Teacher Education Prospectus 2014

2014 Teacher Education Prospectus

First Class

Contents

Teacher Education at Bath Spa University

02

Teacher Education Programmes

08

Highly Rated by Ofsted

11

Bath Spa Institute for Education

12

Student Services

14

Entry Requirements and Applications

16

Fees and Funding

22

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Teacher Education at Bath Spa University Bath Spa University has a long tradition of Teacher Education dating back over 60 years. Newton Park was officially opened as Bath Teacher Training College in the 1940s and the University is now the largest provider of teacher education in the area.

Each year we recruit a diverse group of around 600 prospective teachers to a wide range of Teacher Education programmes leading to Qualified Teacher Status (QTS).

The teacher education programmes have 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 the following routes to becoming a teacher: - Postgraduate Certificate of Education (PGCE) - School Direct - Teach First - Assessment Only - Troops to Teachers Philosophy The teacher education programme is underpinned by four key principles. We believe that these are central to the process of becoming an effective teacher: - Effective learning takes place when knowledge is shared and contested with a wide range of learning partners - Professional discourse is robust and challenging - Research is used to investigate and challenge current practice and shape new ideas - Thinking skills are applied creatively and with purpose.

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The Bath Spa Teacher Researcher Members of our teacher education programmes are called Bath Spa Teacher Researchers (BSTRs).

We believe that they are developing professionals from the very start of the course and make a strong contribution to the schools they work with. In addition they develop their practice through becoming familiar with key research in the field and by developing their own approaches to research through real contexts of practice in schools. BSTRs are ‘thinking teachers’ whose practice is developed through both academic and professional course elements. At the end of the programme all BSTRs will: 1. Understand education and its purposes within the context of the community 2. Hold a set of core values and beliefs 3. Be passionate about education 4. Be highly skilled 5. Be able to shape their own professional development through reflection and action 6. Possess expert knowledge through research and other academic activity 7. Work with colleagues to raise pupil achievement 8. Be caring and committed to promoting pupil wellbeing and behaviour 9. Be creative and innovative

Teacher Education Curriculum The teacher education programme draws upon research, best practice and the use of new technologies to inform its curriculum. In all routes the teacher education curriculum is designed to develop characteristics that will ensure you are well equipped to meet the demands of this challenging but rewarding profession. The characteristics have been developed around five key themed areas: 1. Professionalism This aspect of the programme is supported particularly through Professional Studies, which introduces you to the many generic issues relating to the roles and responsibilities of a teacher. Developing a strong professional identity requires cultivating a range of necessary attributes and this too will be explored.

You will be encouraged to become a reflective practitioner and lifelong learner eager to improve your practice through ongoing research and professional dialogue.

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2. Educational Philosophy, Policy and Purpose The nature and purpose of schooling as well as political, economic and social factors which impact on education will be the focus of this aspect of the characteristics. You will consider research and initiatives relating to education and their impact on children and young people’s learning and well-being.

3. Equality and Diversity We strongly believe in an inclusive education system.

Through this aspect of the characteristics you will examine social, religious, ethnic, cultural and linguistic factors that affect children and young people’s development and educational progress.

The professional responsibilities of working in multi-agency teams to safeguard children and young people and promote their health and well-being will be considered as will the diverse nature of learning and the need for teachers to provide a personalised learning experience for all children and young people.

4. Pedagogy and Practical Skills Through this aspect of study you will become equipped to teach the age phase of children and young people for which you have selected to study.

By the end of the programme you will be able to plan, teach and assess learning within this age phase.

How children and young people learn through the acquisition of knowledge, skills and attitudes will be considered along with factors relating to individual and social learning as well as the importance of play, and the exploration of thinking and ideas.

5. Subject Knowledge Transformation and Understanding The need for secure knowledge and understanding of subjects and children and young people’s progress in learning will be the focus of this aspect of the programme. How to make knowledge accessible for all learners through innovative and creative learning

experiences will be explored and developed.

In practice BSTRs will be teachers who will succeed in schools and settings that reflect diverse and vibrant communities. Through the programme our BSTRs develop an understanding of education and its purpose within a community, hold a set of core beliefs and values and are passionate about education and learning. By the end of the programme BSTRs are highly skilled individuals who possess expert knowledge and are committed to raising children and young people’s achievements as well as promoting and ensuring their well-being.

Learning Partners All of our programmes are planned and implemented in close collaboration with a range of learning partners.

These include children and young people, teachers, other education professionals and University tutors.

A high proportion of your time is spent in school developing the technical expertise and craft knowledge required by teachers. School placements are varied so that many candidates will have experience of teaching in different types of schools and settings. A range of enrichment and optional professional development opportunities are also available across the year. Many of you will now be studying the PGCE through a school led training programme such as School Direct through one of our Teaching School partnerships. This training offers the combination of a strong university element and varied coherent set of planned experiences in schools within your chosen school partnership.

Accessible to All Teaching is an important and increasingly popular choice of career for all kinds of people. We have built our success on accessibility and equality of opportunity and we welcome applications from candidates from a wide variety of backgrounds.

What matters most is that you have the desire to become an effective teacher and learner.

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Many candidates join us straight from university but an increasing number of people are choosing to pursue teaching as a second career, bringing with them valuable knowledge and experience from the workplace. The unique study and social environment we offer is a key factor in our distinctiveness – and in our popularity. Our students come from a range of backgrounds and cultures, from all parts of this country and from overseas, and with a variety of academic credentials.

Staff Who Care All of our members of staff are accessible, supportive and passionate about their subjects. They are also enthusiastic about developing creative and exciting approaches to teaching and learning. They are actively engaged in research and scholarship so that their professional and academic expertise is current, and often cutting edge – but the research is of direct benefit to you. It is relevant and applied, and used to inform what, and how, you are taught.

The Bath Spa University Community When students are asked what they like about Bath Spa University they often say that it is “small and friendly” and that they appreciate the community feel.

With around 7,000 students it’s small enough for students to feel that they won’t get lost in the crowd – but large enough to provide excellent facilities and social activities. There is an atmosphere of mutual respect and tolerance among students and staff, firmly embedded in a policy of equality and diversity.

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Teacher Education Programmes In order to achieve Qualified Teacher Status (QTS) and become a teacher you need to complete a teacher education programme. There are a number of options available at Bath Spa University so you can choose the one which most suits your needs.

Postgraduate Certificate in Education (PGCE) The PGCE programme at Bath Spa University 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. These one-year, fuIl-time programmes incorporate substantial placements in schools and focus on developing your teaching skills. We offer PGCE programmes in: - Primary and Early Years (3–7 age phase) full-time and part-time.

- Primary and Early Years (5–11 age phase) full-time with options available to specialise in English, mathematics, modern languages, science and SEN/D. - Primary and Early Years (7–11 age phase) full-time, with options available to specialise in English, mathematics, modern languages, science and SEN/D. - Secondary (11–16 age phase) full-time in a range of subjects including art & design, computer science, design and technology, English, maths, modern languages, music, PE, RE, biology, chemistry, physics and physics with maths.

PGCE Assessment All candidates are registered for the Postgraduate Certificate in Education. This qualification carries 60 credits at level 7 (master’s level). Some candidates elect to follow the Professional Graduate Certificate in Education. This qualification carries 60 credits,

of which up to 45 can be at level 7 (master’s level).

A personalised process of continuous assessment ensures that your learning is appropriate and effective. Assessment takes account of both your programme experience and the school or setting phase through assignment tasks. Each assignment is designed to develop understanding of the relationship between teaching and learning and the teacher as a reflective educational practitioner. We support you in developing a rigorous evidence-based account of your professional and educational journey.

Subject Knowledge Enhancement Courses Subject knowledge enhancement courses 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.

W: www.bathspa.ac.uk/pgce School Direct Bath Spa University collaborates with a range of school partnerships in the local region to offer School Direct programmes. This new school-based route gives you the opportunity to become an outstanding teacher, taking advantage of first class academic support from the university. Your learning will be

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practical and professional, through both the university and a range of excellent local schools with a strong track record of experience in professional development and teacher training. There are two separate School Direct programmes available: - School Direct Training Programme is for high-quality graduates who want to be part of a school team from day one. You may be eligible for a bursary of up to £20,000 or a scholarship of £25,000 to support you while you train.

- School Direct Training Programme (salaried) is an employment-based route for high-quality experienced graduates with at least three years’ work experience. You will earn a salary while you train.

School Direct places are offered by a school, or group of schools, in partnership with Bath Spa University.

The majority of School Direct places offered will be on the School Direct Training Programme, typically lasting one academic year on a full-time basis.

This will lead to the award of a Postgraduate Certificate in Education (PGCE) with up to 60 level-7 credits and QTS. During the 2014/15 academic year Bath Spa University will be offering School Direct places with the following providers: - Backwell School - Bath Education Trust - Bristol Early Years Teaching Consortium - Royal Wootton Bassett Academy - Saltford Teaching School - The Mead Community Primary School - The Partnership Teaching School Recruitment and selection of trainees to School Direct Programmes is primarily the responsibility of the school. Your programme will be based at these schools to offer you a planned set of complementary school experiences. Upon successful completion

there is the prospect of employment with the school, and you will be offered an interview for any posts in your subject in your school alliance.

E: schooldirect@bathspa.ac.uk W: www.bathspa.ac.uk/school-direct Teach First Bath Spa University works in partnership with education charity Teach First and the University of Bristol to train and support people with leadership potential to become inspirational teachers in schools in low income areas in the South West region. Bath Spa University leads on the Primary programme, University of Bristol leads on the Secondary programme.

Teach First believes no child’s educational success should be limited by their socio-economic background. Teach First works with people and organisations who share their vision towards the day when every child has the excellent education they are entitled to.

The Teach First Leadership Development Programme is an employment based two year teacher training route. Training commences in the summer prior to year one with an intensive ‘Summer Institute’, which focuses on the essentials of teaching theory and practice. In year one, primary participants work full-time in a school, whilst working towards a PGCE from Bath Spa University and gaining QTS. In year two, participants continue their employment whilst receiving a structured programme of leadership development designed to prepare them for senior positions whether in education, politics or business. Master’s level work is integrated throughout the training programme so after the two years participants will have credits towards their MA in Education Leadership.

E: teachfirst@bathspa.ac.uk W: www.bathspa.ac.uk/teach-first

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Assessment Only The Assessment Only route to Qualified Teacher Status (QTS) is a way to become a qualified teacher within three months while teaching in school. It is designed to enable experienced teachers without QTS to undergo a period of assessment (maximum 12 weeks) in order to meet the Teachers’ Standards and gain QTS. There are requirements for this route specified by the National College for Teaching and Leadership (NCTL) which have to be met by all candidates.

You will be expected to meet the Teachers’ Standards within 12 weeks (minimum 6 weeks) from the agreed start date. You will be expected to have a full teaching role in your supporting school during your assessment period which will be approved by the university assessor. This would usually be the school you are already teaching in.

During this time your teaching will be observed by your school mentor and you will meet him/her on a regular basis to discuss your progress against the standards as well as targets and next steps. You will also be expected to develop your portfolio of evidence through the collection of evidence of your everyday practice.

You will be observed teaching by both your school mentor and a university assessor on three occasions during the process. In addition, at the end of the assessment period a date will be agreed for a final observation and a tutorial between you, your mentor and university assessor (as well as other appropriate school colleagues) to examine and discuss your claim for the Teachers’ Standards and your portfolio of evidence to support this.

Troops to Teachers This programme aims to support a smooth transition into the civilian workforce for those Service members who are exiting their military careers and are considering becoming a teacher. Bath Spa University is a member of a consortium of seven universities, led by the University of Brighton, and a range of outstanding primary and secondary schools, to support the development and delivery of the Troops to Teachers programme.

The programme, funded by the Department for Education, aims to recruit the best Service Leavers into teaching, including those with the highest qualifications, qualities and experiences, who have the potential to become outstanding teachers. It has been designed and developed with a group of outstanding schools and ITT providers in collaboration with the Ministry of Defence and the Career Transition Partnership.

Two training routes are available; graduate and non-graduate. Both of these routes lead to QTS and provide opportunities for Service Leavers to develop their skills within the context of teaching.

- Non-graduates – the non-graduate programme will start in January 2014. Information about this route, including the application process, is available on the Career Transition Partnership website: www.troopstoteachers.ctp.org.uk - Graduates – graduates interested in undertaking teacher training can apply for a one-year Postgraduate Certificate in Education (PGCE) or School Direct training programme at the Univesity.

W: www.bathspa.ac.uk/troops-to-teachers

W: www.bathspa.ac.uk/assessment-only

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Highly rated by Ofsted In May 2011, Bath Spa University Teacher Education Programmes were inspected by Ofsted and were awarded the highest Grade 1, ‘outstanding,’ for quality in teacher education leading to qualified teacher status in primary and secondary education.

This rarely achieved ‘straight Grade 1’ accolade for overall effectiveness in all programmes means that Bath Spa University is not only the best teacher training university in the South West, but among the very best in the country.

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”.

The report highlighted in particular the following overall features: - The excellent progress that trainees make from their relative starting points - The quality of trainees’ self-reflection and their strong commitment to their own professional development - The quality of the leadership and management in driving the development of well-designed and cohesive training programmes - The outstanding personal and professional support given to individual trainees.

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Bath Spa Institute for Education If you choose to take your PGCE at Bath Spa University you will be joining us at an historic moment.

Bath Spa University at Newton Park has a long and successful history in teacher education and in September 2014 you will be the first to study at our new purpose-built centre of excellence in teacher education – the Bath Spa Institute for Education at Hartham Park.

Our PGCE programme has been judged to be outstanding by Ofsted. And from 2014 the University part of the programme will be taught at the splendid location of Hartham Park in Corsham, near to the existing Bath Spa postgraduate centre at Corsham Court. We offer you ‘outstanding provision, outstanding location’.

Although the majority of the programme will be

spent in schools we believe the days you spend at Hartham Park will maximise opportunities for in-depth discussion and reflection on research evidence which will help inform your educational practice within the classroom.

During the PGCE year you will share in the development of the Institute for Education as it becomes a powerful and visible presence for teacher education locally, nationally and internationally.

It will offer facilities for school visits, provide a place for teacher colleagues to meet, will support collaborative research between Bath Spa and schools and offer the physical space and facilities to attract

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international conferences and students. The Institute will be a place where Bath Spa Teacher Researchers, the colleagues we work with in schools, professionals working in areas relevant to education and Bath Spa staff come together in a community of research and practice, all committed to offering education of the highest standard that meets the needs of all pupils irrespective of gender, race, class, or ability.

It will offer a place where we can develop research activities that will enhance our understanding of the impact of different models of teacher education and we need your voice to inform this work. Together we can explore what we most care about: how we can support the very best classroom practice to serve the needs of all pupils and support their learning and well-being. In so many ways we are creating an intellectual and physical home for all those engaged in education.

The Institute will continue to offer you a professional home when you move into your NQT year, when we hope you continue with your master’s programme and when you return to work with us as school colleagues training the next generation of teachers. As developing teachers you will be aware of the ever-changing world of teacher education and the growth of the Institute for Education will ensure Bath Spa stays at the forefront of new initiatives and developments. With your help and together with school colleagues we will continue to lead the way in national educational policy and practice developments, and help shape the national agenda on teacher education.

Other Bath Spa courses will be developed to join the local businesses which are located at Hartham Park. These will provide opportunities for Bath Spa Teacher Researchers to also engage with companies and their expertise which will strengthen an understanding of the relationship between the employer sector and the education system.

For the occasions when PGCE students will need

to be at Hartham Park, a transport plan, including car parking and public transport provision, is under development. Visit www.bathspa.ac.uk/teaching for the latest information.

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Student Services You’ll want your time at university to be enjoyable, worthwhile, and full of new challenges and experiences.

We have a range of specialist services to help you achieve your goals.

What’s on Offer?

Advice, guidance, information and ideas on a range of issues, provided by specialist staff who are happy to work with you, sharing their expertise, bouncing ideas around and guiding you (when you need guidance) through the enormous range of activities and issues that you will encounter.

It makes no difference whether you’re a full or part-time student, UK, EU or international, coming straight from your undergraduate degree or changing careers and returning to study – you’ll find a professional team of people with information, guidance and advice to hand. For more information on any of these services email: studentsupport@bathspa.ac.uk Student Support Student Support advisors provide information, support and guidance on a range of issues, such as studyrelated difficulties; finances; relationship problems; loneliness; and mental and physical health. Student Support operates a combination of drop-in sessions and pre-bookable appointments. We won’t make decisions for you – but we’ll help you to make them for yourself.

Money Advice We can guide you through the intricacies of student finance and give advice on student loans and other forms of student funding, on budgeting and how to handle and negotiate debt. We also administer loans and grants which are available in special circumstances to students suffering particular financial hardship.

Disabled Students Our aim is to make Bath Spa University accessible to everyone and we welcome applications from disabled students. The Student Support team will work with you and other university staff to make reasonable adjustments to help you get the most out of your studies and to meet your learning support requirements. Contact us to discuss your needs with us as soon as possible, so that we can make sure that we are doing everything we can to help you enjoy your life and studies at Bath Spa. You don’t need to wait till you get here – contact us for an individual appointment.

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Students with Dyslexia We provide an opportunity for all students to undertake an initial dyslexia screening; some students will come already knowing they have a specific learning difficulty; for others this provides an opportunity to find out if they can benefit from tailored dyslexia study support. In both cases we will provide professional guidance. You may be eligible for a Disabled Students Allowance, in which case we’ll help you to apply for and obtain your full support package.

Childcare If you’re a parent of children under five you can arrange for them to be looked after at Oak Tree Day Nursery at our Newton Park campus. Children of staff and the local community use the Nursery too, and there’s a happy, secure and stimulating environment. The Nursery is in two adjoining houses, arranged for children of different ages (six months to two years, and two to five years). The services and activities provided are tailored to the needs of the babies and children, enabling them to explore and learn through play. The standards of care and nursery education are high – this was confirmed by an Ofsted inspection in 2009. The report comments: ‘Children are happy and confident in a well-managed, stimulating care and learning environment’.

You can book morning, afternoon or full day sessions, with student rates ranging from £22.25 to £46.00 depending on the age of the child and the session you require. Full details can be found at www.bathspa.ac.uk/university-life/childcare or call the Day Nursery Manager on 01225 875590.

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Entry Requirements and Applications We are looking for applicants who are well suited to the teaching profession both personally and academically.

Academic Requirements In order to apply for a teacher education programme you will need to have completed, or be in the final year of a UK degree (or an equivalent qualification).

For Primary and Early Years programmes your degree can be in any subject. For Secondary programmes your degree normally needs to be in the subject you are applying to teach. For all PGCE programmes you need to have achieved a second class honours degree at 2.2 or above. We also consider third class honours for secondary PGCE Maths, Physics and Physics with Maths.

Before applying for a Secondary programme you will need five GCSE passes at grade C or above (or recognised equivalents) including English and Mathematics. Before applying for a Primary and Early Years programme you will need five GCSE passes at grade C or above (or recognised equivalents) including English, Mathematics and a Science subject. In addition, for some Secondary programmes you are also required to have an A-level in the subject.

Equivalence Tests If you do not have the required GCSE qualifications we will accept equivalency tests from www.equivalencytesting.com for all PGCE programmes.

Subject Knowledge Enhancement Courses Entry to some PGCE programmes is conditional upon completion of a Subject Knowledge Enhancement Course (SKEC). These courses run in the year prior to the PGCE programme and vary in length depending on the subject. They are designed to develop subject knowledge where your undergraduate degree is not fully relevant to

the subject chosen. If you wish to be considered for one of these courses you should receive a referral from your PGCE awarding institution and submit an application to the SKEC Administrator at Bath Spa University.

International Applicants Applicants with qualifications from outside the European Economic Area (EEA) should contact the National Academic Recognition Information Centre (NARIC) who will be able to give advice on how qualifications relate to the entry requirements, and may be able to provide certification where appropriate.

W: www.naric.org.uk T: 0871 330 7033 E: info@naric.org.uk

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When you complete the application, please ensure that you state your actual qualification titles, not the UK qualifications you believe them to be equivalent to.

Where English is not your first language you may offer IELTS 7.0 as an equivalent to GCSE English language.

Non-Academic Requirements All applicants are subject to a number of non-academic entry requirements. These will usually include: - Professional Skills test – you are required to pass literacy and numeracy QTS skills tests and you need to have registered to take these prior to being offered an interview. If successful at interview, you will be made an offer with the condition that you pass your skills test within three months of the offer date.

- Fitness to Teach check to ensure you are medically fit to take a teacher training course.

- Disclosure and Barring Service (DBS) – this is the Government scheme that replaces the Criminal Records Bureau, to enable the identification of people who are barred from working with children and vulnerable adults. For more information visit www.gov.uk/disclosure-barring-service-check - Declaration of criminal convictions – if you have a criminal record it won’t necessarily prevent you becoming a teacher. You’ll need to disclose any criminal convictions and agree to an enhanced criminal record check.

- Information and Communications Technology (ICT) – you will be given the necessary teaching and support to meet what is required of a newly qualified teacher (NQT), however, we expect a degree of ICT competence before you start the programme.

- Classroom experience – at least two weeks recent experience of working in a UK state school before you start your teacher training. If you do not have any classroom experience, try to observe lessons and help out in the classroom at a local school before you apply.

In your personal statement you can then describe what you have gained from this experience and how

it has increased your motivation to become a teacher.

– Non-Cognitive Assessment (NCA) tests may be included in the recruitment and selection process.You will be notified of any requirements prior to interview.

Premier Plus The NCTL offers a Premier Plus service to those who hold (or are predicted) a first class, 2:1 or 2:2 degree and are interested in teaching secondary maths, physics, chemistry, languages, computing or design and technology. Eligible registrants will receive the following exclusive benefits: - personalised one-to-one advice and guidance from a named adviser - help in securing school experience, including a placement on the School Experience Programme (SEP) if you are interested in training in 2014 and there is availability in your subject/local area - invitations to exclusive events - regular communications with important news, application hints and tips, and updates on funding - opportunities to speak to a teacher, who can answer your questions about life in the classroom Further information can be found at: www.education.gov.uk/get-into-teaching/premier-plus School Experience The NCTL offers school experience programmes that can provide information and support if you are interested in becoming a teacher. Further information can be found at www.education.gov.uk/get-intoteaching/school-experience - The School Experience Programme (SEP) offers classroom experience of up to 10 days in a secondary school for those who hold (or are predicted) at least a 2:2 degree and are interested in teaching secondary maths, physics, chemistry, languages, computing or design and technology.

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- Speaking to a teacher gives people considering a career in teaching the opportunity to get an insight into teachers’ motivations, career choices, challenges and rewards of day-to-day life in a classroom.

The NCTL offer this facility as part of their Premier Plus service.

How to Apply Applications for PGCE and School Direct programmes are made through UCAS Teacher Training. There can be a lot of competition for places on each programme, so you should apply as early as possible to give yourself the best chance of obtaining a place.You’ll be able to apply for 2014 teacher training programmes from 21 November 2013. UCAS Teacher Training charges a small application fee of £19.

There are two ways in which you can make your application, Apply 1 and Apply 2: - Apply 1 – You are able to apply for up to three training programmes, including both primary and secondary, from 21 November 2013.You have to apply for these at the same time and can’t add to them at a later date.You don’t have to use all three choices and there’s no restriction to your choices – you can choose from any route, subject or age group.

- Apply 2 – You only use Apply 2 if you didn’t get a place in Apply 1. This could be because you weren’t offered a place, or if you declined any offers you did get. In Apply 2 you can continue to add new choices, one at a time, from 2 January 2014.

Once UCAS Teacher Training has processed your application, you will be able to follow its progress and reply to offers online using their Track service.

W: www.ucas.com/teacher-training T: +44 (0)871 468 0469

Interviews If your application is selected you will be interviewed before you can be offered a place. It is your opportunity to share with us your personal qualities and experiences that will allow us to assess your suitability to teach and identify your personal training needs.

Primary and Early Years interviews are held between November and February/March and are conducted in groups. Secondary interviews are held regularly throughout the year and are made up of subject group and one-to-one interview sessions.You will be expected to carry out tasks in preparation for and during your interview. The interview will involve university tutors and school teachers.

School Direct Recruitment and selection of trainees to School Direct Programmes is primarily the responsibility of the cluster of schools to which you are applying.You will make your application to the Lead School of the cluster via UCAS Teacher Training and details of the programmes offered by each Lead School will be available on this system.

When making your application, you should ensure that you have read the programme information provided by the Lead School.Your personal statement should take account of this information. Bath Spa University will work with schools to assess the suitability of candidates for the programme.

Teach First In order to apply for Teach First you will need to satisfy the following minimum requirements: - 2:1 degree or above, 300 UCAS points (or equivalent, excluding general studies) - have a degree or A-levels that satisfy the teaching subject requirements - grade C (or equivalent) in GCSE maths and English (grade C in one science GCSE also required for primary teaching eligibility)

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- flexibility to work anywhere where the programme is offered - commitment for the duration of the two year Leadership Development Programme In addition to this, candidates need to demonstrate relevant subject knowledge and the following competencies: Humility, respect, and empathy; interaction; knowledge; leadership; planning and organising; problem solving; resilience; self-evaluation.

Applicants must register their interest and apply on the Teach First website: www.graduates.teachfirst.org.uk Assessment Only Applications for the Assessment Only route to QTS are made directly to the University. Further information and the application form can be found at: www.bathspa.ac.uk/assessment-only

Troops to Teachers Applications for the Troops to Teachers graduate programme are made via UCAS Teacher Training.

Applications for the Troops to Teachers non-graduate programme must be made via the Troops to Teachers website before the closing date on 11 April 2014.

For more information visit: www.troopstoteachers.ctp.org.uk Equal Opportunities We actively welcome applications from mature students, valuing their experience of life and of the workplace, as well as applicants straight from their first or higher degree. We particularly welcome applications from groups underrepresented in teaching, notably black and minority ethnic and disabled applicants. Male teachers are also in short supply, particularly in Primary schools and Early Years settings.

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Entry Requirements GCSE (C or above) Before applying

Primary and Early Years

Maths English Science

Art and Design

Maths English

Design and Technology

Before starting

Maths English

Degree (or equivalent) Not needed

Min Award

Subject

2:2 Honours

Any subject area

Science

2:2 Honours

Fine Art or Applied Art & Design e.g Ceramics, Textiles, Photography, Graphics

Science

2:2 Honours

Degree relating to one of three specialisms e.g. control & systems (electronics, computer control, pneumatics or mechanisms); textiles technology; resistant materials (wood, metal, plastics)

English

Maths English

Science

2:2 Honours

Usually at least 50% English content. Joint degrees should have a text-based second subject

Computer Science with ICT

Maths English

Science

2:2 Honours

Computer Science or a related degree with at least 50% Computing content

Mathematics

Maths

English

Science

Third Class Honours

Mathematics or a related subject with at least 50% suitable maths content

Modern Languages

English

Maths

Science

2:2 Honours

At least 50% in French/ German/ Spanish/ Italian.

Or foreign nationals with fluent English holding a non language degree from the above countries

Music

Maths English

Science

2:2 Honours

Music

Physical Education

Maths English

Science

2:2 Honours

Sports Science, Sports Studies or PE

Maths English

Science

2:2 Honours

Religious Studies, Theology (or combination with Philosophy), Anthropology, African Studies, Sociology, Classics, History

Religious Education

Physics with Maths

Maths

English

Science

Third Class Honours

Physics or a related subject with at least 50% suitable physics content. If no maths in degree, need A-level maths

Science / Biology

Maths

English

Science

2:2 Honours

Biology or a related subject with at least 50% suitable science content e.g. Environmental Studies, psychology, zoology

Science / Physics

Maths

English

Science

Third Class Honours

Physics or a related subject with at least 50% suitable physics content

Science / Chemistry

Maths

English

Science

2:2 Honours

Chemistry or a related subject with at least 50% suitable chemistry content

www.bathspa.ac.uk 20

Other A-Level (or equivalent)

Subject Knowledge Enhancement Course accepted

School Experience

Notes

Not needed

No

Min. 2 weeks

2:1 honours degree is preferable

Desirable to have A&D or related subject

No

Min. 2 weeks

All applicants are required to bring portfolio to interview

Desirable to have D&T or related subject

Yes

Min. 2 weeks

Must have English (min. grade C)

No

Min. 2 weeks

Desirable to have Computing or related subject such as ICT

Yes

Min. 2 weeks

Must have Maths

Yes

Min. 2 weeks

Suitability for the MEC and the nature of the Mathematics in the first degree will be discussed at interview

Must have Language(s)

Yes

Min. 2 weeks

All applicants must speak at least one European language fluently

Desirable to have Music/ Music Technology

No

Min. 2 weeks

Some keyboard skills would be desirable

Desirable to have PE or related subject

No

Min. 2 weeks

Desirable to have RE,Sociology, History or related subject

No

Min. 2 weeks

Any degree with belief systems components. We’ll also consider candidates who have lived in, for example, India and have a strong interest in religions

Must have science, ideally Maths too.

Yes

Min. 2 weeks

If no maths in degree, you need an A-level in Maths

Must have Science

No

Min. 2 weeks

Must have Science

Yes

Min. 2 weeks

Must have Science

Yes

Min. 2 weeks

Linguistics or EFL background beneficial

www.bathspa.ac.uk 21

Fees and Funding At the time of printing this information is correct for teacher education programmes starting in September 2014. It is advisable to check all arrangements for financial support with the National College for Teaching and Leadership (NCTL) on 0800 389 2500 or www.teach.gov.uk.

A range of incentives and financial support are available both during and after your PGCE programme. All grants and bursaries are subject to conditions and you are not guaranteed funding, but you may be eligible for financial support.

Maintenance Loan for Living Costs Maximum available loan in 2014 is up to £5,555 for full-time English PGCE or School Direct students.

The loan is paid to you at the start of term and you have to pay it back.

Tuition Fees Tuition fees for the PGCE and School Direct Training Programme are £9,000 in 2014/15 for UK and EU full-time students. Proposed fees for full-time international students in 2014/15 is £10,905.

Tuition fees for the part-time Early Years programme are £4,500 per year.

Repaying Student Loans - Loans become repayable in the April following course completion and are combined into a single payment.

- You only make repayments when your income is over £21,000 a year and they are taken direct from your salary. If your income drops below this amount repayments stop.

- You pay interest from the time your first payment is made until you pay your loan back in full. The amount of interest charged is linked to your income.

- How much you repay is linked to how much you earn, not how much you owe.

- There are no tuition fees for the School Direct Training Programme (salaried). You are paid a salary by the school in which you train. Details of funding for this route are available from the NCTL website.

- There are no tuition fees for the Teach First Leadership Development Programme. You are paid and employed by the school throughout the two years. For more information visit: www.bathspa.ac.uk/teach-first - The fee for the Assessment Only route to QTS is £3,000.

Tuition Fee Loan English or EU full-time or part-time PGCE or School Direct students can apply for a Tuition Fee Loan.

It is non-means tested and will be paid direct to the university on your behalf. The maximum loan for 2014/15 is £9,000 and you have to pay it back.

Maintenance Grant Maximum available grant in 2014 is £3,387 for full-time English PGCE or School Direct students.

If your household income is below £25,000 you will receive the maximum grant. If between £25,001 and £42,620 you will receive a partial grant.

The grant is paid to you at the start of term and you don’t have to pay it back.

Getting Extra Help - If you’re disabled or you have a specific learning difficulty or mental health condition, you may

www.bathspa.ac.uk 22

be able to get extra help through Disabled Students’ Allowances.

- If you have children, or there’s an adult who depends on you financially, there may be extra help available - for example, through the Childcare Grant, Parents’ Learning Allowance or Adult Dependants’ Grant.

- The Access to Learning Fund can provide help for students on low incomes who get into financial difficulty.

For further information on student finance visit www.gov.uk/student-finance Department For Education (DfE) Training Bursary Non-repayable bursaries are available for trainees on eligible postgraduate courses in England who are not employed as unqualified teachers on the School Direct salaried route. Bursary amounts will vary depending on teaching subject and degree class see table on page 24.

The bursary scheme recognises exceptional achievement outside of degree results and allows flexibility in some cases. In exceptional circumstances trainees may receive a higher bursary than their degree class would otherwise allow e.g. those with a 2:2 who have a PhD or proven exceptional degree-level subject knowledge gained from another career may be eligible for consideration.

Teacher Training Scholarships There are scholarships available for those training to teach maths, physics, chemistry and computing.

The scholarships, worth £25,000, are awarded by the relevant subject association group: The Institute of Mathematics and its Application (IMA), in collaboration with the London Mathematical Society (LMS), the Royal Statistical Society (RSS) and Mathematics in Education and Industry (MEI); The Institute of Physics (IOP); The Royal Society www.bathspa.ac.uk 23

of Chemistry (RSC); and BCS, The Chartered Institute for IT. Applicants with a 2:1 or first are able to apply and will be subject to a competitive process.

Trainees who hold the scholarship will not also be eligible for the standard DfE bursary. Trainees who are not awarded a scholarship will continue to be eligible for the standard bursaries in 2014/15.

The subject associations are looking for individuals who are exceptionally knowledgeable and passionate about their subject and have the potential to become inspirational teachers. Each scholarship also includes a package of benefits including membership of the subject association, early career mentoring and networking opportunities. Further information is available from the subject associations: – Institute of Mathematics and its Application www.ima.org.uk – Institute of Physics www.iop.org – Royal Society of Chemistry www.rsc.org – BCS, The Chartered Institute for IT www.bcs.org

School Direct Bursary Top-Up School Direct trainees may be eligible for an additional payment worth 25 per cent of their standard bursary. To qualify for this payment, trainees need to be based in a school where more than 35 per cent of pupils are eligible for free school meals.

Bath Spa Trainee Teacher Fund A university fund established to help Bath Spa Teacher Researchers who may be experiencing financial hardship or to assist in a financial emergency. To be eligible to apply you must be undertaking a full or part-time PGCE, be in receipt of statutory funding entitlement (including student finance, state benefits, tax credits etc.) and have Home/EU status. For more information visit: www.bathspa.ac.uk/pgce-funding

Bursaries and Scholarships 2014/15 Degree classification

Physics, Mathematics

Computing

Chemistry

Scholarship

£25,000

£25,000

£25,000

First

£20,000

£20,000

£20,000

£20,000

£9,000

£0

2:1

£20,000

£20,000

£15,000

£15,000

£4,000

£0

2:2

£15,000

£15,000

£12,000

£12,000

£0

£0

Other**

£9,000

£0

£0

£0

£0

£0

* O ther priority secondary subjects are English, history, biology, geography, music, and design and technology. ** Trainee teachers in maths and physics with a relevant degree and at least a B at A-level in maths or physics (or equivalent)

Modern Languages

Primary and Early Years and other priority secondary*

–

Non-priority secondary specialisms

–

–

will be eligible for a bursary of £9,000. Trainees will not be entitled to this bursary if they are also entitled to a higher bursary based on degree class.

www.bathspa.ac.uk 24

Design: Mytton Williams

PGCE

Primary and Early Years

The PGCE Primary and Early Years programme at Bath Spa University has been planned and developed in partnership with schools and Early Years settings.

In May 2011, Ofsted reported that “a very clear and well-articulated philosophy, which has the needs of learners at its heart, underpins all aspects of the primary and early years programme.”

They also reported that a key strength of the programme was “the cohesion between central and school-based training”. As stated in their report the Primary and Early Years Bath Spa Teacher Researchers (ITT Trainees) are, “highly reflective and take full responsibility for their own learning and classroom practice.”

www.bathspa.ac.uk

There are four routes to choose from: - Primary and Early Years (5–11 age phase) full-time with options available to specialise in English, mathematics, modern languages, science and SEN/D - Primary and Early Years (7–11 age phase) full-time, with options available to specialise in English, mathematics, modern languages, science and SEN/D) - Primary and Early Years 3–7 age phase full-time - Primary and Early Years 3–7 age phase part-time

Full-time programmes The full-time programmes last for approximately 40 weeks, the majority of which are spent in a school or educational settings. Throughout the programme we will explore models of teaching and the many ways in which children develop and learn. Emphasis will also be placed on the importance of parents/carers, families, schools/settings and communities and the impact of these on children’s learning and well-being.

– For those following the 5–11 age phase, your school-based assessment will take place in Key Stage 1 and Key Stage 2.

– For those following the 7–11 age phase your school-based assessment will take place in upper and lower Key Stage 2.

– For those following the 3–7 age phase your school or setting assessment will take place in the Early Years Foundation Stage and in Key Stage 1.

Part-time programme The programme lasts for 20 months from September until April of the following academic year. It has been designed so that you can attend university and school training for a maximum of two days a week, except when on assessed school training. The programme is aimed at those people who wish to continue working within Early Years settings or schools and/or those who prefer to study over a longer period of time.

On the part-time programme you will attend university training for one or two days per week.

For those following the part time 3–7 age phase your school or setting assessment will take place in the Early Years Foundation Stage and in Key Stage 1.

A developmental approach The developmental nature of becoming a teacher is recognised throughout the programme. From application to completion, you will be supported to systematically reflect on your learning and set personal developmental targets to ensure you are making progress towards your goal of becoming an innovative and inspiring teacher. Working together in close partnership with schools, we will support you in developing the attributes, skills and knowledge necessary to becoming a successful member of the teaching profession.

Throughout the programme there is a dynamic relationship between your training in the university and your training in schools. As you progress through the programme, the integration of these two important aspects of training will be emphasised.

During university training you will be taught in lectures, seminars and workshops to support your understanding in the following key strands: English, Maths, Science, Professional Studies, Teaching in a Diverse Society and Teachers as Researchers.

During school training you will be able to reflect on these strands in the context of children’s learning environments as well as practising your developing professional teaching skills. There will also be opportunities to explore all National Curriculum subjects and potential cross-curricular approaches to planning and teaching through situated learning experiences within the schools that form the partnership.

You will have an Academic Tutor who will regularly meet with you to review your progress as well as visiting you during your assessed school training. During school training you will be supported by a school-based mentor as well as your university Academic Tutor. Your mentor and university tutor will work together with you in monitoring and tracking your progress as well as offering you advice and opportunities to reflect on and improve your performance as a teacher.

www.bathspa.ac.uk

Primary Specialisms As part of the primary and early years programmes, 5–11 and 7–11 routes, we are offering a limited number of places in the following primary specialisms: English; mathematics; science; modern languages; SEN/D (subject to approval). To be considered for one of the primary specialisms you will require subjectspecific qualifications, such as an A-Level or part of a degree. Details of how to apply for a specialism will be forwarded to successful candidates.

Assessment In order to gain the PGCE award you will be required to undertake a range of assignments which assess your knowledge and understanding of theories and practices relating to teaching and learning.

In order to be recommended for Qualified Teacher Status (QTS) you will be required to pass two assessed school/setting training phases which will demonstrate your understanding and skills in planning, teaching, assessing and evaluating children’s learning as set out in the NCTL’s Teachers’ Standards (2013).

Entry requirements In addition to the statutory entry requirements of GCSEs in English, mathematics and science, grade C or above, a good honours degree (preferably 2.1 or above) and having successfully passing the professional skills tests, you will also have to participate in a rigorous selection interview to assess your suitability to teach.

In preparation for this and to support you in your decision to become a teacher, you will require prior experience in educational settings.

Bath Spa Teacher Researcher profile Ian Irwin, PGCE Primary and Early Years — “Whilst working as a playworker I realised how rewarding and challenging working with children could be, and decided to train to teach. Having worked with children from year 2 to year 6 I knew that primary was the route for me. I chose to specialise in KS2 as it presented more challenges to me personally.

Also, encouraging independence in children is very rewarding. I chose Bath Spa University as I had heard that it had a good reputation and I knew many Bath Spa Teacher Researchers through my work, whom I respected as teachers. I particularly liked the focus on creativity and exploration at Bath Spa and the way in which we explored learning in groups was different to my expectations of a more rigid definition of training.

The amount of solidarity with my fellow BSTRs was fantastic, as was the quality of the teaching. I learned many new skills from the programme including the ability to reflect and improve on my practice.

In addition, I learned how to assess pupils’ progress through careful observation and how to identify when and where learning was taking place. Above all I learned how to be a professional. I think that a good teacher has patience, flexibility, belief and a sense of humour.

I would recommend that you get some experience in a school, and if it is the environment for you, go for it. It is an enriching experience.”

Summary Awards: PGCE Primary and Early Years (3–7, 5–11 or 7–11),with opportunity of a specialism in English, mathematics, science, modern languages and SEN/D UCAS Codes: 5–11 full-time: X100 7–11 full-time: X174 3–7 full-time: X110 3–7 part-time: X110P www.bathspa.ac.uk

Location: Hartham Park and partner schools and settings Length: One year full-time, 20 months part-time Enquiries: Please contact the Admissions Officer on 01225 875603 or email teaching@bathspa.ac.uk

Early Years Initial Teacher Training

Early Years Initial Teacher Training (ITT) is a specialist programme designed for those already working or seeking to work with babies and children from birth to five years old. You will become an Early Years Teacher, and have Early Years Teacher Status (EYTS) reflecting the specialist role that you have in working with babies and children from birth to five years old. Early Years Teacher Status is seen as equivalent to Qualified Teacher Status (QTS), as entry requirements to Early Years ITT are the same as entry to primary teacher education programmes.

PROGRAMME STRUCTURE AND CONTENT The following pathways are available with Bath Spa University: www.bathspa.ac.uk

Graduate Entry (Mainstream) This programme is 12 months full-time. It includes 120 placement days across a range of early years settings along with a two week school placement in Key Stages 1 and 2. This route is suitable for high calibre new graduates.

Graduate Entry (Employment-based) This programme is 12 months part-time and is intended for graduates who are either: - Already employed in an early years setting/ early years department of a school. or - Newly recruited to an early years setting to undertake Early Years ITT through an employment based route.

Undergraduate Entry This route can be completed alongside an undergraduate degree in an Early Childhood related subject (subject to selection). For example, the BA in Early Years Education at Bath Spa University www.bathspa.ac.uk/ugrad School Direct (Early Years) This route is for high quality graduates who want to feel part of a school/setting team whilst training.

Application is made direct to the early years setting allocated School Direct (Early Years) places.

TEACHING METHODS AND RESOURCES During the programme you will engage in taught professional development sessions to encourage critical thinking and dialogue about research, national initiatives, practice and to support you in the process of reflective evaluation.

STAFF / TUTORS You will have an Academic Tutor who will regularly meet with you to review your progress as well as visiting you during your assessed school training.

During school training you will be supported by a school-based mentor as well as your university Academic Tutor. Your mentor and university tutor will work together with you in monitoring and tracking your progress as well as offering you advice and opportunities to reflect on and improve your performance as an Early Years Teacher.

www.bathspa.ac.uk

CAREER OPPORTUNITIES Early Years ITT is the only teacher training programme focused specifically on the 0-5 specialist age range.

The Government is committed to raising the quality of early years provision by encouraging graduate leadership. Research has shown that the quality of provision is higher in settings that employ more graduate trained staff. To be awarded EYTS, trainees must meet robust standards designed specifically for high quality work with this age group, making Early Years Teachers ideally placed to fulfil the needs of employers for high quality education and care for babies and young children.

www.bathspa.ac.uk

ASSESSMENT METHODS In order to be recommended for Early Years Teacher Status you will be required to undertake a range of assignments which assess your knowledge and understanding of theories and practices relating to teaching and learning. You will be required to demonstrate your understanding and skills in planning, teaching, assessing and evaluating children’s learning.

All assessments will demonstrate that you have met the Teachers’ Standards (Early Years) - www.gov.uk/ government/uploads/system/uploads/attachment_ data/file/211646/Early_Years_Teachers__Standards.pdf

ENTRY REQUIREMENTS In order to apply for Early Years ITT you will need to: - Hold GCSE passes at grade C or above (or recognised equivalents) in English, mathematics and a science subject.

- In the case of graduate routes - hold a good UK honours degree, or equivalent qualification, in any subject. You need to have achieved a second class honours degree at 2.2 or above. Candidates with a third class honours degree or ordinary degree may also be considered.

- Have passed the professional skills tests in literacy and numeracy prior to entry.

- Take part in a rigorous selection process designed to assess your suitability to teach.

FEES AND FUNDING If you are joining the Graduate Entry (Mainstream) or Graduate Entry (Employment-based) routes in academic year 2014/15, you can expect to receive funding from the National College for Teaching and Leadership (NCTL).

- Graduate Entry (Mainstream) – funding will cover course fees. Additionally, if you have a first class degree you may be eligible to receive a £9,000 bursary and those with a 2.1 degree may be eligible to receive a £4,000 bursary.

- Graduate Entry (Employment-based) – the NCTL are expected to provide £14,000 to cover all training fees. The remaining funding will then be transferred to the Early Years employer and can be used to pay for supply cover, salary enhancement and other costs associated with working towards Early Years ITT. - Undergraduate Entry - will not be funded by the NCTL. The tuition fees for this route are still to be announced.

Summary Award: Early Years Teacher Status (EYTS) Location: Placements: Available in Bath, BANES, Bristol, Wiltshire. Teaching and professional development: Available in Bristol or Bath (depending upon your route) Length: - Graduate Entry (Mainstream), 12 months full-time - Graduate Entry (Employment-based), 12 months part-time www.bathspa.ac.uk

Key Features: - Qualifies you to teach children from birth to five years old - Offers quality early years placements - Provides tailored support Applications and Enquiries: We welcome expressions of interest and enquiries for Early Years ITT at Bath Spa University. Please contact us on 01225 875597 or email m.hunt@bathspa.ac.uk

PGCE Secondary

Subject Knowledge Enhancement Courses

Pre-Teacher Education subject knowledge enhancement courses are designed for graduates who need to develop a greater depth of subject understanding prior to commencing a PGCE programme.

These courses are ideal for graduates who are interested in teaching a secondary priority subject but who may not necessarily have a degree in that subject. They vary in length depending on the subject and run prior to the Teacher Education programme.

The subjects available are: – Mathematics – Modern Languages – Physics

www.bathspa.ac.uk

Course structure and content The subject knowledge enhancement courses will aim to achieve the following objectives: – Prepare you for the PGCE programme through highlighting issues of relevance to teaching and learning in your chosen subject.

– Inspire passion for the subject including all aspects of local, national and global developments within it.

– Develop a deep understanding of the knowledge, concepts and skills associated with your chosen subject.

– Model imaginative and creative approaches to teaching and learning, and excellent practice in assessment.

– Prepare you to teach your chosen subject up to Key Stage 4 (11–16 year olds). The intention for the majority of subjects is that you would have the potential to teach up to A-level.

Teaching and learning will include a range of methods to enhance your knowledge and understanding including tutorials, practical tasks, essays, investigations, collaborative projects and presentations. In addition, there may be opportunities for school visits, fieldwork, trips and visits to help place your subject in a wider context.

Mathematics – Full-time course commencing in January 2014 for 28 weeks.

– Teaching will comprise of up to 4 days taught sessions and directed tasks and at least 1 day of self-study.

– Modules include Algebra; Calculus; Discrete Maths; Geometry and Trigonometry; Mathematical Thinking; Mechanics and Statistics.

www.bathspa.ac.uk

Modern Languages – Full-time course commencing in August 2014 for 2 weeks.

– Course modules are intended to enable you to refresh your teaching language in order for you to proceed confidently onto your chosen teacher education route.

Physics – Full-time course commencing in January 2014 for 28 weeks.

– Four days of taught sessions and one day of self-study to complete directed tasks.

– A strong emphasis on practical work – Modules include Mechanics & Materials; Waves; Fields; Electricity & Electromagnetism; Particle Physics; Nuclear Physics; Solar System & Cosmology; Thermal Physics; Quantum Physics & Special Relativity.

Entry Requirements – You should demonstrate a passion for your chosen subject and a real desire to teach it at secondary level.

– You must have been offered a conditional place on a teacher education programme, and therefore met the standard entry requirements for your intended route.

– It is desirable to have experience of the subject to at least A-level standard, and this could be through holding an A-level in the subject, having an element of it in your degree course and/or occupational experience of the subject.

– GCSE English and Maths at grade C or above (or recognised equivalents).

A teacher education provider may refer an applicant to an enhancement course where either the applicant does not have a degree that contains more than 50% in the subject or where they consider the student’s subject knowledge is weak and offers no specialism.

www.bathspa.ac.uk

Student profile Thomas Marsden, Maths Enhancement Course Undergrad degree: Chemistry Previous job: School Science Technician — “I have a chemistry degree but maths is my favourite subject so this is what I want to teach.

I very much enjoyed looking closely at different ways of approaching key stage 3 and 4 maths with a conscious view to teaching this material. I now have a very current and comprehensive working knowledge of the subject and have lots of ideas about how to teach it. School visits also proved an encouraging and rewarding experience. A-level maths will require some more work, but I feel it is well within my grasp. It’s been a busy course but that hasn’t stopped it being really enjoyable, and the hard work has definitely been worthwhile.”

Student profile Kim Yeap, Physics Enhancement Course Undergrad degree: Commerce Previous job: Operations Management — “Volunteering as a teaching assistant inspired me to apply for the PGCE. I don’t have a science degree so I was referred to the SKEC and I chose physics as it was the subject that I enjoyed most at school.

Bath Spa has an excellent reputation and the course has given me hands-on experience with the experiments and apparatus, alongside systematic, in-depth coverage of the topics that I’ll be teaching.

I’ve also learnt new approaches that I had never come across before. I particularly enjoyed participating in the Liquid Nitrogen show and the Rocket workshops at local schools. The tutors are very helpful, and are themselves examples of what it takes to be an excellent teacher.

I look forward to using the strategies and techniques that they’ve generously shared with us, in a class of my own!”

Student profile Nicola Doyle, Modern Languages Enhancement Course Undergrad degree: French and Italian Previous job: English Language assistant in Quebéc — “I chose this course as I have always enjoyed learning languages and I want to be able to show the pupils how languages are not only useful in the classroom but can give you incredible opportunities to travel and work abroad. The enhancement course at Bath Spa University was recommended to me and it was great to meet the other students, everyone has been really supportive throughout the course.

I would recommend that everyone does the enhancement course. However good your subject knowledge is you can always help other trainees and everyone gets to know each other at the same time.”

Summary Awards: On successful completion of the course you will be able to commence a teacher education programme in the subject you have studied.

Location: Location will vary depending on subject, but will include Newton Park and Culverhay Campus Length: Mathematics – 28 weeks full-time Modern Languages – 2 weeks full-time Physics – 28 weeks full-time Applications: You should apply direct to the University, and application forms are available from the course administrator. In addition you will require a referral from your teacher education provider.

Enquiries: Please contact the Course Administrator, Elspeth Walker www.bathspa.ac.uk

T: 01225 876553 E: e.walker@bathspa.ac.uk Fees and funding : There are no course fees for UK and EU students and, depending on the subject, successful UK and EU applicants may receive a tax free bursary: – Modern Languages – No bursary – Maths - £200 per week (£5,600 total) – Physics - £200 per week (£5,600 total) International fees for subject knowledge enhancement courses will be £9,000 for maths and physics. International fees for the other enhancement courses are available on application. International applicants are not eligible for the NCTL bursary.

PGCE Secondary

Art and Design

This programme utilises the excellent art facilities at Bath Spa including specialist art studios, library and grounds. The programme provides a thorough grounding in all aspects of art and design education at secondary level.

Programme structure and content The programme includes a full programme of studio-based activities including two-dimensional work, sculptural techniques, ceramics, puppetry, print-making, textiles, photography, multimedia.

A culturally diverse approach to critical studies fosters an integrated and creative approach to teaching art and design, as well as exploring the issues and strategies involved in teaching children within our pluralist society. You will build both specialist and cross curricular competence within the framework of the National Curriculum and external examination requirements for art and design.

The programme will help you to develop a practical grasp of the National Curriculum requirements for art and design at Key Stages 3 and 4.

The programme will enable you to meet the QTS www.bathspa.ac.uk

Standards in respect of pupils aged 11–16 and there are opportunities to develop your understanding of planning, teaching and assessing the post-16 age range. It will also give you the opportunity to develop innovative approaches to art and design education through participating in cross-curricular projects, designing and implementing stimulating curriculum resources.

Teaching methods and resources Your development is facilitated through continued studio practice across a wide range of media as well as through building professional generic skills.

A comprehensive series of seminars and workshops provide the opportunity to extend understanding of a range of pedagogical methodologies within art and design, through a reflective approach to your own practice.

School-based work is central to the programme and a variety of school phases are provided in order to give you a broad experience of art and design education. This will enable you to build confidence and competence across the whole period of the

programme, participating in the pastoral and extracurricular aspects of school life as well as being active within the art department.

Assessment is based on teaching performance and on satisfactory completion of assignments which build on your professional knowledge and understanding. A portfolio of art and design educational outcomes will provide evidence of your achievement at future interviews.

Entry requirements In addition to the general entry requirements, you are required to have a 2.2 honours degree or above in an Art and Design subject e.g. Fine Art, Ceramics, Textiles, Photography or Graphics. History of Art/Cultural Studies graduates will need to demonstrate their abilities in studio practice. All applicants will be asked to attend an interview with a portfolio of work. Interviews are structured in groups and will include opportunities to present your interests and experience, a presentation of an art educational topic plus written and numeric tasks.

Bath Spa Teacher Researcher profile Rosamund Moorhouse, PGCE Secondary Art and Design — “I completed a degree in education and creative art during a career break to bring up my children.

It was a developing love of art, along with some work in my children’s school that prompted my decision to become a teacher. I chose secondary art and design at Bath Spa as the university has a good reputation and I also wanted to be a subject specialist.

I particularly liked the emphasis on delivering lessons from the beginning and was impressed by the scale and diversity of the programme.

For example, we constructed a sculpture trail around the lake on campus. I’ve learnt numerous new skills including lesson planning and delivery, new practical skills such as etching, and also a great deal about the education system and how political decisions effect schools. I think that to be a good teacher you need to be prepared to work hard and be flexible, to listen to and act on advice and feedback, and also to have a sense of humour.”

Summary Award: PGCE Secondary Art and Design UCAS Code: W1X1 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk

www.bathspa.ac.uk

Key features: – Based on the Artist Teacher model so you will be encouraged to develop your own practical and critical subject skills during the programme – A culturally diverse approach to critical studies fosters an integrated and creative approach to teaching Art and Design – Successful graduates valued within the local art educational community, and are frequently invited to apply for positions within placement school art departments.

PGCE Secondary

Design and Technology

In a world where new products and technological innovations appear daily, Design and Technology has never been more relevant. This programme will prepare you to become a successful and valued member of a secondary school department and develop your ability to teach pupils aged 11–16 to meet the QTS Standards. The programme will also support you in developing your understanding of planning, teaching and assessing the post-16 age phase. Good teachers in this subject are always in demand, so employment prospects are excellent.

Programme structure and content The National Curriculum requires all pupils to study Design and Technology to the age of 14 with the option to continue their studies to GCSE level. Most schools employ a range of specialists to deliver the curriculum so prospective teachers need to be able to teach in one of these main Product Design specialisms and be prepared to teach the others to younger pupils: – Textiles Technology – Resistant Materials (wood, metal and plastics) – ECT (electronics and communications technology) – Food Technology www.bathspa.ac.uk

Design and Technology teachers share a common understanding of the philosophy of designing and making. This coherent approach is what makes the Design and Technology experience for pupils and teachers so exciting and rewarding. The PGCE programme develops this approach through working together, irrespective of specialism.

Through this approach the programme provides you with the opportunity to enhance your own expertise whilst exploring a range of approaches to teaching, learning and assessment within your specialist areas.

The other major element of the programme is the Professional Studies component. This offers a mix of experiences both in school, at the university and other settings. It positions you in the broader context of professional practice and considers key issues which take you beyond the confines of the traditional curriculum. All professional studies themes are developed further in the subject specialist context.

Teaching methods and resources During the programme you will explore approaches to teaching and learning in the different aspects of Design and Technology. By their very nature many of these sessions are delivered as practical ‘hands on’ sessions which also offer the chance to enhance your subject knowledge. For some sessions on issues such as assessment, maintaining a safe learning environment or lesson planning, the whole group works together. You will work with tutors within your own chosen specialism. School phases provide the opportunity to put this into practice with all the support and guidance that you need.

We have specialist rooms and facilities and the programme emphasises the use of the latest materials, components, ICT applications, CAD/CAM (such as laser cutting and 3D printing), interactive whiteboards and PIC technology in electronics.

Entry requirements In addition to the general entry requirements you are required to have a 2.2 honours degree or above in a subject that relates closely to one of the specialisms within Design and Technology. A degree that relates reasonably well might also be acceptable if you already have good practical skills that cover the types of processes used in school. It is very important that you have seen Design and Technology recently in at least one good department as the subject has changed a great deal in the last ten years.

Bath Spa Teacher Researcher profile Rachel Kerins, PGCE Secondary Design and Technology — “Prior to the PGCE I was a Teaching Assistant for two years, working in a secondary school with students with special educational needs and behaviour issues.

This inspired me and gave me a thirst for motivating students, so I was certain that teaching would be the correct career for me. I chose to do a Secondary PGCE as I particularly enjoyed the constant challenge of keeping up with the young adults that surrounded me as a TA. I was inspired by their enthusiasm, and enjoyed being challenged by their unique opinions. I had heard many great reviews about Bath Spa University, the PGCE programme, and the support they offer. After extensively researching my options and visiting the University, I knew it would be the right place for me to study. Support from tutors and mentors was invaluable, and guidance was given consistently when needed, alongside encouragement enabling me to strive to be the best I could be.

The first month of the PGCE programme was extremely interesting, covering a wide array of topics, and it enabled me to feel prepared and confident when embarking on my journey within the classroom setting.

There were many skills that I have learnt during the PGCE programme and one of the most valuable was exploring the world of behaviour management. Such skills gained have been crucial for a smooth class conductance.

The PGCE year has been the most challenging yet inspirational years to date. The most influential piece of advice given to me, and something I stand firmly by now, is to never forget the reason why you embarked on the journey in the first place. Never lose your passion and keep your eyes firmly on the outcome in which you desire.”

Summary Award: PGCE Secondary Design and Technology UCAS Code: W9X1 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk www.bathspa.ac.uk

Key features: – Design and Technology is a nationally recognised shortage subject so employment prospects for teachers in this area are good – Many of the sessions are delivered as practical ‘hands-on’ sessions which also offer the chance to enhance your subject knowledge

PGCE Secondary

English

The PGCE Secondary English programme is practical, theoretical and challenging and will enable you to teach English at every level of secondary education.

With a new National Curriculum, changes to the new GCSEs, and constant debate about the best ways in which to prepare post-16 students for university study, there is a lot going on in the world of English.

The programme has been refined and developed in the light of these developments to create the best possible start to your teaching career.

The programme will enable you to meet the QTS Standards for Key Stages 3 and 4, alongside opportunities for planning, teaching and assessing the post-16 age range.

Programme structure and content The revised English National Curriculum will be taught for the first time in 2014, and this programme provides ample opportunity for critical discussion of the principles and practice of teaching and learning www.bathspa.ac.uk

in this core subject. You will gain insight and understanding of the place of English education within the national context, and there will be many opportunities for you to observe excellent practice in English teaching as you work alongside teachers and pupils in a range of schools.

In addition to the focus at Key Stages 3 and 4, you will gain an insight into the implementation of exam specifications from Key Stage 4 through to AS and A2 level. There will be an emphasis on the use of drama and active teaching methods in the classroom, including opportunities to participate in Shakespeare workshops with professional actors, and activities designed to develop your understanding of the place of media in the English curriculum.

Class management issues are raised and you will be encouraged to develop a skilful mix of whole class teaching, small group collaborative work and independent learning strategies, to provide for a range of activities meeting all the attainment targets for the National Curriculum.

You will be encouraged to develop your own subject expertise and learn from the specialisms of your colleagues on the programme.

Teaching methods and resources Throughout the programme you will be provided with an excellent support network through tutorials, visiting speakers, and partner schools and settings. We expect you to take responsibility for your learning journey; however, we have shaped the programme to suit your needs as you become attuned to the learning environment of the classroom. Our partner schools are equally committed to ensuring that your education is of a high standard.

Entry requirements In addition to the general entry requirements, you are required to have a 2.2 honours degree or above, with at least 50% English, such as English Language, English Literature, linguistics, literary studies, theatre or media studies. Joint degrees must have a text based second subject. Together with this, you need a good English A-Level and to be able to support your application with an academic reference and experience of observing and/or working in schools.

Bath Spa Teacher Researcher profile Fatheha Naznin, PGCE Secondary English — “From a very young age my family encouraged me to tutor my younger siblings and my desire and passion to teach grew from there. I had undertaken voluntary work in different schools over the years so I knew this is what I really wanted to do. I feel most passionate about English Literature, having studied it for my degree at Bath Spa, so decided that I wanted to specialise in this subject and teach in a secondary school. I knew I wanted to come back to the University and Bath Spa is renowned for its ‘outstanding’ teaching programme. I particularly liked the incredible opportunities I received throughout the course; I was the English Student Representative and was given the rare opportunity to deliver my own session at University on ‘Literacy across the Curriculum. In addition, I was chosen to be Valedictorian during the PGCE graduation ceremony. Bath Spa also has fantastic partnership schools where many students, including myself, have found jobs.

Before the programme I tried to gain as much experience as I could in schools. I spoke to lots of teachers to get their advice and opinions, and prior to the interview I did some research on current Education policies and closely examined the National Curriculum. This gave me an idea of what was expected of me as an English teacher.

The PGCE programme is pretty full on from the beginning and we were given lots of hugely beneficial information which prepared us well for our first experience in school. The tutors and course leaders at Bath Spa are also extremely supportive so don’t be afraid to ask for help.

I have learnt many invaluable skills and strategies during the programme, and most beneficial to me were organisation and time management skills. As a teacher you will quickly learn how invaluable these skills are!”

Summary Award: PGCE Secondary English UCAS Code: Q3X1 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk www.bathspa.ac.uk

Key features: – The English PGCE is practical, theoretical and challenging – The year starts with a workshop on a Shakespeare play with a professional actor and the scripting, filming and editing of a short video on English teaching

PGCE Secondary

Computer Science with ICT

Computer Science with Information and Communications Technology (ICT) is a key curriculum subject in all schools. The subject is constantly transforming and developing to reflect the importance of digital technology which permeates all aspects of our lives – education, work, leisure and life at home. As there is a nationally recognised shortage of teachers in this curriculum area, the employment prospects and longer term opportunities for promotion within the teaching profession are very good.

This one-year programme provides an exciting opportunity to qualify to teach Computer Science/ICT to the 11–16 age range in secondary school.

The programme will also support you in developing your understanding of planning, teaching and assessing the post-16 age phase.

Programme structure and content School based work forms the major part of the programme and you will have the opportunity to work in two schools for a sustained period of time. www.bathspa.ac.uk

The core of the programme is the Professional Studies component.You are organised in mixed subject groups and it positions you in the broader context of professional practice. The key generic and pedagogical issues it addresses take you beyond the confines of the traditional subject curriculum.

All professional studies themes are developed further in the subject specialist context which develops your knowledge, skills and understanding of the range of digital technologies. This will enable you to effectively manage and organise high quality teaching and learning in digital literacy, computer science, and information technology in the 11–16 phase and across the full range of ability.

The PGCE year starts with an initial preparatory period which tackles the notion of the role of the teaching professional with an emphasis on the Computer Science/ICT practitioner. Through both Professional Studies and subject teaching modules you begin to develop an understanding of the breadth of the role of the teacher as well as becoming familiar with the approaches used in the many different secondary school settings for your subject.

This supports you in your first school phase during which you teach aspects of digital literacy, computer science, and information technology mainly at Key Stage 3 and Key Stage 4. This takes place in the autumn term. During the programme you will review and share your experiences and develop your understanding of further aspects of teaching and learning and the post-16 age phase. The final school phase takes place in the spring and summer terms.

Teaching methods and resources There is an emphasis throughout the programme on subject application and practical workshops where teaching strategies and appropriate contexts and techniques are modelled and discussed.You will investigate a range of teaching and learning strategies and materials designed for your subject at secondary level and develop your own for use in schools. At all times we are critically assessing approaches and considering how theory can be transformed into practice. There is also a significant level of participation in terms of presentations, peer support, micro teaching episodes and projects in partnership with schools.

You will be taught by a range of practitioners; both university based lecturers and other professionals currently working in local schools. Many will have passed through the course themselves in former years.

Entry requirements In addition to the general entry requirements, you are required to have a 2.2 honours degree or above, with at least 50% Computer Science or closely related content.

Bath Spa Teacher Researcher profile Kelly McDonagh, PGCE Secondary ICT — “I was fortunate enough to be taught by some truly inspiring teachers at school, and knew when I was working towards my degree, that becoming a teacher was exactly what I wanted to do. I chose Bath Spa University as it has the best reputation for teacher training in the South West and I had also heard great things about the ICT programme from previous Bath Spa Teachers. The tuition and support that I received on the programme was first-class. The programme helped me to become an effective communicator and I can now articulate and pitch ideas at the right level for students. It also built up my resilience and enabled me to see different situations from multiple perspectives.

If you are considering taking the PGCE, try and get into a classroom and see if it’s for you.

Also, spend time with young people outside of the classroom environment and build up your personal learning network – do not underestimate just how important it is to meet people in different roles – they may help you out a lot during your PGCE.”

Summary Award: PGCE Secondary Computer Science with ICT UCAS Code: IX99 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk

www.bathspa.ac.uk

Key features: – There is a shortage of teachers in this subject, and the NCTL offer extra incentives to encourage talented people to apply for a career in this subject – BSTRs in computing with a 2:1 or first are able to apply for scholarships worth up to £25,000 with BCS, The Chartered Institute for IT – Engage and challenge learners and maximise their capability so they know when, where and how to use different digital technologies to solve problems and support their learning

PGCE Secondary

Mathematics

This programme will prepare you to become a successful and valued member of a secondary school department and develop your ability to teach pupils aged 11–16, and to meet the QTS Standards. The programme will support you in developing your understanding of planning, teaching and assessing the post-16 age phase.

Good mathematics teachers are always in demand, so employment prospects are excellent.

This practical programme relates to life in the classroom whilst giving you the knowledge and understanding necessary to reflect on your practice, and that of your colleagues, in order to improve your teaching and children’s learning. While you work on developing your skills as a mathematics teacher, you will be encouraged to focus on various skills which will in future enable you to continue developing your own professional path. You will learn how to focus on an overarching goal related to mathematics pedagogy and related research questions that you wish to explore through collaborative and individual practices to achieve maximum potential in your studies. www.bathspa.ac.uk

Programme structure and content During the programme we will concentrate on developing the knowledge and skills necessary for teaching mathematics. We will also consider teaching and learning at Key Stage 4 and A-level in greater depth.

School based work forms the major part of the programme and you will have the opportunity to work in two schools for a sustained period of time.

The first phase is from October to Christmas and the second phase runs from March until June. Some of the school phase is about you observing other teachers and team teaching, and your timetable will be built from a few lessons a week to substantially more later in the course.

Children’s learning is at the heart of the programme so we consider what ‘understanding’ means and how this can be developed and assessed.

The love of and the competency in mathematics is, on the other hand, one of the most important aspects of being a good mathematics teacher, hence an emphasis is also put upon supporting you to further develop both through workshops and events.

Teaching methods and resources Through workshops we consider issues related to the engagement and motivation for the learning of mathematics. We prepare you to be active participants in the mathematics education community through networking and engaging with various projects locally, nationally and internationally. We consider how a child’s learning progresses, develops and depends on enthusiastic teaching of the subject, and how teaching styles can aid this. We visit local classrooms to gain insight into these aspects of Maths education and to test the ideas developed.

ICT plays a major part in teaching mathematics in schools so you are given opportunities to develop your skills in the use of mathematics-specific software, as well as how to use web based tools to share your resources with your colleagues in the field.

Entry requirements In addition to the general entry requirements you are required to have a third class honours degree or above in Mathematics or a related subject with at least 50% suitable maths content. In addition you need A-Level Maths. You are expected to have enthusiasm for mathematics and for working with children. You will need to demonstrate commitment to learning, both your own and for children.

This is a demanding programme and on completion you will realise why teaching can be such a rewarding and satisfying profession.

If you want to teach maths but are unsure if you have the necessary subject knowledge then you may be recommended to take the Mathematics

Enhancement Course prior to joining the PGCE year. This is a 28-week intensive course which aims to develop a deep understanding of all school mathematics with the potential to teach up to A-level standard.

Bath Spa Teacher Researcher profile Aaron Woodhouse, PGCE Secondary Mathematics — “Before starting the PGCE I completed the Maths Subject Knowledge Enhancement Course (MEC), as my degree in Economics with Accountancy didn’t have enough maths content. This was an intense six months but it prepared me well for the PGCE that followed. I have always wanted to be a teacher and have previous experience of working with children, for example, volunteering to help year 6 with their reading, working in summer camps in America, teaching English as a Foreign Language to year 7 and 8 pupils in Shanghai. I choose Bath Spa University because it has a proven track record of teacher training and the MEC was extremely well run. I particularly liked the support and help given by tutors at university and mentors at both placement schools. I felt like they were really there to help me and make sure I achieve my best. To be a good teacher you need to be passionate about the subject and working with young people. You should also be highly organized and motivated. If you’ve not already got some experience of working with young people then it’s important to get some.”

Summary Award: PGCE Secondary Mathematics UCAS Code: G1X1 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk

www.bathspa.ac.uk

Key features: – The programme is practical, intensive and based on working together for the benefit of all – You will be rewarded with the skills, understanding and satisfaction that comes from teaching children well – BSTRs in maths with a 2:1 or first are able to apply for a scholarship worth £25,000 with the Institute of Mathematics and its Application (www.ima.org.uk)

PGCE Secondary

Modern Languages

This programme represents a very exciting opportunity to train as a secondary teacher of Modern Languages; a subject that is so significant for international understanding in today’s world.

The programme will enable you to meet the QTS Standards in respect of pupils aged 11–16. There are also opportunities to undertake university based education for planning, teaching and assessing the post-16 age range.

Programme structure and content The programme starts by boosting your subject knowledge, enabling you to refresh your Modern Language skills. This is an intensive course, which requires a high level of participation and provides you with an early taste of what teaching secondary Modern Languages is all about. This is an excellent way to begin the PGCE programme and to develop a positive group ethos that is so important for the year ahead.

The programme enables you to enhance your subject knowledge and develop strategies and ideas for www.bathspa.ac.uk

classroom skills and management for challenging and motivating pupils across the secondary age range.

During the programme you will gain a sound knowledge of the National Curriculum requirements in Modern Languages, the Framework for teaching Modern Languages in the Key Stage 3 Strategy, and the structure and content of national and public examinations in Modern Languages. School based work forms the major part of the programme and you will have the opportunity to work in two schools for a sustained period of time.You will be under the guidance of a trained subject mentor.You will also spend some time in Modern Languages Departments in specific schools developing your professional values and practice and the general roles and duties, which are required for all teachers within the secondary sector.

Teaching methods and resources The programme enables you to develop the range of knowledge and understanding that is required to become an effective and creative teacher of Modern Languages. You will develop the skills to plan and

teach your subject effectively, helping all students to reach their full potential. One major component of the programme is the role of Information and Communications Technology (ICT) in the enhancement of the quality of teaching and learning in Modern Languages.

There is a strong emphasis throughout the programme on subject application and interactive workshops where teaching strategies and techniques are modelled. These will enable you to develop and use creatively a range of teaching styles and resources in the teaching of Modern Languages.

Entry requirements In addition to the general entry requirements, you are required to speak at least one European language fluently. Your languages degree should be a 2.2 honours degree or above with at least 50% in French, German, Spanish or Italian. A native speaker of one of the above languages would need to be a fluent and clear speaker of English and have a degree, which may be in another subject other than the first language they wish to teach. Expertise in a second Modern Language from the above list is useful, but not essential. Other desirable second languages are Russian, Mandarin, Japanese or a community language such as Urdu or Bengali.

Successful completion of a Modern Languages Enhancement Course is also acceptable in addition to a degree. A language A-level is also required.

Bath Spa Teacher Researcher profile Min Gu, PGCE Secondary Modern Languages — “I wanted to find a career where I could use my knowledge and communication skills to have a positive effect on people, and this led me to teaching. I chose to do my PGCE at Bath Spa University as it has an excellent reputation.

I attended an open day, and the information I received, as well as the atmosphere of the University, helped me decide that this was the right university for me. The programme has taught me how to plan and deliver a lesson, and how to improve my teaching through evaluation of the lesson I have taught.

I have learnt many new skills, including a thorough understanding of assessment for learning and differentiation within teaching, and I have been able to use these tools to adapt my teaching to meet all students’ needs in every lesson. The programme leader for modern languages is very professional and helpful and the other staff at the university were also very supportive. My first language is Mandarin Chinese, so the university had the challenge of finding suitable placement schools, however, they succeeded and I had excellent experiences at two very good schools. I feel I was fully supported at Bath Spa University and I was able to achieve my potential.”

Summary Award: PGCE Secondary Modern Languages UCAS Code: R9X1 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk

www.bathspa.ac.uk

Key features: – Strong emphasis on subject application and interactive workshops where teaching strategies and techniques are modelled – There is a shortage of language teachers, and the NCTL offer extra incentives to encourage talented, knowledgeable people to apply for a career in teaching modern languages

PGCE Secondary

Music

The programme is designed primarily for graduates who wish to work as music teachers in a secondary school, but could also be valuable for visiting instrumental teachers, teaching music in a community arts context or working as an education officer within professional arts organisations.

Programme structure and content The programme will prepare you to become a successful member of a secondary school music department and will enable you to teach music to pupils aged 11–16 with post-16 enhancement.

The programme will enable you to meet the Standards for Qualified Teachers as required by the National College for Teaching and Leadership.

School based work forms the major part of the programme and you will have the opportunity to www.bathspa.ac.uk

work in two schools for a sustained period of time.

There is a strong emphasis on music technology and world music during the programme and local musicians and music educators are regularly invited to lead workshops and share lead practice.

Teaching methods and resources The tradition of music education is a long established one at Bath Spa University and offers a high quality experience for PGCE students. Local schools offer excellent support through mentors and professional tutors, local music services and musicians. The annual Bath Spa Music Education Conference provides continuous professional development opportunities for serving teachers from Early Years to secondary level. It is expected that you will have a high level of commitment and be willing to take responsibility for your own

professional development and needs identification.

You will explore quality issues central to teaching and learning, drawing on the latest research and practice in music education. There will be a focus on planning, assessment and developing resources, together with music technology and world music sessions. Exploring and developing subject knowledge is an important thread throughout the programme, as is the opportunity to develop new skills and knowledge. A situated model of teacher education is explored through group teaching sessions in a local school right from the start of the programme.

You are encouraged to be involved in additional musical opportunities such as delivering workshops in a primary school, shadowing visiting instrumental teachers, working with pupils from a special school or visiting Wells Cathedral School. Assessment is through three PGCE assignments, two of which can be taken at Master’s level, and through school phase assessments.

Entry requirements In addition to the general entry requirements you are required to have a 2.2 honours degree or above in Music (including Music Technology, Performance etc.) with music as a major part of the degree. In addition, a music or music technology A-level is highly desirable along with some keyboard skills. Primarily, it is enthusiasm for music and a desire to enthuse and motivate young people in quality musical experiences that should be your main reasons for embarking on this programme.

Bath Spa Teacher Researcher profile Ben Jose, PGCE Secondary Music — “As a musician, and a music graduate from Bath Spa, education has always been an important part of what I have done. I had previously been involved in a number of projects and schemes with young people and the PGCE was the chance to develop these skills in a wider context and gain a formal qualification in the process. The tailored programme allows Bath Spa Teacher Researchers to progress at a rate that is appropriate for them. The support is excellent and there is always someone you can ask for help and often their knowledge and expertise is first class and based on vast experiences in education. The range of experiences offered by the programme is fantastic and BSTRs have the chance to participate in a number of events at a number of schools in more than one context e.g. workshops and enrichment days.”

Summary Award: PGCE Secondary Music UCAS Code: W3X1 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk www.bathspa.ac.uk

Key features: – Explores quality issues in teaching and learning in music and is taught from the premise that music education should be inclusive and involve all pupils whatever their abilities and backgrounds – Strong emphasis on music technology and world music during the programme

PGCE Secondary

Physical Education

Physical Education is one of the most popular subjects within the school curriculum and it was the fastest growing GCSE subject in terms of the numbers of schools and pupils who were opting to take it.

This programme prepares you to become a confident and effective teacher of PE in secondary schools to pupils aged 11–16, in line with National Curriculum requirements at Key Stages 3 and 4. The programme will also support you in developing your understanding of planning, teaching and assessing the post-16 age phase.

www.bathspa.ac.uk

Programme structure and content You will undertake school phases where you will plan, teach and assess PE lessons across the full range of subject activities, taking into account health and safety factors and children’s physical and motor development.

You will develop knowledge and practical skills in dance, gymnastics, swimming, athletics, games and outdoor and adventurous activities and take part in a variety of practical sessions in specific activities which are included within the typical school PE curriculum. In addition to this, you will take an accredited First Aid course and opportunities will be provided to take part in some coaching and officiating courses which will be organised within the local schools partnership.

Alongside this practical work there will also be an emphasis on developing knowledge and understanding of children’s physical and motor development and expectations in fundamental motor skills. A comprehensive knowledge of Programmes of Study and Level Descriptors in the National Curriculum Orders for PE, including progression from Key Stage 2, will also be developed. In addition there will be an emphasis on developing an understanding of progression in PE and how Level Descriptors and Core Tasks can be used for target setting and monitoring progress. Knowledge of the specifications for public examination courses at GCSE, AS/A2 level, GNVQ and other post-16 courses will also be promoted.

Teaching methods and resources Within this one year programme you will examine the theoretical and practical aspects of teaching PE. School based work forms the major part of the programme and you will have the opportunity to work in two schools for a sustained period of time. The first six-week phase is before Christmas and the second fourteen-week phase runs from March. In addition to this, you will also spend some time in school in specific PE departments and also in schools developing your professional values and practice when considering the general roles and duties which are required for all teachers within the secondary sector.

Entry requirements In addition to the general entry requirements, you are required to have a minimum 2.2 honours degree in Sports Studies, Sports Science or PE. It is also advantageous if applicants have had some relevant teaching, or teaching assistant, experience within secondary schools and if they have obtained any national governing body coaching awards.

Bath Spa Teacher Researcher profile David Hutton, PGCE Secondary PE — “I have an honours degree in Sport with Exercise and Coaching Science so the PGCE in PE was best suited to my career aspirations to become a teacher. I would not have chosen another University to have completed my PGCE, the high standards set by Bath Spa University within the programme are second to none. The relationships between fellow BSTRs, the programme leader and the tutors allowed for a successful working environment. This was enhanced through university based knowledge ‘building’ and school placements.

A major high point was the initial trip to Bude.

Also the support and mentoring from both tutors and mentors were of the highest level.”

Summary Award: PGCE Secondary PE UCAS Code: X9C6 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk

www.bathspa.ac.uk

Key features: – Develop knowledge and practical skills in a wide range of activities within the PE curriculum – Opportunities to undertake post-16 enhancement work, with university based sessions on planning, teaching and assessment at post-16

PGCE Secondary

Religious Education

This programme adopts an open and exploratory approach and has been designed to prepare you to teach RE in a multicultural context. This means not only studying the variety of religions practised in Britain today, but also gaining insight and understanding through direct involvement with living religious communities.

Programme structure and content The programme includes an examination of the place of RE in the school curriculum, the legal position of RE, world religions, the theories underpinning the various approaches to RE that you will find in practice in the classroom. You will explore current debates in the teaching of RE and examine various teaching methods and approaches used to deliver RE. Throughout, the aim is to bring together theory and practice and your www.bathspa.ac.uk

work will need to reflect upon your learning. Over the course of the year we hope you will develop your own philosophy about both the subject and about how to teach it to enable students in schools to be excited by their learning and thinking about religion.

Personal and social education are included to facilitate an exploration of the moral standpoints of a variety of world views, both religious and secular, and generates an understanding of the relationship between views on personal and social issues and cultural perspectives, including your own.

You will also have an opportunity to learn more about the teaching of other Humanities subjects as preparation for working in a Humanities context and also to prepare you for working with a range of subject disciplines to deliver cross-curricular dimensions.

The programme will enable you to meet the QTS

Standards in respect of pupils aged 11–16. It will also support you in developing your understanding of planning, teaching and assessing the post16 age phase.

Teaching methods and resources The programme blends both practice and theory to provide a firm foundation for the development of your teaching skills. Sessions will include lectures, seminars and workshops, presentations, individual and group work and we hope to encourage you as active participants in your learning.

Visiting speakers and visits to faith communities support the curriculum and are intended to enhance both your subject and pedagogic knowledge and skills.

Entry requirements In addition to the general entry requirements, you are required to have a minimum 2.2 honours degree in Religious Studies or Theology (or combination with Philosophy), Anthropology, African Studies, Sociology, Classics or History. We will also consider applications from candidates who have actively pursued a strong interest in religions. In addition you are expected to have enthusiasm for RE and for working with children, with recent experience of observing RE lessons in a secondary school.

Bath Spa Teacher Researcher profile Roslyn MacLeod, PGCE Secondary RE — “After graduating, and a variety of uninspiring jobs, I went travelling. During this time I taught (voluntarily) in an orphanage in Sri Lanka and think this was my first real prompt to start teaching. I currently live in Bristol so I chose to take the PGCE at Bath Spa University as it has a good reputation for teacher education, and it also meant I could stay at home. I like the way in which the programme is structured at Bath Spa, we had time to reflect upon our practice and were given fantastic support throughout the year. I have developed collaboration skills and working with other BSTRs to plan lessons and share resources. In addition to this I have developed skills in terms of reflecting and setting targets for myself so that I could constantly improve my practice. I had two really good placement schools and my mentors supported me, accepted that I had my own teaching style and gave me the freedom to teach in a way that suited me. If you are considering doing the PGCE be really prepared to have a hard year, remain organised from the start, have fun with your students and apologise to your loved ones for talking about teaching endlessly!”

Summary Award: PGCE Secondary RE UCAS Code: V6X1 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk

www.bathspa.ac.uk

Key features: – Opportunity to develop your own philosophy about both the subject and about how to teach it to enable students in schools to be excited by their learning and thinking about religion – Visiting speakers and visits to faith communities will enhance both your subject and pedagogic knowledge and skills – RE teachers are in demand in secondary schools

PGCE Secondary

Physics with Mathematics

There is a nationally recognised shortage of physics teachers in schools and the Government is keen to encourage the best and brightest minds into teaching. This is the ideal route into teaching if you’re passionate about both subjects and wish to teach Physics, with the flexibility of being able to teach Mathematics as a subsidiary subject up to GCSE level.

Rather than the traditional combination of physics, biology and chemistry; those taking physics with mathematics will focus on these two traditional subjects which are undergoing a renaissance in schools. This PGCE programme is fully supported by the Institute of Physics (IOP) and the Royal Academy of Engineers.

Programme structure and content The programme has academic and school based components. The programme concentrates on subject knowledge and the teaching of classroom skills and management. You will undertake an initial audit of subject knowledge and this is used by staff in planning the sessions so that your needs are met.

www.bathspa.ac.uk

The sessions have a high level of practical work so that you gain the subject knowledge as well as skills in teaching the topics.

School based work forms the major part of the programme and you will have the opportunity to work in two schools for a sustained period of time.

You will also go into a variety of other schools and educational environments to work alongside students on a variety of tasks. While in the sustained school placements you are under the guidance of a trained mentor who is supported by University staff.

Teaching methods and resources The PGCE programme offers you access to cross curricula teaching; high quality placements in schools that cover physics and mathematics teaching, and access to mentors or a ‘buddy’ system for help on subject knowledge.

There are extensive materials available on the internet that you can access and use. You are also encouraged to develop your ICT skills in preparing PowerPoint presentations, as well as using ICT for monitoring and recording pupils’ progress.

Assignments are set and marked at Master’s level giving you 60 credits to take on to further study.

Who can apply?

– Graduates: This route is particularly suited to graduates of physics or engineering or those with combined degree subjects, for example mathematical sciences, mathematics and physics, energy science and technology, astronomy and space science and chemical physics.

– Career changers: Science, technology, engineering and maths (STEM) industry professionals looking for an inspiring change of career – for example engineering professionals with a background in mechanical, civil, electrical or chemical engineering.

Entry requirements In addition to the general entry requirements you are required to have a third class honours degree or above in Physics, or a related subject, with at least 50% suitable physics content. If there is no Maths in your degree, you will also need A-level Mathematics.

You are expected to have enthusiasm for Physics and Mathematics and for working with children, with recent experience of observing and/or working in schools.

If you want to teach Physics but are unsure if you have the necessary subject knowledge then you may be recommended to take the Physics Enhancement Course prior to joining the PGCE year.

This is a 28-week intensive course which aims to develop a deep understanding of the subject prior to commencing the PGCE.

Summary Award: PGCE Secondary Physics with Mathematics UCAS Code: FXG1 Location: Hartham Park and partnership schools Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk

www.bathspa.ac.uk

Key features: – Fully supported by the Institute of Physics (IOP) and the Royal Academy of Engineers – Ideally suited to Engineers considering a career change into teaching – There is a shortage of physics teachers, and the NCTL offer extra incentives to encourage talented, knowledgeable people to apply for a career in teaching physics with maths – BSTRs in physics and maths with a 2:1 or first are able to apply for scholarships worth up to £25,000 with the relevant subject association group

PGCE Secondary

Science

This programme prepares you to become a confident and effective teacher of science in secondary schools to pupils aged 11–16, in line with National Curriculum requirements. There is also the opportunity to experience post-16 physics, chemistry or biology through University based sessions on planning, teaching and assessment at post-16. There are three routes through the course: – Secondary Science/Physics – Secondary Science/Chemistry – Secondary Science/Biology.

Programme structure and content School based work forms the major part of the programme and you will have the opportunity to work in two schools for a sustained period of time.

You will teach your chosen subject (biology, chemistry or physics) as your major subject.

You will also go into a variety of other schools and educational environments including a special school to work alongside students on a variety of tasks.

While in the sustained school placements you are www.bathspa.ac.uk

under the guidance of a trained mentor who is supported by University staff.

Teaching methods and resources Sessions are devoted to showing how biology, chemistry and physics topics may be taught within science lessons as well as developing the pedagogical understanding needed to secure pupils’ learning and uncover misconceptions in science. You are encouraged to consolidate your background knowledge in all three sciences.

Workshops allow you to explore a range of teaching resources and techniques, and to undertake experimental work, including information technology methods. The use of the outdoor environment as a teaching resource is also explored. During the programme you will explore how effective classroom management strategies can help teach science lessons effectively. We also consider how to engage all the pupils in active learning.

There are extensive materials available on the internet that you can access and use. You are also encouraged to develop your ICT skills in preparing presentations, as well as using ICT for monitoring and

recording pupils’ progress. Assignments are set and marked at Master’s level giving you 60 credits to take on to further study.

Entry requirements In addition to the general entry requirements, you are required to have a minimum 2.2 honours degree (or third class honours degree for physics) with at least 50% suitable science content for the route you are applying to do, which you should state clearly on your application. You are expected to have enthusiasm for the sciences and for working with children, with recent experience of observing and/or working in schools. If you want to teach Physics or Chemistry but are unsure if you have the necessary subject knowledge then you may be recommended to take a Physics or Chemistry Enhancement Course. You are required to have passed the QTS skills tests prior to registering on the course.

Bath Spa Teacher Researcher profile Lyndsey McRae, PGCE Secondary Science/Biology — “After completing a degree in Biomedical Science and having really enjoyed a part-time job as a swimming teacher since the age of 16, I decided that I would like to become a teacher. I chose Bath Spa University as a family member also gained their PGCE in Maths from Bath Spa and the university has a good reputation for producing excellent Bath Spa Teachers. I really enjoyed the school placements, of which there were two. The length of the placements allowed me to become a true member of the department/ school I was working in. We also had experience in other schools including a Special Educational Needs (SEN) school which was extremely beneficial. The two main skills I have learnt on the programme are professionalism and time-management. I have obviously developed my pedagogy skills greatly and skills to deal with the pastoral side of teaching. If you are considering doing the PGCE, do some practical research, get into a school, even if it is only for a few days and see whether you like it. Teaching is not made for everyone, however, if you enjoy it it’s an extremely rewarding job.”

Summary Awards: – PGCE Secondary Science/Physics (GTTR Code – F3X2) – PGCE Secondary Science/Chemistry (GTTR Code – F2X1) – PGCE Secondary Science/Biology (GTTR Code – CX11) Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk

www.bathspa.ac.uk

Location: Hartham Park and partnership schools Length: One year full-time Key features: - Strong emphasis on active learning in school based environments - There is a shortage of chemistry and physics teachers, and the NCTL offer extra incentives to encourage talented people to apply for a career in these subjects - BSTRs in physics and chemistry with a 2:1 or first are able to apply for scholarships worth up to £25,000 with the relevant subject association group

2013/14

Teacher Education Recruitment Events

Bath Spa University regularly holds and attends teacher education events for those wanting to find out more about becoming a teacher and the full range of programmes on offer. These events give you an opportunity to discover what’s involved, the qualifications you need, the prospects you have and the financial support you will get. Event details are correct at time of printing, for the latest details and to register please visit: www.bathspa.ac.uk/open

General ‘drop-in’ events The Teacher Education Open Evenings and Mornings provide an informal way to find out more about becoming a teacher. These events are open to all and you will find us ready with all the answers.

Tuesday 4 February 2014 Hartham Park, 17:00h to 19:00h Saturday 26 April 2014 Hilton Hotel, Bath, 10:00h to 12:00h Tuesday 20 May 2014 Hartham Park, 17:00h to 19:00h Thursday 17 July 2014 Hartham Park, 17:00h to 19:00h

www.bathspa.ac.uk

Open days You can find out about our Teacher Education programmes at our main Open Days. You will have an opportunity to have a look around the Newton Park campus and speak to staff from the Primary and Early Years and Secondary programmes.

Saturday 5 October 2013 Newton Park Campus, PGCE talk at 10am Saturday 26 October 2013 Newton Park Campus, PGCE talk at 10am Subject Knowledge Enhancement Course open evening If you are interested in teaching Maths or Physics, but you feel you need to boost your subject knowledge first then you could complete a subject knowledge enhancement course. They are designed for graduates who may not necessarily have a degree in the subject they wish to teach. Find out more at our enhancement course open evening.

Tuesday 29 October 2013 Newton Park Campus 17:00h to 19:00h Tuesday 3 December 2013 Newton Park Campus 17:00h to 19:00h Taster courses A free taster course gives you an opportunity to find out whether teaching is the right career for you.

You will learn about education today, spend a day in a school and benefit from practical advice and guidance on your next steps.

9–11 June 2014 Taster course for men considering Primary and Early Years teaching.

www.bathspa.ac.uk

Sector / postgraduate events Bath Spa University also exhibit at both sector specific teacher education events and postgraduate fairs. Details of these can be found below: Thursday 7 November 2013 Graduate Student Recruitment Fair at Royal Armouries Museum in Leeds.

Wednesday 20 November 2013 Postgraduate Study Fair at Manchester Central (formerly the G-Mex Centre) in Manchester.

Visit us at stand 28.

Thursday 30 January 2014 The Postgraduate Study & MBA Fair at Senate House, University of London.

Visit us at stand M33.

Thursday 6 February 2014 TARGET courses Postgraduate Study and Funding Fair (Wales) in Cardiff.

Wednesday 12 February 2014 TARGET courses Postgraduate Study and Funding Fair (Ireland) in Dublin.

Wednesday 19 February 2014 TARGET courses Postgraduate Study and Funding Fair (Midlands) at the Great Hall, University of Birmingham.

Wednesday 26 February 2014 TARGET courses Postgraduate Study and Funding Fair (Scotland) in Edinburgh.

Saturday 8 March 2014 National College for Teaching and Leadership (NCTL) ‘Train to Teach’ Roadshow at @Bristol Science Centre in Bristol.