Teacher Education Prospectus 2015

2015 Teacher Education Prospectus

BE CREATIVE. BE A TEACHER.

BE CREATIVE. BE A TEACHER.

DIFFERE THINKIN

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Contents

Teacher Education at Bath Spa University

02

Teacher Education Programmes

07

Highly Rated by Ofsted

13

Bath Spa Institute for Education

14

Study Facilities

16

Student Support

18

Entry Requirements and Applications

20

Fees and Funding

26

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

BATH SPA UNIVERSITY TEACHER EDUCATION PARTNERSHIP Central to the university’s success has been working in close partnership with schools and educational settings. In partnership with our schools, we are committed to training the next generation of high quality teachers. Our Teacher Education Partnership has established an understanding that in working together we can successfully prepare teachers that are committed to success in educational achievement for all children and young people.

VISION OF EXCELLENCE OF THE TEACHER EDUCATION PARTNERSHIP The partnership is committed to the successful learning and progress of all children and young people. Our shared vision and common purpose is that we believe that excellent teachers make a difference to the lives and futures of all children and young people. It is our belief that children and young people are entitled to the highest quality learning experiences that will ensure good progress and optimum outcomes in their learning. This demands that those teaching them are of the highest quality.

As a trainee within our Teacher Education Partnership you will be offered high quality training experiences that will ensure children’s progress and your future success as a teacher.

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BATH SPA TEACHERS (BSTs) The partnership believes that from the start of the journey to be excellent teachers, our trainees must recognise their professional responsibilities, as well as the impact they will have on the lives of children and young people. From the outset of your training programme, you will be expected to make a positive contribution to children and young peoples’ learning and progress.

Because of this expectation, you will become a ‘Bath Spa Teacher’ (BST). From starting with the acknowledgement of the trainees as teachers, you will embrace the professional qualities and attributes that are necessary for your successful outcomes, as well as those of the children and young people you teach.

Within the partnership, BSTs will train in some of the most exciting, innovative and challenging schools and learn first-hand from experienced trainers.

Commitment to inspiring, motivating, challenging and promoting high expectations in learning and behaviour for all children and young people is an essential quality you must demonstrate and will be an on-going expectation from you throughout your training.

The partnership will provide you with challenging, highly effective training and support that will impact on your progress throughout the PGCE year, into your NQT year and beyond.

ACCESSIBLE TO ALL Teaching is an important, rewarding and popular choice of career for all kinds of people. We have built our success on accessibility and equality of opportunity and we welcome applications to our training programmes from candidates from a wide variety of backgrounds. What matters most is that you have the desire to become an effective teacher and learner and that children’s wellbeing, learning and progress are at the heart of your career choice.

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 trainees come from a range of backgrounds and cultures, from all parts of this country and from overseas, and with a variety of academic credentials and practical experiences.

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STAFF WHO CARE All staff within the partnership are accessible, supportive and passionate about teaching, children’s learning, their subjects and the age phase of children they teach. 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 – their research is of direct benefit to you as a BST. It is relevant and applied, and used to inform the why, how and what you are taught.

“Teaching is one of the noblest professions. It requires an adequate preparation, training, patience, devotion, and a deep sense of responsibility. Those who mould the human mind have wrought not for time, but for eternity.”

–– Calvin Coolidge, 30th President of the USA, 1924

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Teacher Education Programmes The Bath Spa University Teacher Education Partnership offers prospective trainees a wide variety of ways of training to become a teacher and achieve Qualified Teacher Status (QTS), as well as gaining the academic award of Postgraduate Certificate in Education (PGCE).

PROGRAMMES, PATHWAYS, ROUTES AND TRAINING OPPORTUNITIES All of our teacher education training programmes are planned, taught, moderated and evaluated in partnership with our colleagues from partnership schools and settings. Together, the partnership supports the development and progress of our Bath Spa Teachers through their training year, their year of entry to the teaching profession and their early careers. Within the partnership we currently offer the following range of training programmes (subject to national and local change):

The PGCE award is intrinsically linked to the recommendation for QTS, with academic assignments focusing on aspects of children and young people’s development, learning and progress.

“To create an outstanding team of teachers you need training of the highest quality and for this we rely on our partnership with Bath Spa University. The close relationship between the University and clusters of schools has allowed the creation of nurturing, bespoke training as part of the PGCE course. Innovative and reflective provision has allowed Bath Spa to consistently provide teachers with the skills, - PGCE with QTS Secondary, Primary and Early Years knowledge and vision to create excellent learning - PGCE with QTS School Direct (training): opportunities for pupils.”

Secondary, Primary and Early Years –– - PGCE with QTS Teach First South West: Chris Thomas, Headteacher at Beacon Rise Primary and Early Years Primary School, Bristol - QTS* School Direct (salaried): Primary and Early Years - QTS Assessment Only POSTGRADUATE CERTIFICATE IN EDUCATION - QTS Troops to Teachers (PGCE) WITH QUALIFIED TEACHER STATUS (QTS) - EYTS* Early Years Initial Teacher Training (EYITT) The PGCE with QTS programme at Bath Spa University is offered through our Teacher Education In each training programme a high proportion of your Partnership. This is a one-year, full-time programme time is spent in schools developing the expertise, that incorporates both school and centre-based knowledge and skills necessary to become a teacher training. There are opportunities for you to achieve and achieve QTS. A range of professional development recommendation for QTS through selecting to train and enrichment training experiences are also available within a cluster of schools specific to local regions, across centre-based and school-based training. or across a range of schools within our partnership.

A substantial part of your training will be school* There is a proposal for School Direct (salaried) and Early Years Initial based, ranging from four days per week school-based Teacher Training to include the PGCE as an academic award as part / one day per week centre-based, to alternative of the programme. This is subject to approval and you should check blocks of school and centre-based training. the university website for further information. www.bathspa.ac.uk 7

We offer PGCE programmes in: - Primary and Early Years (3–7 age phase) full-time - Primary and Early Years (5–11 age phase) full-time, with options available to specialise in English, modern languages, science and SEN/D - Primary and Early Years (7–11 age phase) full-time, with options available to specialise in English, modern languages, science and SEN/D - Primary and Early Years (5–11, 7–11) full-time, with a specialism in mathematics - Secondary (11–16 age phase) full-time in a range of subjects including art & design, computer science, design and technology, English, drama, maths, modern languages, music, PE, RE, biology, chemistry, physics and physics with maths.

For each of the above programmes our partnership schools are developing clusters of schools to offer training opportunities to our BSTs. The following clusters of schools are available: - Bath Educational Trust - Catholic Schools Bath Spa Partnership (CSBSP), with Clifton Diocese - Growing Educational Professionals (GEP), with schools in South Gloucestershire - BEYTC with Bristol Early Years settings In addition to the above, further clusters will be available during 2015–16 in the following areas: - South Gloucestershire - Bristol - Bath - Swindon PGCE ASSESSMENT All trainees register for the academic award of Postgraduate Certificate in Education. This qualification carries 60 credits, at level-7 (master’s level). As stated previously, the PGCE award is intrinsically linked to the recommendation for QTS.

The focus of your assignments is fully related to aspects of children’s and young people’s learning, education and schooling and each assignment is designed to develop your understanding of the relationship between teaching and learning and the teacher as a reflective educational practitioner.

The research necessary for completing each assignment will be gained during your time in school.

Your practical experience in the classroom or educational setting will be indisputably enhanced by your research and study.

ACCURACY AND ASSESSMENT OF YOUR LEARNING AND PROGRESS A personalised process of continuous assessment against the Teachers’ Standards will ensure that your learning is appropriate and effective and that you will achieve the recommendation for QTS. Likewise with your academic progress, feedback from each assignment will ensure your progress towards achieving the PGCE. The partnership will support you in both developing a rigorous evidence-based account of your professional journey towards becoming a teacher and your academic achievement of PGCE. 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.

E: teaching@bathspa.ac.uk W: www.bathspa.ac.uk/pgce

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SCHOOL DIRECT Bath Spa University collaborates with a range of school partners in the local region to offer a School Direct Training Programme. This programme gives you the opportunity to train within an alliance of schools, under the direction of a lead school. This is a one-year, full-time programme that will allow you to achieve recommendation for Qualified Teacher Status (QTS) as well as the academic award of Postgraduate Certificate in Education (PGCE) with 60 level-7 master’s credits.

The training on this programme is directed by the lead school and will incorporate training within their alliance of schools. It will also include centrebased training at Bath Spa University. The training arrangements may differ for each alliance and for particular age phases. Participating schools will recruit applicants directly to their alliance.

In addition to the School Direct Training Programme there is a salaried route for high-quality experienced graduates with at least three years’ work experience. You will earn a salary while you train.

We have a very limited number of School Direct (salaried) places available in Primary and Early Years with a maths specialism at The Mead Community Primary School.

During the academic year of 2015/16 Bath Spa University will be in partnership with the following school alliances for the School Direct training programmes: - Backwell (North Somerset Teaching Alliance) www.nsta.org.uk - Bristol Early Years Teaching Consortium: www.stwerburghs.com/teaching-schools/ teacher-training/ - The Mead Community Primary School www.themead.wilts.sch.uk/wilts/primary/themead - The Partnership Teaching School www.thepartnershipteachingschool.com - West Wilts​Alliance (WWA) working with The Mead ​ National Teaching School www.themead.wilts.sch.uk/wilts/primary/themead

TEACH FIRST Bath Spa University work in partnership with Bristol University and the educational charity Teach First (South West) to train, support and prepare participants to become outstanding teachers. On the Teach First Leadership Programme participants will train within challenging schools in socio-economic deprived areas. Bath Spa University leads on the primary programme, with Bristol University leading on the secondary programme.

The Teach First vision is that ‘No child’s educational success should be limited by its socio-economic background’. Teach First is supported by individuals and organisations that share the vision.

The Teach First Leadership Development Programme is an employment based two-year programme. 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 and will achieve recommendation for QTS by the end of the first year. During this year they will also study towards the academic PGCE award from Bath Spa University.

In year two, participants continue in their employment whilst receiving a structured programme of leadership development designed to prepare them for senior positions in education, business or politics. During this second year they will also continue studying towards a full master’s degree.

For further details of this programme, including information on recruitment, selection, training and employment, please visit the Teach First website: E: teachfirst@bathspa.ac.uk W: www.bathspa.ac.uk/teach-first W: www.graduates.teachfirst.org.uk

E: schooldirect@bathspa.ac.uk W: www.bathspa.ac.uk/school-direct www.bathspa.ac.uk 10

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 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. In addition you will ​need to show clear evidence of planning, teaching and assessing ​in a second school for a period of at least 5 weeks. This would usually be completed in advance of the 12 week assessment period.

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 two-year undergraduate programme with Qualified Teacher Status (QTS), aims to support Service Leavers from all branches of the Military to a career in teaching. It has been designed to ensure a smooth transition from military service to civilian life and to employment within the teaching profession.

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.

If you are interested in this pathway, please visit the following websites: E: teaching@bathspa.ac.uk W: www.bathspa.ac.uk/troops-to-teachers W: http://troopstoteachers.ctp.org.uk

E: teaching@bathspa.ac.uk 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 The Bath Spa Institute for Education is a place where Bath Spa Teachers, classroom teachers, education practitioners, academics, and everyone interested in education come together in a community of research and practice.

Bath Spa University have been educating teachers and other education professionals since the 1940s, so we know a lot about education. Our educationalists and teachers work in classroom settings across the world, providing the highest quality teaching and research to children and young people.

Our research is focused on making a real difference, practical, applied and led by schools and teachers. We are using the latest technologies to create our Institute for Education, bringing together practitioners, educationalists, classroom teachers, governors with leading edge researchers to look at what really works in schools.

Our current research portfolio includes a major project looking at different pathways into teaching - a project which directly addresses key policy questions of what makes a good teacher and what difference can they make. The ‘Diversity in Teacher Education’ (DiTE) project is led by Prof Geoff Whitty, an internationally acclaimed academic and researcher and a team of highly experienced researchers with practical experience of working in schools.

Alongside DiTE, our research project ‘Building a Maths Learning Community’ will provide practical tools and classroom materials to understand how to support new Maths teachers. This international project based in 12 countries will be led by our community of Bath Spa Teacher Researchers.

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Study Facilities As a university that emphasises high quality teaching we put a lot of effort into helping you get the most from your studies. You’ll expect first rate lecturers, and you’ll also get modern, well-equipped libraries and IT suites; innovative teaching methods – and much more!

LIBRARIES Each campus has a library with stock that reflects the courses that are taught there. BSTs may use any of the University libraries and a regular book transport service runs between them.

At Newton Park the impressive new academic building, Commons, has outstanding facilities. There are over 1,000 square metres of Learning Commons and 400 study seats, including open-access, technology enabled study space, two large quiet study rooms, social learning space and bookable group working rooms – as well as a café to relax in. The Learning Commons is open 24/7 in term time and complements the campus library where you will find a course focused collection of books, journals, CDs and DVDs, covering the wide range of subjects we teach.

As a BST, there is a separate collection of resources to use when you are working in schools. As well as traditional library materials, there’s also a wealth of electronic resources such as electronic journals, electronic books and online services to help you access high quality information for your university work.

The Bath School of Art and Design at Sion Hill has a well-equipped library facility. Here you can seek creative inspiration from a wide range of specialist books and journals as well as collections of exhibition catalogues, images and DVDs. The postgraduate centre at Corsham Court has a fully stocked library with a wide range of books and journals, and a full-time librarian available during the week to help with your enquiries.

STUDY AREAS There are separate areas in the libraries for different kinds of study. If you really need to concentrate, you can work in silent study areas where we ask people not to talk at all or use equipment that might disturb others.

However, at other times, you’ll need to work on group projects, so we’ve set aside areas where you can talk, use mobiles, eat and drink. The foyer of Newton Park Library provides collaborative learning space and laptop docking points as well as a modern and welcoming reception area and library information point.

COMPUTER FACILITIES There are several hundred networked computers for you to use, many in open access rooms which are available in the evenings and at weekends, as well as during the day. You can use these computers for word-processing, spreadsheets, database work, email and Internet access. And you’ll find user-friendly online help pages covering all aspects of IT at the University.

There are also specialised computer facilities across the campuses for subjects such as music, art and design, and media production. We have both PCs and Apple Macs as well as wireless connections for laptops.

PERSONAL COMPUTING DEVICES At Bath Spa we are equipped with the latest industry standard technology to help you complete your course and prepare you for the workplace. Open access computer suites and a range of software are available.

However, many BSTs prefer to work on their own laptops and tablets and the University provides a wireless network supporting these personal

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computing devices. There is a minimum specification you should follow when purchasing your own devices to ensure they will work on the University wireless network. Courses taught in the Bath School of Art and Design and the School of Music and Performing Arts have additional specifications, so please check our website for details. The specification for personal computing devices and further information is available on our website www.bathspa.ac.uk/byod

material from library collections as well as a direct library search facility. It also provides various other features such as discussion boards which allow you to have online conversations with others from your course, and lets you submit assignments electronically.

GETTING HELP Professionally qualified librarians run sessions that teach you how to find and use information – helping you to produce good quality work and saving you time as well. Each academic School has a dedicated subject librarian. We also offer one-to-one tutorials, an electronic enquiry service and advice as and when you need it. If you’re a disabled student, you’ll get help on an individual basis to make sure we best meet your library and information needs. Take a look at our website at www.bathspa.ac.uk/library for more information and for guest access to our catalogue.

WRITING AND LEARNING CENTRE The Writing and Learning Centre offers guidance on academic writing, research, independent learning, referencing, and a range of other topics including digital literacy. You can drop in, book a 1:1 appointment, access information online, or simply email us a quick question. Our trained professional tutors have a wide range of academic backgrounds and are ready to help you rise to the challenges of studying for your PGCE. ONLINE LEARNING We make sure we’re right up to date with the most advanced teaching methods, and all BSTs have access to our online virtual learning environment, Minerva.

This allows your lecturers to send course materials to you via the web – and makes these easy for you to find.

Minerva also includes links to reading and digitised www.bathspa.ac.uk 17

Student Support 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. For more information on any of these services email: studentsupport@bathspa.ac.uk 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 parttime 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.

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 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.

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

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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 £23 to £47.50 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 most PGCE programmes you need to have achieved a second class honours degree at 2.2 or above.

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 skeadmin@bathspa.ac.uk 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 offer 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 on becoming a teacher, including support with your application.

- Help in securing school experience, including a placement on the School Experience Programme (SEP), providing 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.

Further information can be found at www.education.gov.uk/get-into-teaching/premier-plus SCHOOL EXPERIENCE Spending time in a classroom is the ideal way to strengthen your application for teacher training. School experience gives you the chance to watch lessons and see for yourself what it’s really like to be a teacher – and allows you to draw on your own examples in your application and interview. The school experience programme (SEP) is run by the NCTL and offers places to those wishing to commence teacher education in a secondary school subject. More information can be found at www.education.gov.uk/get-into-teaching/ school-experience

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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 2015 teacher training programmes from 28 October 2014. 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.

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 2nd January 2015.

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.

For more information about the application process visit www.ucas.com/teacher-training or call on 0871 4680469 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).

- 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;

www.bathspa.ac.uk 22

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 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 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.

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

www.bathspa.ac.uk 23

Entry Requirements GCSE (C OR ABOVE) Before applying Primary and Early Years

Maths English Science

Art and Design

Maths English

Before starting

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

Design and Technology

Maths English

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)

Drama

Maths English

Science

2:2 Honours

Drama or a related subject with at least 50% suitable drama content.

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

2:2 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

2:2 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

2:2 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 24

OTHER A-Level (or equivalent)

SKEC 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

No

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 25

Fees and Funding At the time of printing this information is correct for teacher education programmes starting in September 2015. 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.education.gov.uk/get-into-teaching 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 2015 is up to £5,740 for full-time UK 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 2015/16 for UK and EU full-time students. Proposed fees for full-time international students in 2015/16 is £11,300.

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

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 please visit www.bathspa.ac.uk/teach-first The fee for the Assessment Only route to QTS is £3,000.

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 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.

TUITION FEE LOAN UK/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 2015/16 is £9,000 and you have to pay it back.

MAINTENANCE GRANT Maximum available grant in 2015 is £3,387 for full-time UK 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 have a disability, long-term health condition, mental health condition or specific learning difficulty (e.g. dyslexia) you may 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,

www.bathspa.ac.uk 26

for example, through the Childcare Grant, Parents’ Learning Allowance, Adult Dependants’ Grant and Child Tax Credit - BSU Access Fund (AF) is a discretionary fund of University money that those experiencing financial hardship can apply for.

For further information on student finance visit: www.gov.uk/student-finance www.bathspa.ac.uk/money-advice SUBJECT KNOWLEDGE ENHANCEMENT COURSES There are no course fees for UK and EU students and you may receive a tax free NCTL bursary.

For maths the bursary is £5,600 and for physics the bursary is £4,000 total. For course fees for International students please contact the course administrator at skeadmin@bathspa.ac.uk.

International applicants are not eligible for the NCTL bursary.

BATH SPA TRAINEE TEACHER FUND A university fund established to help BSTs 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

www.bathspa.ac.uk 27

DEPARTMENT FOR EDUCATION (DfE) TRAINING BURSARY Non-repayable bursaries are available for trainees on eligible postgraduate courses in the UK who are not employed as unqualified teachers on the School Direct salaried route. Bursary amounts will vary depending on teaching subject and degree class.

TEACHER TRAINING SCHOLARSHIPS Scholarships of £25,000 are available for those training to teach maths, physics, chemistry and computing. They are aimed at high-quality graduates with a 2:1 or first-class degree, who are passionate about their subject and have the potential to be inspirational teachers.

Scholarships are awarded by professional bodies for these subjects, and scholars will be selected through an additional application and assessment process. Each scholarship also comes with a package of non-financial benefits, such as early career support and membership of the appropriate professional body. To apply for a scholarship and for further information, you should visit the appropriate subject association website.

Subject

- Physics – Institute of Physics (IOP) www.iop.org - Maths – Institute of Mathematics and its Applications (IMA), in collaboration with the London Mathematical Society (LMS), the Mathematical Association (MA), Maths in Education and Industry (MEI) and the Royal Statistical Society (RSS) www.ima.org.uk - Chemistry – Royal Society of Chemistry (RSC) www.rsc.org - Computing – BCS, the Chartered Institute for IT www.bcs.org The scholarship will be instead of the standard bursary, but trainees who are not awarded the scholarship will still be eligible for the standard bursaries.

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.

Scholarships

Bursaries First/PhD

2:1 / Master’s

2:2

Other*

Physics

£25,000

£25,000

£25,000

£15,000

£9,000

Mathematics

£25,000

£25,000

£20,000

£15,000

£9,000

Chemistry, Computing

£25,000

£25,000

£20,000

£15,000

£0

Modern Languages

–

£25,000

£20,000

£15,000

£0

Biology

–

£15,000

£12,000

£10,000

£0

Design & Technology

–

£12,000

£9,000

£4,000

£0

Music

–

£9,000

£4,000

£4,000

£0

Primary and Early Years, English, RE

–

£9,000

£4,000

£0

£0

Primary maths**

–

£12,000

£12,000

£12,000

£9,000

* Trainee teachers in maths and physics, and on primary maths courses, with a relevant degree and at least a B at A-level in maths or physics (or equivalent) 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.

** Bursaries are available to trainees on either primary maths specialist courses or primary general (with mathematics) courses.

Trainees on other primary courses will be eligible for the standard primary bursary.

www.bathspa.ac.uk 28

Design: Mytton Williams Illustrations: Matthew Hodson www.bathspa.ac.uk 29

Early Years Initial Teacher Training

Early Years Initial Teacher Training (EYITT) 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 EYITT are the same as entry to primary teacher education programmes.

PROGRAMME STRUCTURE AND CONTENT The following pathways are available with Bath Spa University: Graduate Entry 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 Stage 1. This route is suitable for high calibre graduates. www.bathspa.ac.uk

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 EYITT 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 Assessment Only This route is for graduates who have significant experience in the early years and already have evidence of their work against the Teachers’ Standards (Early Years).

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 EYITT 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.

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/publications/Early_Years_ Teachers_Standards

www.bathspa.ac.uk

ENTRY REQUIREMENTS In order to apply for EYITT 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 or Graduate Entry (Employment-based) routes in academic year 2015/16, you can expect to receive funding from the National College for Teaching and Leadership (NCTL).

– Graduate Entry – 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 EYITT. – Undergraduate Entry - will not be funded by the NCTL. The tuition fees for this route are still to be announced.

– Assessment Only – will not be funded by the NCTL. The tuition fees for this route are still to be announced.

Summary Awards: Early Years Teacher Status (EYTS).

There is a proposal to include the Postgraduate Certificate of Education (PGCE) as an academic award as part of the programme. This is subject to approval, please check www.bathspa.ac.uk/eyitt for further information.

Location: –P lacements available in Bath, BANES, Bristol, Wiltshire.

– Teaching and professional development in Bristol or Bath (depending upon your route) Length: – Graduate Entry - 12 months full-time – Graduate Entry (Employment-based) - 12 months part-time – Undergraduate Entry - 3 years full-time – Assessment Only – to be announced 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 Initial Teacher Training at Bath Spa University. Please email eyitt@bathspa.ac.uk or call 01225 875597

Primary and Early Years

Taking young children on a journey through their early school experiences and knowing that you, as their teacher, are impacting on the progress and success of their learning is an exciting and inspirational part of being an early years and primary teacher. If this is the career for you then training with us will ensure you achieve your desire to be a memorable and successful teacher. From the start of your training programme with the Bath Spa Teacher Education Partnership you will make a positive contribution to the wellbeing, progress and learning of the children you teach.

The Partnership will offer you a range of highly effective www.bathspa.ac.uk

training opportunities and will support you through a personalised programme of practice and study to ensure your success. We will challenge you to become the best teacher you can, one that is confident, competent and creative, and one that will be highly attractive to schools and settings within the partnership and beyond.

TRAINING PHASES AND SPECIALISMS There are a number of age phases and specialist training pathways to consider: –P GCE with QTS: Primary and Early Years (3–7 age phase) –P GCE with QTS: Primary and Early Years (5–11 age phase) with options available to specialise in English, Science, SEN/D and Modern Languages –P GCE with QTS: Primary and Early Years (7–11 age phase) with options available to specialise in English, Science, SEN/D and Modern Languages –P GCE with QTS: Primary and Early Years (5–11 age phase) Mathematics Specialism All programmes offer training through the Bath Spa Education Partnership, with most available within a regional or faith cluster of schools or an alliance of School Direct schools. For further details please see Teacher Education prospectus, page 7.

All programmes are full-time and last for approximately forty weeks to a full academic year. The majority of training takes place in partnership schools and educational settings (minimum of 24 weeks school-based). Cluster school training and School Direct training is arranged in consultation with lead schools, with training arrangements usually consisting of four days school-based and one day centre-based training each week.

Applications for PGCE and School Direct programmes are made through UCAS Teacher Training www.ucas.com/teacher-training. Details of how to apply for a cluster training opportunity will be forwarded to successful candidates.

www.bathspa.ac.uk

PRIMARY SPECIALISMS As part of the primary and early years 5–11 and 7–11 training, we offer a limited number of places in the following specialisms: Mathematics (with enhanced national training bursaries); English; science; modern languages; and SEN/D. There are also plans to offer an Arts specialism (subject to approval). To be considered for one of the primary specialisms you will require subject-specific qualifications, such as an A-level or part of a degree being in the subject.

Applications for the mathematics specialism are made through UCAS Teacher Training www.ucas. com/teacher-training. Details of how to apply for other specialisms will be forwarded to successful candidates.

A DEVELOPMENTAL AND HOLISTIC APPROACH TO TRAINING The developmental nature of becoming a teacher is recognised throughout all training programmes.

From application to completion, you will be supported to systematically reflect on and analyse your learning and to set precise developmental targets to ensure you are making good progress towards your goal of becoming an innovative and inspiring teacher. Working together in close partnership, school- and centre-based trainers will support you in developing the attributes, skills and knowledge necessary to become a successful member of the teaching profession.

To fully develop your understanding of the holistic nature of being a primary and early years teacher, key strands of the training programmes will include: Professional Studies, Teaching in a Diverse Society, Teachers as Researchers, English, Mathematics, Science.

There will also be opportunities to explore all areas of study in the Early Years and Primary National Curriculum and the opportunity for cross-curricular approaches to learning through situated learning in partnership schools.

www.bathspa.ac.uk

To ensure your progress you will be supported by centre- and school-based trainers. These include: Academic Tutors, Mentor Trainers, Subject Trainers and a range of professionals who will work together with you to accurately assess and track your progress, offering you clear feedback, advice and training opportunities to improve your practice and performance as a teacher.

ENTRY REQUIREMENTS ​The statutory entry requirements a​ re GCSEs in English, mathematics and science, grade C​or above​; a good honours degree i​n any subject ​(preferably 2.1 or​above)​;​ successful​ completion of the professional​ skills tests​.

You will also 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​e​ ducational settings.

BATH SPA TEACHER 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 it has a good reputation and I knew many Bath Spa Teachers through my work, who 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 BSTs was fantastic, as was the quality of the teaching. I learned many new skills, 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) UCAS Codes: 5–11 age phase: X100 7–11 age phase: X174 3–7 age phase: X110 5–11 age phase www.bathspa.ac.uk

(mathematics specialism): 2MM2 Location: Newton Park and partnership schools and settings Length: One year full-time Enquiries: Please contact the Admissions Officer on (01225) 875603 or email teaching@bathspa.ac.uk

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 teacher education 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 teacher education 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

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 2015 for 28 weeks.

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

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

Modern Languages – Full-time course commencing in August 2015 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 March 2015 for 20 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.

www.bathspa.ac.uk

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 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.

Enquiries: Please contact the subject knowledge enhancement course administrator on (01225) 875593 or email skeadmin@bathspa.ac.uk

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 – 20 weeks full-time

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 (£4,000 total)

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.

For International subject knowledge enhancement course fees please contact the course administrator.

International applicants are not eligible for the NCTL bursary.

www.bathspa.ac.uk

PGCE Secondary

Art and Design

This programme utilises the excellent art facilities at Bath Spa including specialist art studios, library and grounds. The one-year PGCE with QTS programme will enable you to teach art and design to the 11–16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

PROGRAMME STRUCTURE AND CONTENT The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme.

School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers. Key generic www.bathspa.ac.uk

whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

The programme includes 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. This will allow you to develop innovative approaches to art and design education, 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.

The university training supports and complements your work in schools which gives you a broad experience of art and design education. You will build confidence and competence across the whole period of the programme, participating in the pastoral and extra-curricular 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 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: Newton Park, Corsham Court 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

Computer Science with ICT

Computer Science with Information and Communications Technology (ICT) or Computing, 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.

The one-year PGCE with QTS programme will enable you to teach computing to the 11–16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

PROGRAMME STRUCTURE AND CONTENT The opportunities and challenges provided by the close partnership between the university and schools offer a www.bathspa.ac.uk

coherent and exciting training programme. School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers. Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

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 sessions you will learn about the breadth of the role of the teacher as well as developing your knowledge, skills and understanding of the range of digital technologies used in the many different secondary school settings. 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. 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.

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 practical projects in schools. You will be taught by a range of practitioners; both university based trainers and school trainers 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 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: Newton 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.

– BSTs 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

Design and Technology

In a world where new products and technological innovations appear daily, design and technology has never been more relevant. Good teachers in this subject are always in demand, so employment prospects are excellent.

The one-year PGCE with QTS programme will enable you to teach design and technology to the 11–16 age range in a secondary school with post-16 enhancement.

The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

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

The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme. School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers.

Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

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.

TEACHING METHODS AND RESOURCES During the programme you will explore approaches to teaching, learning and assessment 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. The university training supports and complements your work in schools.

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 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 thrived to be 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.

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 and never lose your passion.”

Summary Award: PGCE Secondary Design and Technology UCAS Code: W9X1 Location: Newton 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

Title here Drama

The one-year PGCE with QTS programme will enable you to teach drama to the 11–16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

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. Whilst you work on developing your skills as a drama teacher, you will be encouraged to focus on various skills which will in future enable you to continue developing your own professional path.

www.bathspa.ac.uk www.bathspa.ac.uk

PROGRAMME STRUCTURE AND CONTENT The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme. School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers. Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

The programme enables you to develop the range of knowledge and understanding that is required to become an effective and creative drama teacher.

You will develop the skills to plan and teach your subject effectively, helping all students to reach their full potential. 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 university training supports and complements your work in schools.

One major component of the programme is the role of information and communication technology (ICT) in the enhancement of the quality of teaching and learning in drama. You are given opportunities to develop your skills in the use of relevant software, as well as how to use web-based tools to share your resources with your colleagues in the field.

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 practical projects in schools. You will be taught by a range of practitioners; both university based trainers and school trainers 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 an honours degree or above in Drama or a related subject with at least 50% suitable drama content. You are expected to have enthusiasm for drama and for working with children. You will need to demonstrate commitment to learning, both your own and for children.

Summary Award: Awards:PGCE PGCESecondary Primary and Drama Early Years (3-7, 5-11 or 7-11) UCAS Code: 2N22 GTTR Codes: 5-11 full-time X100, 7-11 full-time X174, Location: 3-7 full-time Newton X110,Park 3-7 part-time and partnership X110P schools Programme location: Newton Park campus, Length: One year full-time Culverhay Campus and partnership schools Programme length: Onethe yearAdmissions full-time, Officer on Enquiries: Please contact (01225) 20 months 876524 part-time or email teaching@bathspa.ac.uk www.bathspa.ac.uk www.bathspa.ac.uk

Enquiries: Key features: Please – The programme contact the Admissions is practical, intensive Officer onand based on (01225) working 876524 together or email for the teaching@bathspa.ac.uk benefit of all.

– You will be rewarded with the skills, understanding and satisfaction that comes from teaching children well.

PGCE Secondary

English

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 one-year PGCE with QTS programme is practical, theoretical and challenging and will enable you to teach English to the 11-16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

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 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 www.bathspa.ac.uk

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.

The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme. School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period,

supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers.

Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

BATH SPA TEACHER 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 TEACHING METHODS AND RESOURCES back to Bath Spa, as it is renowned for its ‘outstanding’ The university training supports and complements teaching programme. your work in schools. You will be provided with an

I particularly liked the incredible opportunities excellent support network through tutorials, visiting I received throughout the course; I was the English Student speakers, and partner schools and settings. We expect Representative and was given the rare opportunity to you to take responsibility for your learning journey; deliver my own session at University on ‘Literacy across however, we have shaped the programme to suit the Curriculum’. In addition, I was chosen to be your needs as you become attuned to the learning Valedictorian during the PGCE graduation ceremony. environment of the classroom. Our partner schools Bath Spa also has fantastic partnership schools where are equally committed to ensuring that your education many students, including myself have found jobs. is of a high standard.

Before the programme I tried to gain as much experience as I could in schools. I spoke to lots of teachers ENTRY REQUIREMENTS to get their advice and opinions, and prior to the interview In addition to the general entry requirements, you are I did some research on current Education policies and required to have a 2.2 honours degree or above, with at closely examined the National Curriculum. This gave me least 50% English, such as English Language, English an idea of what was expected of me as an English teacher.

Literature, linguistics, literary studies, theatre or media The PGCE programme is pretty full on from the studies. Joint degrees must have a text-based second beginning and we were given lots of hugely beneficial subject. Together with this, you need a good English information which supported and complemented our A-Level and to be able to support your application work in schools. The tutors and course leaders at Bath Spa with an academic reference and experience of are also extremely supportive so don’t be afraid to ask observing and/or working in schools. 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: Newton 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

Mathematics

The one-year PGCE with QTS programme will enable you to teach mathematics to the 11–16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level -7 credits with the chance to continue to a full master’s degree during your first years of teaching.

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. Whilst 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 The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme. School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers. Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

During the programme we will concentrate on developing the knowledge and skills necessary for teaching mathematics. 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. The university training supports and complements your work in schools.

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 an 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.

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 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: Newton 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.

– BSTs 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 one-year PGCE with QTS programme will enable you to teach modern languages to the 11–16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

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. www.bathspa.ac.uk

The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme. School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers.

Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions. The university training supports and complements your work in schools.

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. You are given opportunities to develop your skills in the use of relevant software, as well as how to use web-based tools to share your resources with your colleagues in the field.

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 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 partner 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: Newton 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 secondary schools and it aims to produce the highest calibre music educators who are passionate about music education and its importance in schools.

‘Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement’. DfE (2013) National Curriculum Programmes of Study: Music.

The one-year PGCE with QTS programme will enable you to teach music to the 11–16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

PROGRAMME STRUCTURE AND CONTENT The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme.

School based training forms a major element of all www.bathspa.ac.uk

Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers.

Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

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. The university training supports and complements your work in schools.

TEACHING METHODS AND RESOURCES Music education at Bath Spa is well established and offers a high quality experience for Bath Spa Teachers. Partner schools offer excellent support through committed Training Mentors and Lead Trainers, 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 proactive in identifying your own professional development.

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 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 at level-7 and through assessment in school.

BATH SPA TEACHER PROFILE Sarah Crisp, PGCE Secondary Music — “I felt passionate about becoming a teacher. I have taught dance lessons from the age of 14 and always enjoyed it, particularly teaching the secondary school age students. I also have a passion for Music and knew I wanted my teaching career to be focused around that. I chose Bath Spa University because of the good reputation of the programme and having met a couple of past Bath Spa Teachers who are in successful teaching positions and spoke highly about the programme. I have learnt how to plan effective lessons, behaviour management, effective differentiation for all needs in the class and much more. It also taught me to have patience, to never jump to conclusions, the importance of having supportive people around you and to constantly reflect on my practice to improve.

My mentors in school were invaluable, they were incredibly supportive and I can’t speak highly enough of them. The way we were eased into teaching also made me feel really supported. We initially began just teaching starters in groups, then individually, then planning lessons in pairs, then individually and ENTRY REQUIREMENTS then teaching main activities in lessons. I believe In addition to the general entry requirements you are a good teacher needs to have patience, resilience and required to have a 2.2 honours degree or above in Music dedication, needs to absolutely love being there (including Music Technology, Performance etc.) with and be prepared to work very hard. Teaching is the music as a major part of the degree. In addition a music most rewarding job in the world and I would never or music technology A-level is highly desirable, along do anything now but teach.” with some keyboard skills. Primarily, it is your passion 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.

Summary Award: PGCE Secondary Music UCAS Code: W3X1 Location: Newton 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. The delivery of the programme will take place primarily in a local school which the university has very strong links with.

The one-year PGCE with QTS programme will enable you to teach PE to the 11–16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

www.bathspa.ac.uk

PROGRAMME STRUCTURE AND CONTENT Within the programme you will examine the theoretical and practical aspects of teaching PE. 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.

These elements of the course will be primarily covered in the two situated learning environments of Bath Community Academy and Wellsway Academy. In addition to this you will have the opportunity to make use of the link the course

has with Springfield Academy which deals specifically with SEN/D issues.

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.

TEACHING METHODS AND RESOURCES The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme. School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers. Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

The university training supports and complements your work in schools.

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 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 BSTs, the programme leader and the tutors allowed for a successful working environment. This was enhanced through university based knowledge ‘building’ which complemented our work in schools. Also the support and mentoring from both tutors and mentors were of the highest level.

I personally enjoyed the fact the programme is based within a school, increasing our teacher-pupil experience.”

Summary Award: PGCE Secondary PE UCAS Code: X9C6 Location: Newton 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 – Prospective teachers are able to take advantage of the opportunities offered by its location in a partner school and enjoy the benefits of working very closely within a PE department for a majority of the programme

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.

The one-year PGCE with QTS programme will enable you to teach RE to the 11–16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

PROGRAMME STRUCTURE AND CONTENT The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme. School based training forms a major element of all Initial www.bathspa.ac.uk

Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers. Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

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 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.

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. University training supports and complements your work in schools.

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 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 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. Working with other BSTs to plan lessons and share resources has helped develop my collaboration skills. In addition to this I have learnt to reflect on my work and set targets for myself so that I can constantly improve my practice. I really enjoyed my work in 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 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: Newton 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.

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.

While still looking at science teaching as a whole, particularly at Key Stage 3 the course focuses on specialist skills for delivering physics and maths making for a highly employable teacher who can offer expertise in these two shortage areas. This PGCE programme is fully supported by the Institute of Physics (IOP) and the Royal Academy of Engineers. www.bathspa.ac.uk

The one-year PGCE with QTS programme will enable you to teach physics with maths to the 11–16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

PROGRAMME STRUCTURE AND CONTENT The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme. School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in

collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. You will undertake a Professional Studies course which is delivered by both school and university trainers.

Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

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.

The sessions have a high level of practical work so that you gain the subject knowledge as well as skills in teaching the topics. University training supports and complements your work in schools.

TEACHING METHODS AND RESOURCES The PGCE programme offers you access to cross curricula teaching; work 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-7 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 2.2 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 would 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 course lasts for 20 weeks. It is an intensive course which aims to develop a deep understanding of the subject prior to commencing the PGCE. Successful applicants may be eligible for a bursary whilst studying on the Physics Enhancement Course.

Summary Award: PGCE Secondary Physics with Mathematics UCAS Code: FXG1 Location: Newton 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.

– BSTs 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

The one-year PGCE with QTS programme will enable you to teach biology, chemistry or physics to the 11-16 age range in a secondary school with post-16 enhancement. The programme enables you to meet the QTS Standards and also offers 60 level-7 credits with the chance to continue to a full master’s degree during your first years of teaching.

There are three routes through the course: – Secondary Science/Physics – Secondary Science/Chemistry – Secondary Science/Biology PROGRAMME STRUCTURE AND CONTENT The opportunities and challenges provided by the close partnership between the university and schools offer a coherent and exciting training programme. School based training forms a major element of all Initial Teacher Education courses and you will train in two schools for a sustained period, supervised by school training mentors who work in collaboration with university trainers. You will also experience a range of other school environments such as a Primary school and a Special School. www.bathspa.ac.uk

You will undertake a Professional Studies course which is delivered by both school and university trainers. Key generic whole school and pedagogical issues are addressed which explore the wider role of the teacher although these are also linked to your specialism during subject sessions.

As a BST you will play an active role in the life of the science faculty that you are placed in and you will be expected to demonstrate professional attributes from the beginning of the course. You will teach your chosen subject (biology, chemistry or physics) as your major subject. It is likely that you will be given the opportunity to contribute to the wider curriculum whilst working in school, and as a science teacher you will also contribute to STEM (science, technology, engineering and mathematics) activities. University training supports and complements your work in schools.

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 before and during the course.

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 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 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 working in schools and I was able to become a true member of the department. 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: Key features: – PGCE Secondary Science/Physics (UCAS Code – F3X2) – Strong emphasis on active learning.

– PGCE Secondary Science/Chemistry (UCAS Code – F2X1) – There is a shortage of chemistry and physics – PGCE Secondary Science/Biology (UCAS Code – CX11) teachers, and the NCTL offer extra incentives to encourage talented people to apply for a career in Location: Newton Park and partnership schools these subjects.

Length: One year full-time – BSTs in physics and chemistry with a 2:1 or first are able to apply for scholarships worth up to £25,000 Enquiries: Please contact the Admissions Officer on with the relevant subject association groups.

(01225) 876524 or email teaching@bathspa.ac.uk

www.bathspa.ac.uk

2014/15

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.

Summary Event details are correct at time of printing, for the latest information and to register please visit Awards: PGCE Primary and Early Years www.bathspa.ac.uk/teaching-events (3-7, 5-11 or 7-11) GTTR Codes: 5-11 full-time X100, 7-11 full-time X174, 3-7 full-time X110, 3-7 part-time X110P Programme location: Newton Park campus, Culverhay Campus and partnership schools Programme length: One year full-time, 20 months part-time www.bathspa.ac.uk www.bathspa.ac.uk

TEACHER EDUCATION EVENTS The Teacher Education events 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 28 October 2014 Newton Park 17:30h to 19:30h Wednesday 3 December 2014 Enquiries: Newton Park 17:00h to 19:00h Please contact the Admissions Officer on (01225) 876524 Tuesday 24 February or email 2015 teaching@bathspa.ac.uk Newton Park 17:00h to 19:00h Saturday 18 April 2015 ​Bath, Hilton Hotel 10:00h to 12:00h

Thursday 23 April 2015 Gloucester​, Holiday Inn 17:00h to 19:00h Wednesday 29 April 2015 Cardiff​, Holiday Inn 17:00h to 19:00h Tuesday 16 June 2015 Newton Park, 17:00h to 19:00h Secondary programmes only 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.

8 – 10 June 2015 Taster course for men considering Primary and Early Years teaching NCTL TRAIN TO TEACH ROADSHOWS The National College for Teaching and Leadership (NCTL) run a number of Train to Teach Roadshows which Bath Spa University will be attending. The focus of these events will be on secondary priority subjects.

POSTGRADUATE EVENTS Bath Spa University also exhibit at both sector specific teacher education events and postgraduate fairs Wednesday 19 November 2014 Postgraduate Study Fair at Manchester Central (formerly the G-Mex Centre) in Manchester.

Visit us at stand 25 Wednesday 26 November 2014 TARGETpostgrad Study and Funding Fair (Midlands) at the ICC, Birmingham Thursday 29 January 2015 The Postgraduate Study & MBA Fair at Senate House, University of London. Visit us at stand B87 Thursday 5 February 2015 TARGETpostgrad Study and Funding Fair (Wales) at Cardiff University Students’ Union Wednesday 18 February 2015 TARGETpostgrad Study and Funding Fair (North West) at St George’s Hall, Liverpool Wednesday 18 March 2015 TARGETpostgrad Study and Funding Fair (Scotland) at Strathclyde Students’ Union, Glasgow

Saturday 24 January 2015 Train to Teach Roadshow Bristol At-Bristol Science Centre 09:30h to 16:00h Saturday 7 March 2015 Train to Teach Roadshow London QEII Conference Centre 09:30h to 16:00h Wednesday 11 March 2015 Summary Train to Teach Roadshow Exeter Thistle Hotel 17:00h to 20:00h Awards: PGCE Primary and Early Years (3-7, 5-11 or 7-11) GTTR Codes: 5-11 full-time X100, 7-11 full-time X174, 3-7 full-time X110, 3-7 part-time X110P Programme location: Newton Park campus, Culverhay Campus and partnership schools Programme length: One year full-time, 20 months part-time www.bathspa.ac.uk www.bathspa.ac.uk

Enquiries: Please contact the Admissions Officer on (01225) 876524 or email teaching@bathspa.ac.uk