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Teaching
We take students from 18 years upwards. There are two ways to qualify as a Montessori teacher. Study or full-time Foundation Degree in partnership with London Metropolitan University or the Diploma Course, available part-time and by distance learning.
Information and Advice from the University of Winchester on their Primary Teaching Degrees
Download their powerpoint presentation on their primary teaching course including advice about work experience, personal statements and the skills test.
Independent News Article: Reforms to teachers’ pay ‘will mean bigger class sizes’
Chief schools inspector says heads will be forced to choose – small pupil groups or well paid staff
Read the full article here
Teacher Education Taster Day: So you think you want to teach? Thurs 4 July
Thursday 16 May 2013
Teacher Education Taster Day: So you think you want to teach….?
We are pleased to announce that the above event will take place this year on Thursday 4 July 2013, and would very much like to invite interested year 12 and 13 students from your institution. Please note that the event will take place at the University of Chichester’s Bognor Regis Campus, Upper Bognor Road, Bognor Regis, West Sussex, PO21 1HR.
Here is what some of last year’s visitors said about the day…
‘Everyone was really friendly and helpful. Helped me decide what I want to do. Thank You.’
‘All sessions were very informative and everyone I met was very lovely’
‘I hated Science before today, now I love it again’
The deadline for all applications is Wednesday 12 June 2013. Places are strictly limited and will be offered on a first come-first served basis and, this year, students will choose their specialist sessions on the day at the point of registration. Registration will commence at 09:45, with the introductory talk starting promptly at 09:45, followed by various taster sessions throughout the day, finishing at 15:35.
Students will be able to choose to find out more about our primary specialisms in Early Years, Citizenship, English, ICT, Maths, Science and MFL, in addition to choosing sessions offering an introduction to Secondary teaching and a personal statement workshop. Campus tours will be run throughout the day. Students can sign up to these sessions on the day.
As this event is taking place outside term-time, there will be limited catering facilities on campus, so we encourage students to bring a packed lunch with them.
Parking on campus is pay and display and limited to maximum of four hours. Visitors wishing to park throughout the day should use Hotham Park car park, which is directly opposite the campus. If you wish to book a parking space for a minibus, please contact us on the details below. Directions to the campus and further information will be sent directly to students with their confirmation of booking.
Students can book online at – www.chi.ac.uk/teaching-taster-day. In the meantime, if you have any queries please call our student recruitment team.
We look forward to welcoming your students to the University of Chichester.
Yours faithfully
Student Recruitment Team
Tel: 01243 812116
Email: visitus@chi.ac.uk
Great Scheme to use on a gap year to gain work experience in teaching
With competition high to go to University on a Teaching qualification, Universities are saying they are looking for experience as well as good grades to get a place on their courses.
Chalk Talk is offering a paid ‘Gap year’, a ‘try before you buy’, in order to get experience of the world of teaching, working in the classroom and the school office Apprenticeship. You can then decide if you want to become a teacher, or an administrator within a school. If you decide not to go to University, following a year on this scheme, you will come away with an NVQ and many transferable skills to help you find work. You may have even convinced an employer of your skills and become a fully employed staff member at your placement.
Email via the website, www.chalktalk.org.uk to register your interest. Many opportunities are coming on stream between now and the end of term.
10 day Immersion Program for students interested in primary teaching
Immersion poster 2013 – download for details of the program and how to apply
Immersion Booklet (1) – download the program brochure
It is a 10 day programme that aims to show exactly what teaching in any phase is all about. It is taking place starting Mon 17 June and below gives a brief overview of what it will involve.
Day 1 = Meeting about programme; child protection training, health and safety and professional duties
Day 2 = whole day at Infant School – understanding school life at KS1
Day 3 = Whole day at junior school – understanding school life at KS2
Day 4 = whole day at secondary school – understanding school life at KS3/4
Day 5 = Meeting about school experience to articulate predominant values that underline education and time to plan school based tasks
Day 6 – 9 (inclusive) = Time with chosen phase school (infant, junior or secondary) to complete school based tasks in booklet
Day 10 = Meeting to evaluate programme and tips for applying to BA, PGCE,School Direct programmes
Chichester University have said they will guarantee an interview – not a place, just the interview, to all participants who complete the course. All places on the programme are subject to a brief interview prior to starting. All candidates must be CRB checked which we will do once they have been accepted onto the programme.
If you are a current student at Havant Sixth Form College please remember you will need to get your teachers permissions and complete trip slips for all the days that you would be absent.
Telegraph News Article: Schools’ wasting science lab budget on photocopying
Schools ‘wasting science lab budget on photocopying’
Hundreds of thousands of pupils are missing out on traditional experiments in science classes because of poorly-stocked laboratories, according to research.
A study by SCORE warned that too many school science labs were badly resourced.
Many schools are unable to offer a full range of practical lessons after blowing a large part of the science budget on photocopying and worksheets instead of vital equipment, it emerged.
Research found that primary schools had access to less than half the materials needed to allow children to carry out experiments.
Secondary teachers lacked around a third of necessary resources, including microscopes, eye protection, connecting leads for circuits and essential support from qualified technicians.
The study – based on two surveys of almost 1,000 schools in total – was carried out by the Science Community Representing Education (SCORE), a coalition of organisations including the Royal Society, Institute of Physics and the Royal Society of Chemistry.
It found that the amount of money spent on practical science “varies greatly” from school to school.
In state secondary schools, reported budgets in 2011/12 varied from 75p per pupil up to £31.25, while in primary education numbers ranged from 4p to £19.
Prof Julia Buckingham, SCORE chairwoman, said: “Taking part in practical work is an integral and essential part of learning the sciences, but our findings indicate that teachers do not feel equipped to give their students the full learning experience that they should be able to.
“Practical work is being limited by missing equipment and a lack of access to appropriate facilities such as laboratories and outside space.”
The study found:
• In state-funded secondary schools, an average of 28 per cent of the practical science budget was spent on photocopying;
• Almost 70 per cent of secondary schools reported that staff paid for items required for core practical activities out of their own pockets;
• More than a third of primary teachers contributed to normal curricular spending from their own money.
A Department for Education spokesman said: “SCORE is right that practical work is essential for high-quality science teaching. The best schools teach science as a practical as well as a theoretical subject.
“It is of course down to schools to decide how best to manage their budgets so that pupils get the best possible education – but we are clear of the importance of science as a subject vital for our future prosperity.
“That is why it is a compulsory subject in schools and we are raising its importance. Practical work is prioritised in our new curriculum.
“Our generous bursaries and scholarships are also attracting the brightest graduates into science teaching.”
Related Articles
- Children shouldn’t have best friends, private school head argues
01 May 2013
- Schools ‘axing traditional science experiements’, warn MPs
14 Sep 2011
- School science ‘undermined by poor teachers and laboratories’, say MPs
20 Jan 2011
- Science ‘one grade harder’ than arts at A-level
30 Jun 2008
- Schools shunning science ‘in favour of easier courses’
03 Jun 2009
- School science lessons ‘lack rigour’
11 Dec 2009
From The Telegraph 01/05/13
Michael Gove is winning the hearts of state heads
Teaching unions don’t want you to know, but head teachers support Michael Gove’s education reforms
Michael Gove, the Education Secretary, is determined to devolve power to head teachers Photo: Eddie Mulholland
Michael Gove gave a seminal though little-reported speech last Thursday, his clearest statement yet of his aim for politicians to hand back the education system to the professionals, as long as they maintain the highest academic standards and prove worthy of the trust placed in them. The national curriculum he is introducing should perhaps be the last imposed from the centre; thereafter he wants schools themselves to develop a variety of high grade curricula.
Mr Gove is going way beyond anything Margaret Thatcher achieved in her 11 years of devolving power from government at the centre. No education secretary in the modern era has matched his vision of a largely autonomous education system in which individual schools, heads and teachers are given back their independence and creativity. Only by releasing dynamism in this way does he believe that British schools will be able to compete with the best in Shanghai, Singapore and Scandinavia.
As Mr Gove told his audience in Nottingham, he wants to sweep away the whole structure that has underpinned schools since the war. Schools themselves should conduct research into what produces great teaching and learning, rather than leaving such studies to universities, which he believes have offered little of practical value in terms of improving schools. Leaders should be trained within schools rather than being sent away to acquire abstract diplomas. Teachers should equally be trained within the schools themselves, rather than learning how to teach in university education departments. He wants schools to help each other to raise standards rather than rely on local authorities. All of this is to be achieved by schools becoming “teaching schools”, a system he conceived and which he sees as akin to teaching hospitals. He was in Nottingham to address the latest cohort of heads whose schools had been accepted on to the programme.
I was in the audience because Wellington College is among the first independent schools to join this programme. I was surprised and delighted by what he said, but was even more astonished by the reactions of my 150 fellow heads from the state sector in the audience. I have been used to state school heads denigrating education secretaries, above all if they are Tories. But most of the audience listened appreciatively, and the questions were supportive and enthusiastic.
Mr Gove hated the close relationship the trade union leaders had with Labour before 2010 – the union leaders even had a pass to roam anywhere in the Education Department. His principal targets in his speech were thus the National Union of Teachers (NUT) and the NASUWT, which he described as “increasingly out of touch with the profession as a whole… The leadership teams of the NUT and the NASUWT have demanded their members take industrial action – a work-to-rule – for reasons that are obscure to me but seem to amount to: ‘We don’t like the last 25 years of education reform, why can’t we party like it’s 1968?’” He senses that the public are becoming tired of the constant negative attitude of the unions to academies, free schools, lesson observation by teachers and curricula and exam reforms. His solution is to undercut the unions with a new body called the Royal College of Teachers, which would lead teachers as a profession just as the Bar Council and Law Society do with lawyers, and the 15 or so Royal Colleges do with different parts of the medical profession. Christine Blower, general secretary of the NUT, is contemptuous, believing such a body could not replace a union in fighting for the best conditions for teachers and learners.
“The best thing this Government could do for education,” one state head told me, “would be to abolish the teaching unions outright. The NUT and NASUWT are the worst.” Another said: “The trade union leaders are 100 years out of date: the world has moved on. We are now professionals and they have to reform or die.” An independent school colleague who does much work with state schools said: “The biggest reason why independent schools are so far ahead is that we have so little to do with unions at national level: their negativity and time-watching has held back the achievement of state school children.”
Heads are frightened to say this in public because of fears of reprisals by unions. “They can be very intimidating. If a union decides to target your school, you’re in trouble,” a head told me. Most of those I spoke to draw a distinction between the union leaders and the representatives on the ground, for whom they have much more time. This is certainly my experience: I have often found union representatives to be sensible and constructive. Many heads think they deserve better leaders at the top, who fight for the interests of children without the baggage of ideology, and who don’t resort to strikes. Old-style teaching unions may well be drinking in the last chance saloon unless they can modernise.
A battle royal is being fought for the heart and soul of schools. Mr Gove’s vision, which is shared by some key Labour figures, including Lord Adonis, will probably win the day. A significant number of state school heads and teachers still loathe it, but he is making headway. If Mr Gove can listen as carefully and respectfully to heads as he did last Thursday, he may well carry the day.
Anthony Seldon is Master of Wellington College
Teaching Assistant Apprenticeships in Portsmouth
Apprenticeships in Supporting Teaching & Learning in Schools
Do you want to make a positive difference to Children’s lives?
Youthforce has a number of opportunities for young people to join our Apprenticeship scheme for Teaching Assistants in the Portsmouth area.
Position: Apprenticeship in Supporting Teaching & Learning in Schools
Salary: £2.65 per hour
Hours: 30 hours per week to include training
Location: Portsmouth (Various)
In your role as a Teaching Assistant Apprentice, you will play a pivotal role in the development of positive educational experiences for children in the Primary School setting. Working with the support of qualified teaching staff you will be expected to contribute in the following areas:
- Lesson Preparation
- Support learning of small groups or individuals
- Maintaining classroom resources and designated areas
- Assisting with reading, word and number activities, and wider activities to support learning
- Be involved in extra curricular activities, (e.g. clubs, activities, trips, open days, presentation evenings)
- Assist with special activities in the school within school hours (e.g. sports days, plays, concerts, open days)
Our Teaching Assistant Apprentices will experience an exciting, challenging and varied apprenticeship with high quality training that will support them to become an experienced and qualified professional within education, opening future pathways for careers in education. Apprentices will study to complete their Level 2 Certificate in Supporting Teaching and Learning in Schools during their 12 months.
If you would like to be considered for one of these apprenticeships, please contact:
Richard Davis, Partnerships Development Associate, Youthforce
By email: Richard.davis@youthforce.co.uk
By phone: 07817 482449
To express your interest in this vacancy please visit our website:
http://www.youthforce.co.uk/apprenticeships/apprentice-sign-up-form/
HSFC Careers: Teaching 