guides of 2012 and 2011 we were rated very highly for primary education teacher training, reaching as far up as the top ten
• At the end of the course you will receive 60 credits towards a masters degree, such as our MA Education
• We're one of the major providers in the East Midlands for Initial Teacher Education with opportunities to extend and develop your role as a teacher in today's society
You'll be taught by a team of university and school-based tutors who have a strong national and international reputation for the quality of their training and research
Upon completing our course, you’ll be awarded Qualified Teacher Status and can begin an exciting career in teaching.

About the course:

You're on the threshold of making one of the most exciting decisions of your life - to teach! This course will give you a PGCE, Qualified Teacher Status (QTS) and 60 credits at masters level.

You will be mainly based in one of our partner school alliances, meaning you'll be very well prepared for the practical demands of teaching, including the teaching of your chosen subject.

You'll have the opportunity to develop your experience of teaching children from a wide range of backgrounds, including the opportunity to gain experience in a special school. You will also be given the chance to enhance your subject specialism and study of school-related issues at masters level.

School experience is a key element of the PGCE course and we work closely with our partnership schools in the East Midlands to provide you with effective and practical experience. You'll spend most of your time in schools where you'll be supported by our outstanding trained school mentors and link tutors.

Our course aims to be intellectually challenging whilst fully preparing you for the practical demands of teaching. It takes full account of current national developments in education.

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The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

Degree information

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

There are two compulsory school placements. Students are expected to complete the associated tasks, and to build a portfolio of evidence during the academic year to demonstrate they have met national teaching standards.

Students do not undertake academic credits on this programme. However, all components will need to be assessed to gain QTS.

Where student teachers opt to gain the additional PGCE pathway, and less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) will be awarded.

Trainees may apply for an additional PGCE pathway during the programme (tuition fees apply). Students who gain 60 credits at level 7 (Master’s level) receive a PGCE; where 60 credits are passed at level 6 (undergraduate level) a Professional Graduate Certificate of Education (PgCE) is awarded.

Core modules
-Subject Studies (30 Master's-level credits)
-Wider Educational Studies (30 Master's-level credits)
-Professional Practice

Placement
As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and learning
The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Careers

Graduates of UCL Institute of Education's Business teacher training programmes are currently working across a broad range of areas. Some are working as teachers of business and economics education, while others have jobs as middle and senior managers in schools. Graduates in this area can also be found working as education officers, initial teacher educators, teachers in international schools and as entrepreneurs running businesses offering consultancy in schools.

Employability
Most of the student teachers trained through this route are employed by the training school or within the cluster after completing programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Why study this degree at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher training programmes have been rated as outstanding. Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute. IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme.

Each of these offer student-teacher places in at least one PGCE subject area and many of them have places across a broad range of subjects.

The training students receive from one of the participating schools offering their chosen Business Studies specialism, will enable them to become a skilled and confident teacher.

Read less

The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

Degree information

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

There are two compulsory school placements. Students are expected to complete the associated tasks, and to build a portfolio of evidence during the academic year to demonstrate they have met national teaching standards.

Students do not undertake academic credits on this programme. However, all components will need to be assessed to gain QTS.

Where student teachers opt to gain the additional PGCE pathway, and less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) will be awarded.

Trainees may apply for an additional PGCE pathway during the programme (tuition fees apply). Students who gain 60 credits at level 7 (Master’s level) receive a PGCE; where 60 credits are passed at level 6 (undergraduate level) a Professional Graduate Certificate of Education (PgCE) is awarded.

Core modules
-Subject Studies (30 Master's-level credits)
-Wider Educational Studies (30 Master's-level credits)
-Professional Practice

Placement
As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and learning
The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Careers

Graduates of UCL Institute of Education's English teacher training programmes are currently working across a broad range of areas. Some are working as English teachers and heads of English departments and faculties in schools, while others have jobs as mentors of English teacher training students. Graduates in this area can also be found working as senior leaders in schools.

Employability
Most of the student teachers trained through this route are employed by the training school or within the cluster after completing programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Why study this degree at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher training programmes have been rated as outstanding. Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute. IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme.

Each of these offer student-teacher places in at least one national curriculum subject area and many of them have places across a broad range of subjects.

The training students receive from one of the participating schools offering their chosen English specialism, will enable them to become a skilled and confident teacher.

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Why choose this course

Our course aims to:
• support you in becoming a specialist in early childhood development
• enable you to gain a postgraduate certificate that reflects your specialist role working with babies and children from birth to five years old.

About this course:

Upon completing this course, you will be a specialist in early childhood development and will have Early Years Teacher Status (EYTS). This will reflect the specialist role that you have in working with babies and children from birth to five years old.
Early Years Teacher Status is awarded to graduates who have been judged to have met all of the Teachers’ Standards (Early Years) in practice. We offer both full and part-time options to gain EYTS.

Available pathways
We offer two pathways that you can choose to complete in order to achieve Early Years Teacher Status:
Graduate Entry (GE): (12 months full-time)
You’ll study Early Years Initial Teacher Training (EYITT) through reflective teaching modules, alongside academic modules and placements within the sector.
Graduate – Employment Based (GEB): (12 months part-time)
You’ll be currently working in an early years setting, and require training and further experience to demonstrate the Teachers’ Standards (Early Years). Alternatively, you may be a newly recruited graduate in an early years setting. You will study reflective teaching modules, alongside academic modules and your working practice.

Which pathway should I choose?
When you apply, we can help you to decide the right pathway for you.
A key element of your training is practical experience in an early years setting. Placements will help develop your key skill sets. As a minimum, you’ll spend the following periods of time training in the early years sector:
GE pathway - 120 days (24 weeks)
GEB pathway - As determined by the training programme.
Whichever pathway you choose, you must complete a minimum of two weeks in a school in Key Stage 1.
Throughout your PG Certificate in Early Years, you’ll complete assessed teaching placements and additional enhanced placement opportunities that will provide you with challenging, varied, and exciting experiences. For the duration of your placement, you will be supported by a placement/setting mentor and a University of Derby assessment mentor.
Upon completing your course, you’ll have earned 60 credits towards a masters qualification, which means you can progress to stage 2 of a masters degree and quickly progress in your professional career. Our tutors enjoy a strong reputation for the quality of their training, so you can be confident that you’ll be learning from a highly-qualified and competent team.
What is an Early Years Teacher?
Early Years Teachers will be specialists in early childhood development and will have Early Years Teacher Status (EYTS), reflecting the specialist role that they have in working with babies and children from birth to five years old.
Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct.
The Teachers’ Standards (Early Years) support the training, assessment and award of Early Years Teacher Status (EYTS). Early Years Teacher Status is awarded to graduates who have been judged to have met all of the Teachers’ Standards (Early Years) in practice from birth to five years old.
Early Years Teacher Status will be seen as the equivalent of Qualified Teacher Status (QTS), as the entry requirements are the same as for Primary Initial Teacher Training (ITT).
For more information about the role of Early Years Teachers, visit National Careers Service.

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This part-time work-based course provides intensive specialist training in becoming an early years teacher that will enable you to gain the Early Years Teacher Status in one year. Alongside you will also complete a Postgraduate Certificate in Professional Studies in Education (60 masters-level credits) which may count towards a full masters qualification.

What will you study?

You will gain a greater understanding of what it is to be an early years teacher within the Early Years Foundation Stage and the knowledge that underpins the delivery of this to babies and children in the birth to five years age range. Topics covered include, safeguarding and child protection, early literacy and phonics, early maths, personalised progress and tracking and leadership and management.

As an early years teacher, you play an essential role in children's development between birth and the age of five, providing high-quality early education. By training to deliver the Early Years Foundation Stage whilst undertaking the Graduate Employment Based course, you will learn how to use your knowledge and skills to ensure children benefit from a high standard of early years teaching.

Employment of early years teachers

The Government wants to give more autonomy to headteachers so that they can decide who is best qualified and suited to teach in their schools. Early years teachers will be specialists in birth to five years old and will be ideally placed to fulfil the needs of employers in private and independent settings and schools to provide high-quality education and care for babies and young children. Settings and schools are able to take advantage of changes introduced in September 2013 that mean that head teachers will have even more flexibility and freedom on pay and will be able to place staff on the most appropriate point on the relevant pay scales.

Training and assessment pathway

The Graduate Employment Based pathway is designed for graduates in an early years setting who require some additional training and further experience to demonstrate the Teachers' Standards (Early Years).

Trainees will be required to undertake a the minimum of a two-week alternative placement in an appropriate early years setting as well as 10 days in a Key Stage 1 school. However, depending on experience this may be extended to four weeks if it is identified that the trainee requires more experience in a specific age group within an early years setting.

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Overview

Early Years Teacher Training leading to Early Years Teacher Status (EYTS) is designed for people with a passion for working with children from birth to five years old and who wish to specialise in early childhood development.

Working as an Early Years Teacher is a challenging but rewarding career and teachers can make a real difference to a child’s development and life chances. Early Years Teachers are responsible for organising and leading high-quality practice in early years settings, contributing to improving outcomes for young children and making a positive difference to their learning and development.

University College Birmingham is offering two entry routes from September 2016:
Graduate Entry Route

Aimed at graduates with limited experience of working with children, but who wish to work in the early years sector.
Graduate Employment-Based Route

Aimed at existing practitioners, both experienced or newly-qualified, who work in relevant early years settings (childminders, nurseries in the PVI sector, children’s centres, free schools, academies and independent schools).

Early Years Teacher is a relatively new status and awareness and recognition is still building. Gaining EYTS will significantly enhance career development prospects and could open the door to leadership and management roles in a range of early years settings.

Why should I choose this course?

The Graduate Entry Route will appeal to graduates with limited experience of working with children, but who wish to work in the early years sector.
This route is fully funded by the NCTL and includes a bursary of up to £5,000
The Graduate Employment-Based Route is ideal for graduates who already have experience of working with children, and who wish to widen their knowledge and continue their career in the early years sector.
This route is fully funded by the NCTL and also includes a financial incentive for employers of £7,000 as a contribution towards training costs

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The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees

Key Information

- Application dates
All applicants:
Open: 27 October 2015
Please check individual school websites. Programmes may close as soon as places are filled and early application is advised.

If you are offered a place on a Teacher Training programme, you will be asked to apply for an Enhanced Disclosure Certificate from the Disclosure Barring Service (DBS). A satisfactory certificate is a condition of entry to the programme, as we need to assess your suitability for access to children and vulnerable adults. Further information about the Enhanced Disclosure check and any related fees that you will need to pay will be provided in our offer letter, if your application to UCL is successful.

English Language Requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Teacher Training
Further information can be found on our English language requirements page http://www.ucl.ac.uk/prospective-students/graduate/life/international/english-requirements .

International students

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website http://www.ucl.ac.uk/prospective-students/international .

Degree Information

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

Where student teachers opt to gain the additional PGCE pathway, and less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) will be awarded.

An additional PGCE pathway is also available which trainees can apply to join during the programme. Tuition fees apply.

- Core Modules
TBC

- Options
TBC

- Placement
As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and Learning

The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Funding

Scholarships relevant to this department are displayed (where available) below. For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships .

- IOE Centenary Masters Scholarships
Value:
Eligibility: Overseas students
Criteria:

- IOE Centenary Research Scholarships
Value:
Eligibility: EU students
Criteria:

- IOE COLFUTURO Fee Partnership
Value: UCL provides a 50% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria: Based on academic merit

- IOE Commonwealth Distance Scholars
Value: Fees and some expenses
Eligibility: Overseas students
Criteria:

- IOE CONICyT Fee Partnership
Value: IoE provides a 20% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria:

- IOE Erasmus Bursary
Value: £350/month (1)
Eligibility: UK, EU, Overseas students
Criteria:

- IOE Fulbright
Value:
Eligibility: Overseas students
Criteria:

- IOE International Master's Student Bursaries
Value:
Eligibility: Overseas students
Criteria:

- IOE Vietnam International Education Development Scholarships - PGT
Value:
Eligibility: Overseas students
Criteria:

- IOE Windle Trust Scholarship
Value:
Eligibility: Overseas students
Criteria:

More scholarships are listed on the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships

Careers

Graduates of UCL Institute of Education's art and design teacher training programmes are currently working across a broad range of areas. Some are working as teachers and heads of art and design departments in schools and colleges, while others have jobs as education officers in galleries and museums. Graduates in this area can also be found working as lecturers on art foundation courses.

Top career destinations for this degree:
- Art & Maths Teacher, Wishmore Cross Academy (2014)
- Art Teacher, Thames Christian College (2014)
- Art Teacher, Sir William Ramsey College (2015)
- Resistant Materials and Science Teacher, East Barnet School (2015)
- D&T Teacher, St James' School Exeter (2015)

- Employability
Most of the student teachers trained through this route are employed by the training school or within the cluster after completing programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Why study this degree at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher programmes have been rated as outstanding.

Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute.

IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme.

Each of these offer student-teacher places in at least one National Curriculum subject area and many of them have places across a broad range of subjects.

The training students receive from one of the participating schools offering their chosen art and design specialism, will enable them to become a skilled and confident teacher.

Application and next steps

- Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

- Who can apply?
The School Direct Training Programme (salaried) is an employment-based route for experienced graduates (preferably those with first or upper second-class degree classification in an area relevant to Art and Design) and who have at least three years’ work experience. It is not necessary for this experience to be education related.

For more information see the Applications page http://www.ucl.ac.uk/prospective-students/graduate/apply/ITE-apply .

Options

School Direct (Salaried)
School Direct (Salaried): Art and Design
School Direct (Salaried): Biology
School Direct (Salaried): Business Studies
School Direct (Salaried): Chemistry
School Direct (Salaried): Citizenship
School Direct (Salaried): Computer Science
School Direct (Salaried): Design and Technology
School Direct (Salaried): Drama
School Direct (Salaried): Economics
School Direct (Salaried): English
School Direct (Salaried): Geography
School Direct (Salaried): History
School Direct (Salaried): Mathematics
School Direct (Salaried): Modern Languages
School Direct (Salaried): Music
School Direct (Salaried): Physical Education
School Direct (Salaried): Physics
School Direct (Salaried): Primary
School Direct (Salaried): Primary Mathematics Specialist
School Direct (Salaried): Psychology
School Direct (Salaried): Religious Education
School Direct (Salaried): Social Science

Read less

The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

Degree information

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

There are two compulsory school placements. Students are expected to complete the associated tasks, and to build a portfolio of evidence during the academic year to demonstrate they have met national teaching standards.

Students do not undertake academic credits on this programme. However, all components will need to be assessed to gain QTS.

Where student teachers opt to gain the additional PGCE pathway, and less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) will be awarded.

Trainees may apply for an additional PGCE pathway during the programme (tuition fees apply). Students who gain 60 credits at level 7 (Master’s level) receive a PGCE; where 60 credits are passed at level 6 (undergraduate level) a Professional Graduate Certificate of Education (PgCE) is awarded.

Core modules
-Subject Studies (30 Master's-level credits)
-Wider Educational Studies (30 Master's-level credits)
-Professional Practice

Placement
As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and learning
The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Careers

Graduates of UCL Institute of Education's Design and Technology teacher training programmes are currently working across a broad range of areas. Some are working as teachers and heads of design and technology departments in schools and colleges, while others have jobs as education officers in museums. Graduates in this area can also be found working as lecturers on design and technology foundation courses.

Employability
Most of the student teachers trained through this route are employed by the training school or within the cluster after completing the programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Why study this degree at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher training programmes have been rated as outstanding. Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute. IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme.

Each of these offer student-teacher places in at least one national curriculum subject area and many of them have places across a broad range of subjects.

The training students receive from one of the participating schools offering their chosen Design and Technology specialism, will enable them to become a skilled and confident teacher.

Read less

The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

Degree information

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

There are two compulsory school placements. Students are expected to complete the associated tasks, and to build a portfolio of evidence during the academic year to demonstrate they have met national teaching standards.

Students do not undertake academic credits on this programme. However, all components will need to be assessed to gain QTS.

Trainees may apply for an additional PGCE pathway during the programme (tuition fees apply). Students who gain 60 credits at level 7 (Master’s level) receive a PGCE; where 60 credits are passed at level 6 (undergraduate level) a Professional Graduate Certificate of Education (PgCE) is awarded.

Core modules
-Subject Studies (30 Master's-level credits)
-Wider Educational Studies (30 Master's-level credits)
-Professional Practice

Placement
As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and learning
The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Careers

Graduates of UCL Institute of Education's Drama teacher training programmes are currently working across a broad range of areas. Some are working as English teachers and heads of English departments and faculties in schools, while others have jobs as mentors of English PGCE students. Graduates in this area can also be found working as senior leaders in schools.

Employability
Most of the student teachers trained through this route are employed by the training school or within the cluster after completing the programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Why study this degree at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher training programmes have been rated as outstanding. Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute. IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme.

Each of these offer student-teacher places in at least one national curriculum subject area and many of them have places across a broad range of subjects.

The training students receive from one of the participating schools offering their chosen Drama specialism, will enable them to become a skilled and confident teacher.

Read less

Bath Spa University has a long tradition of Teacher Education dating back 60 years. Newton Park was officially opened as Bath Teacher Training College in 1950 and the University is now the largest provider of Teacher Education in the area. Each year we recruit a diverse group of around 500 prospective teachers to a wide range of programmes in Teacher Education, leading to the award of either the Postgraduate or Professional Graduate Certificate in Education, both with Qualified Teacher Status (QTS).

Highly rated by Ofsted

The quality regulator Ofsted awarded Bath Spa University Grade 1 'Outstanding' for the overall effectiveness of our programmes leading to qualified teacher status in primary and secondary education. The Ofsted report praises the Teacher Education programme at the University, noting its “extremely good reputation”, its “very clear and well-articulated philosophy, which has the needs of learners at its heart”, the “outstanding” school-based elements of the training, and the fact that the training and assessment are “universally highly regarded”.

Teacher Education Programme

The programme has been planned and developed in partnership with schools and settings to provide high calibre new teachers to work in the 21st Century education system. Together, the University and partnership schools and settings support the development of new teachers and enhance the quality of the teaching profession. We offer PGCE programmes in:

- Primary and Early Years (3–7 age phase)
- Primary and Early Years (5-11 age phase)
- Primary and Early Years (7-11 age phase)
- Secondary (11–16 age phase) in the following subjects Art & Design; Computer Science with ICT; Design and Technology; Drama; English; Mathematics; Modern Languages; Music; Physical Education; Religious Education; Physics with Maths; Science/Biology; Science/Chemistry; Science/Physics

Subject Knowledge Enhancement Courses

We run pre-Teacher Education subject knowledge enhancement courses, which are designed for graduates who are interested in teaching a secondary priority subject but who may not necessarily have a degree in that subject. The courses will help you identify your individual training needs and top up your subject knowledge in areas that would be difficult to address on your own. They run prior to the Teacher Education programme and vary in length depending on the subject, which include modern languages, mathematics and physics.

Read less

The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

Degree information

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

There are two compulsory school placements. Students are expected to complete the associated tasks, and to build a portfolio of evidence during the academic year to demonstrate they have met national teaching standards.

Students do not undertake academic credits on this programme. However, all components will need to be assessed to gain QTS.

Where student teachers opt to gain the additional PGCE pathway, and less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) will be awarded.

Trainees may apply for an additional PGCE pathway during the programme (tuition fees apply). Students who gain 60 credits at level 7 (Master’s level) receive a PGCE; where 60 credits are passed at level 6 (undergraduate level) a Professional Graduate Certificate of Education (PgCE) is awarded.

Core modules
-Subject Studies (30 Master's-level credits)
-Wider Educational Studies (30 Master's-level credits)
-Professional Practice

Placement
As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and learning
The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days' subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Careers

Graduates of UCL Institute of Education's Primary teacher training programmes are currently working across a broad range of areas. Some are working as classroom teachers and mentors to PGCE students, while others have jobs as deputy and assistant headteachers. Graduates in this area can also be found working as headteachers and educational consultants.

Employability
Most of the student teachers trained through this route are employed by the training school or within the cluster after completing the programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Why study this degree at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher training programmes have been rated as outstanding. Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute. IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme.

Each of these offer student-teacher places in two key stages to gain a broad experience of teaching across primary age phases. Your training will focus on the delivery of the mathematics curriculum, on which you will spend 50% of your teaching time. The remaining 50% of your time will be teaching core subjects (English, science and computer science). Your training and teaching practice will focus on early mathematics, but it will be necessary for you to demonstrate competence in phonics delivery, inclusion and behaviour management.

The training students receive from one of the participating schools offering their chosen Primary Mathematics specialism, will enable them to become a skilled and confident teacher.

Read less

The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

Degree information

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

There are two compulsory school placements. Students are expected to complete the associated tasks, and to build a portfolio of evidence during the academic year to demonstrate they have met national teaching standards.

Students do not undertake academic credits on this programme. However, all components will need to be assessed to gain QTS.

Where student teachers opt to gain the additional PGCE pathway, and less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) will be awarded.

Trainees may apply for an additional PGCE pathway during the programme (tuition fees apply). Students who gain 60 credits at level 7 (Master’s level) receive a PGCE; where 60 credits are passed at level 6 (undergraduate level) a Professional Graduate Certificate of Education (PgCE) is awarded.

Core modules
-Subject Studies (30 Master's-level credits)
-Wider Educational Studies (30 Master's-level credits)
-Professional Practice

Placement
As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and learning
The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Careers

Graduates of UCL Institute of Education's art and design teacher training programmes are currently working across a broad range of areas. Some are working as teachers and heads of art and design departments in schools and colleges, while others have jobs as education officers in galleries and museums. Graduates in this area can also be found working as lecturers on art foundation courses.

Employability
Most of the student teachers trained through this route are employed by the training school or within the cluster after completing programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Why study this degree at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher programmes have been rated as outstanding.

Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute.

IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme.

Each of these offer student-teacher places in at least one National Curriculum subject area and many of them have places across a broad range of subjects.

The training students receive from one of the participating schools offering their chosen art and design specialism, will enable them to become a skilled and confident teacher.

Read less

The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

Degree information

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

There are two compulsory school placements. Students are expected to complete the associated tasks, and to build a portfolio of evidence during the academic year to demonstrate they have met national teaching standards.

Students do not undertake academic credits on this programme. However, all components will need to be assessed to gain QTS.

Where student teachers opt to gain the additional PGCE pathway, and less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) will be awarded.

Trainees may apply for an additional PGCE pathway during the programme (tuition fees apply). Students who gain 60 credits at level 7 (Master’s level) receive a PGCE; where 60 credits are passed at level 6 (undergraduate level) a Professional Graduate Certificate of Education (PgCE) is awarded.

Core modules
-Subject Studies (30 Master's-level credits)
-Wider Educational Studies (30 Master's-level credits)
-Professional Practice

Placement
As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and learning
The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Careers

Graduates of UCL Institute of Education's Citizenship teacher training programmes are currently working across a broad range of areas. Some are working as education officers for charities and museums, while others have jobs as teachers of citizenship, RE, politics, humanities, psychology, sociology, philosophy, health and social care, geography and history. Graduates in this area can also be found working as local authority education advisers and as researchers and writers.

Employability
Most of the student teachers trained through this route are employed by the training school or within the cluster after completing the programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Why study this degree at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher training programmes have been rated as outstanding. Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute. IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme.

Each of these offer student-teacher places in at least one national curriculum subject area and many of them have places across a broad range of subjects.

The training students receive from one of the participating schools offering their chosen Citizenship specialism, will enable them to become a skilled and confident teacher.

Read less