Teaching is an exciting and rewarding profession. Whether you are looking for a change of career, or are graduating soon and seeking a place on a teacher training course, Forest Independent Primary Collegiate (FIPC) could be the way forward for you. The SCITT offers two routes into teaching, PGCE/QTS and the School Direct Programme.
The Collegiate is a School Centred Initial Teacher Training Initiative comprising a number of excellent local schools. Their varied geographical backgrounds enable trainees to gain an understanding of schools serving both rural and urban communities.
This one year course has been accredited by NCTL. Successful trainees will be awarded Qualified Teacher Status and a Post Graduate Certificate in Education. The PGCE course is validated by Middlesex University.
The FIPC initiative is unique in focusing on training teachers who are not only competent in the delivering the curriculum, but who will also be able to acquire excellent skills in managing both class and individual behaviour.
Trainees are placed at three of the participating mainstream primary schools during the year as well as a placement at a special school. There are two theory blocks in the autumn and spring terms.
All training time is spent within a school context. The course requires a full time commitment of 5 days per week over from September to July. Trainees will be expected to participate fully in the every day life of the schools in which they are placed, so occasional evening attendance may be required for school events.
“Quality Teacher Training”
Equal Opportunities Statement
The FIPC does not discriminate against anyone, on the grounds of their sex, age, disability, race, colour, religion, and nationality, ethnic or national origins. This is in line with the 1976 Race Relations Act and covers both direct and indirect discrimination. We promote the principles of fairness and justice for all through the education that we provide in the Collegiate.
We ensure that all students have equal access to the full range of educational opportunities provided by the Collegiate and constantly strive to remove any forms of indirect discrimination that may form barriers to learning. We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone to achieve, challenge stereotyping and prejudice whenever it occurs. We celebrate the cultural diversity of our community and show respect for all minority groups. Through positive educational experiences and support for each individual’s point of view, we aim to promote positive social attitudes and respect for all.
It is the right of all students to receive the best education the Collegiate can provide, with access to all educational activities organised by the Collegiate. We do not tolerate any forms of racism. Should a racist incident occur, we will act immediately to prevent any repetition of the incident. We endeavour to make our facilities welcoming to all minority groups. We promote an understanding of different cultures through the work undertaken, and we reflect this in the resources available to students and in the environment of the Collegiate. Our course reflects the attitudes, values and respect that we have for minority ethnic groups. Should anyone at the Collegiate be a victim of racism, we will do all we can to support that person in overcoming any difficulties they may have.
When selecting teaching material, staff pay due regard to the sensitivities of all members of the course and do not provide material that is racist or sexist in nature. Tutors strive to provide material that gives positive images of ethnic minorities and that challenges stereotypical images of minority groups. All our tutors challenge any incidents of prejudice or racism. Tutors support the work of ancillary or support staff and encourage them to intervene in a positive way against any occurrence of discrimination.
Our Equal Opportunities policy is monitored regularly by the management committee.
The theoretical side of the course is delivered by practising professionals who bring the reality of teaching into the training. The enthusiasm, experience and dedication of the trainers will help course members to link theory to practice, turn planning into delivery and to stimulate the development of learning behaviour in children.
An important feature of the course is the emphasis on managing learning behaviour. It also recognises the importance of good planning, curriculum knowledge and developing the skills necessary for good practice.
Trainees will be able to choose to focus on either Key Stage 1 (ages 5 – 8) or Key Stage 2 (ages 7 – 11) as their focus for the longer term teaching placements.
Placements at three different primary schools will help build confidence and experience. Trainees will be regarded as members of staff within their practice schools and will receive the benefit of support from the Headteacher, their mentor and other colleagues. Additionally trainees spend two weeks in a special school.
Trainees will start by observing lessons and progress through collaborative teaching to whole class teaching.
The course contains the distinctive elements that will contribute to the trainees’ knowledge and skills in accordance with the national standards for newly qualified teachers as set out in the current DfES document ‘Qualifying to Teach – Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training’. These include:-
The taught core subjects of English, Mathematics and Science are all linked to classroom experience. Literacy and numeracy are strong elements. Information Communication Technology (ICT) is taught both through the core and foundation subjects and as a single element.
Geography, History, Music, Art & Design, PE, Design & Technology, Citizenship, RE and French are taught through the programme. Cross-curricular themes are also explored.
Examines all the practical aspects of a teacher’s daily work e.g. writing schemes of work, recording, assessing and monitoring.
Includes an examination of child development relating to the knowledge required for managing learning and behaviour. This important element is introduced directly in Educational Theory and indirectly through all other elements of the course.
Within the FIPC, various committees work together to provide the management structure for the SCITT.
Trainees are represented on several of the committees, which have strategic management roles and responsibility for the day-to-day running of the course.
Course members also have their own Trainee Committee which reports to the Quality Assurance Group on the effectiveness of provision.
Trainees are allocated a mentor in each practice school who will provide structured support. Mentoring sessions are held regularly to guide trainees in the application of skills and knowledge.
All the mentors are highly skilled classroom practitioners who understand directly the professional needs of a teacher. They will be able to help each trainee acquire those capabilities.
All trainees will be expected to complete assignments to a high standard. There will be some short on-going tasks related to the taught subjects, as well as course assignments in the major areas of English, Mathematics, Science, Educational Theory, Professional Studies and foundation subjects.
Trainees will be required to keep a teaching practice file as well as a behavioural journal based on observation, information and active research.
To learn to become a successful classroom teacher in less than one year requires a high level of commitment and determination to ensure that you can meet all of the requirements for successfully passing the course.
The Secretary for Education and Skills has set out the standards that every trainee teacher must reach before being awarded QTS.
Trainees will be assessed against each of these standards during the course, with the evidence being drawn from assessments throughout the year. This evidence is collected in a portfolio that provides a competency based teaching profile.
All trainees are required to sit exams after the first learning period, and assessment is continuous. It is based on performance in the classroom, written assignments, mentoring sessions, completion of Behaviour Journal and Teaching Practice File, and the Professional Development File which will include evidence of professional and subject knowledge development.
Computerised skills tests in Numeracy and Literacy have been introduced for all those seeking to qualify as a teacher. These tests must be taken by all new entrants into the profession, regardless of route.
You will need to pass both skills tests before you can be accepted on to the PGCE course. registration for the Professional Skills Test can be made through the Department of Education.
The following table summarises the content of each category of the test.
All applicants for a School Centred Initial Teacher Training course should hold, on entry, a degree awarded by a United Kingdom higher education institution at a level of 2.2 or above, or recognised equivalent qualification. Decisions regarding the acceptability of such qualifications, including those awarded by overseas examining bodies, will be made by FIPC.
If you require comparability information about overseas qualifications you are advised to contact either:-
1. UK NARIC
(National Academic Recognition Information Centre for the United Kingdom)
|Telephone:||+44 (0) 871 330 7033|
2. The Teaching Information Line
|Telephone:||0845 6000 991|
You are strongly encouraged to obtain and bring written verification of your degree compatibility (e.g. UK NARIC certificate) to your formal interview.
The Secretary of State has decreed that applicants for an initial teaching training course must have achieved a standard equivalent to a grade C in the GCSE examination in English, Mathematics and Science.
Applicants will be required to produce documentary evidence of their GCSE or equivalent qualifications (and degree if attained) at interview.
Please note that the Collegiate particularly welcomes applications from ethnic minority groups currently under-represented in teaching and also applications from males.
Application forms will be forwarded to FIPC by UCAS. Shortlisting will be from the application form, but any supplementary information can be sent by the applicant directly to the Collegiate’s Course Administrator, Linda Wheatley firstname.lastname@example.org
Interviews and selection tasks are based on clear and appropriate criteria that are applied consistently and lead to sound judgements about the candidate’s subject knowledge and suitability for teaching. The selection procedures are designed to result in the recruitment of trainees who meet the entry requirements specified in the current DfES document ‘Qualifying to Teach – Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training’.
Applicants who are shortlisted will be invited to attend a full day selection procedure. For their own convenience, the Collegiate encourages candidates to use their own transport during the selection process.
Candidates selected from their application will be required to undertake two forty five minute tests one in maths and one in English. Candidates must pass both tests (pass mark maths 60%, English 80%) to qualify for an interview. Prior to the formal interview, candidates will spend time with pupils in an educational context at one of our participating mainstream schools when there will be a chance to meet the Head Teacher or senior manager, mentor, classroom teachers and the children. These sessions are designed to provide applicants with an opportunity to find out more about the course and the participating schools. However, they also form part of the selection process and will provide evidence of suitability for the course and a career in teaching.
You will be contacted with the time and place for your formal interview. These interviews will last approximately 45 minutes. Candidates will be required to bring with them documentary evidence of GCSE/equivalent exam results (and degree if attained). Candidates must also bring to interview, clear, chronological details of educational and employment history to cover the period from leaving secondary education, to date.
Candidates will be notified of the panel’s decision as soon as possible and offered positive and constructive feedback.
Any offer of a place on the Collegiate’s SCITT programme shall be conditional, pending receipt of a satisfactory Enhanced Disclosure Certificate from the Criminal Records Bureau. To avoid possible administrative delays, candidates will be asked to bring several items of documentation to their formal interview. Further details will be included in the letter inviting applicants to interview.
The LEA and the Forest Independent Primary Collegiate’s policy on the employment of ex-offenders is available on request.
FOREST INDEPENDENT PRIMARY COLLEGIATE
The course fees are currently £9000. The government offer a bursary of £3000 to those students with a 1st and a 2.1 degree. No bursary is allocated to students with a degree award of 2.2.
Students in England who satisfy residency requirements are eligible for a non-means tested grant.
Additionally, students from lower income households may be eligible to receive a means tested Maintenance Grant.
All home students will be able to take out a student loan to cover fees and may also apply for maintenance loans, either non-means tested or means tested.
You can find out more about the funding you may be entitled to by contacting your Local Education Authority’s Student Support Team.
Overseas students should also check with the Student Loans for information about funding. You may also wish to contact the Collegiate’s Course Administrator on 0208 501 2089.
Enquiries regarding course fees should be directed to Linda Wheatley, Course Administrator
Telephone: 0208 501 2089
E mail: email@example.com
Public transport to some of the teaching practice schools is very limited – some schools are in rural areas – and so applicants who can drive, and have access to a car, will find it easier to travel. If you are a non-driver, your application will be given equal consideration, but the Collegiate considers it may be helpful to mention these travel implications to potential applicants.