- Degree: Minimum 2.2 Honours degree or above in the subject area applicant plans to teach.
Note: We would normally expect you to have Grade A - C in GCSE English and Mathematics.
The entire interview process lasts about three hours. During the interview you will be asked to talk about a current educational issue. Please ensure you have done some research into current educational issues in advance of the interview. You could, for example, read recent editions of the Times Educational Supplement.
Our aim is to find out as much as we can about your attributes, skills, knowledge and understanding in order to shape training opportunities for you, should you be offered a place on the programme.
Your responses to these tasks and activities will be considered alongside all the other evidence to assess your suitability for the Primary PGCE programme.
During the individual interview you will be given the chance to talk with a tutor about the programme and any other issues that are relevant.
Our initial teacher training courses have a strong focus on pupil outcomes (including pupil progress, achievement and well-being) and are delivered purposefully towards this overarching goal.
We teach you why engaging with research is important for teaching as an evidence-based profession. By conducting your own research you will learn where and how to access relevant research, how to evaluate and challenge research findings, how this can be applied to classroom practice, as well as why using research matters.
Our programme equips you to be confident in assessing pupil progress. We introduce you to important concepts in assessment (such as validity, reliability, norm and criterion referencing). We teach you theories of assessment - for example, why, when and how to assess. We also teach you how to use pupil data, (for example, using data in your planning or target setting).
Child and Adolescent Development
In order to teach effectively, you need to understand typical expectations of children at different stages of development as well as issues that can have an impact on pupil progress. This grounding in child and adolescent development, including emotional and social development, will underpin your understanding of other issues such as pedagogy, assessment, behaviour, mental health and SEND. We also introduce you to strategies for supporting pupil wellbeing.
Behaviour management is prioritised within our training with opportunities for you to learn from a range of outstanding teachers. Our training is has a practical focus and is underpinned by a deeper understanding of behavioural issues. We believe it is crucial that you receive practical advice, grounded in evidence. For example, we support you to develop your own classroom presence considering use of voice, body language and how to develop classroom routines and defuse situations.
Lesson planning is given significant time and emphasis. You are equipped to plan effectively from the start of your teaching using established and evidence based approaches. You are taught how to find, adapt and evaluate resources in your planning.
We equip you to teach in ways that ensure that all pupils in the class, including lower and higher achievers, can make progress and keep pace with the curriculum.
We introduce you to the most common issues you will encounter with Special Educational Needs and Disabilities (SEND) and practical strategies for addressing these. You are introduced to how to work with colleagues and professionals, as well as parents and carers, to support children with SEND. Well-planned experience in specialist settings allows you a significant opportunity to learn about a range of needs and observe specialists in action.
As highlighted in the Teachers’ Standards (DfE, 2011), it is important for new teachers to have a clear understanding of the professional role and expectations of the teacher. Our courses include content on professionalism, such as an understanding of the wider role of the teacher, the idea of teachers as role-models and how to work with parents and carers and other professionals. We also include content on resilience and time management.
- Introduction to Teaching and Learning (Learning Styles)
- Teaching in East London
- Introduction to Key Stage 2
- Observing Teaching and Learning
- The National Curriculum: principles and framework
- Introduction to the role of the teacher and support staff
- Introduction to Behaviour Management
- Introduction to lesson planning and evaluation
- Safeguarding children
- Introduction to Monitoring and Assessment
- Literacy across the curriculum
- Numeracy across the curriculum
- Child Development and Influences on Learning
- Introduction to Differentiation
- Introduction to Special Educational Needs
- Introduction to English as an Additional Language
- Applying for teaching posts
- Raising achievement: tracking pupil progress
- Working with other adults in the classroom.