There are four strands to this course: subject study/subject education, education studies, school placements and professional development.
We keep our course content up to date with changes in local and national initiatives and legislation so that on course completion you will be confident that your working knowledge is based on current theory and practice.
The subject study/subject education strand builds on your existing expertise in mathematics and provides you with the opportunity to develop skills, knowledge and understanding of mathematics in the secondary school context. You will consider the learning and teaching strategies that are relevant to this specialist subject.
The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.
The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. You will develop your practical competencies and analytical skills by studying the principles and practices of learning and teaching in both school and university settings. By the end of the course you will:
refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
learn how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.
Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect on your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis. developing and implementing improvement plans.
Students use an e-portfolio to record their achievements; under the guidance of tutors you will review this throughout the course. You will make full use of an action plan to support your professional development during placements. This makes up a significant part of the improvement planning process.
By the end of the course you will have completed an e-portfolio, which you can use as evidence for meeting the Teachers’ Standards for the award of Qualified Teacher Status.
On the School Direct salaried route, you have applied to train at and be employed by a specific school and, following interview, will have been offered and accepted a place at that school.
You will start at your school in early September and will have a few days of induction to settle you in. You’ll stay at this school until February half term and will be on site most of the week; on some weeks you may have additional training blocks at university. You’ll be very much part of the school and the more you join in, the more you’ll get out.
After February half term, you will move to another school for your short second placement which lasts for most of the second half of the spring term. This second placement is sorted by the Lead school late in the Christmas term and under the directive given by the ITT criteria, must provide a contrasting experience to your host school. As with all second placements, you must expect up to 40 minutes travel.
If you have a child in a school in the partnership, you wouldn’t be placed there, so please make this known early on.
You will return to your host school for the last week of the Spring term and the whole of the summer term when your training year will finish. You would expect to be awarded QTS (Qualified Teacher Status) towards the mid/end of June.
For secondary, a degree in a relevant or related subject. The majority of the content should reflect the subject you are applying for.
Applicants with relevant industrial or commercial experience are very welcome to apply.
We are looking for ambitious trainee teachers who are passionate and enthusiastic about their subject and have a desire to share that with young people of all abilities in this particular age range. Strong subject knowledge will make your training year easier.
You must like working with young people and making a difference to their lives; resilience and patience are also key qualities.
Although school experience is no longer a compulsory requisite, we do feel that you should have a basic understanding of the challenges of education before you commence your training.
You will need three years of prior work experience, but not necessarily in an educational context.
You’ll be paid and taxed on the lowest point of the unqualified teacher payscale, in the region of £16,800.
The course fees will be paid for by your school.
Note that the bursaries available for shortage subjects make the tuition route an equally viable option for some.
Fees and financial support
About the training provider
The Millais Alliance (TMA) is an excellent partnership to train and work in. Our vision is straightforward but powerful - ‘the highest standards of education and care’. We prepare our young people to be global citizens ready to take on the world.
We have a proven record of working with trainee teachers for many years and fully recognise how much vibrancy, enthusiasm and drive they offer to the school community. We encourage our trainees to join in from Day 1. We have excellent in-school mentors who will support trainees in their training year and raise confidence in their classroom practice.
Our partnership of schools is led by Millais School, in the first cohort of designated Teaching Schools in 2011, and re-designated in 2015. We are an inspirational West Sussex partnership of 17 primary schools, 12 secondary schools and a Sixth Form College, many with Outstanding Ofsted ratings. The range of schools working together gives the opportunity to experience cross-phase observation in another of our Alliance schools regardless of the chosen phase being trained in.
Students across the partnership are happy, friendly and well-behaved and are at the heart of everything we do. Both staff and students are ambitious and confident. Many consistently out-perform their peers nationally and make significantly greater progress.
Our staff are our most valuable resource and have a proven track record in training and professional development. They are eager to share their skills, knowledge and practice with the next generation of teachers.
About the accredited body
The University of Brighton is one of the UK’s largest providers of teacher training; we’ve been educating teachers for over 100 years. Our work in initial teacher education provision has been rated ‘Outstanding’ by Ofsted. Our strength lies with our school-led partnership, one that works to ensure trainee teachers receive the best possible support and education. Through our partnership we work closely with over 600 schools and colleges across the region.
Our students develop the skills and knowledge needed to be great educators, able to change our societies for the better.
If you have applied for a School Direct place with us, you need to expect two interview stages - the first with the university, the second with the school offering the place.
The university interview will be with staff from the School of Education and the department of your subject. They will also want to check your documentation to ensure you are eligible and compliant, so it’s worth looking for the originals of GCSE, degree and marriage certificates before that interview. If you haven’t got them, or haven’t yet finished your degree, you will be given time to order copies and showing then mot the university will become part of any conditional offer you might be made. Copies can take up to six weeks and there is a charge, so factor that in to your planning.
If successful at the university stage, you will then be invited to a school-based interview which will take two to three hours. You will be expected to:
teach a short part of a lesson on a specific topic; you’ll be given information as to the numbers in the group, their ability and the point they are at in that topic.
give a short presentation to the interview panel – this is likely to consist of senior subject and leadership staff, possibly the Headteacher
complete a written task
If you are unsuccessful at the university stage, it is unlikely that the school will proceed any further with your application.
Training with disabilities and other needs
Our alliance schools will explore assistance options with disabled trainee teachers and seek specialist advice from relevant agencies on the equipment and support that can be made available. Any assessment of teachers’ needs within the school would closely involve the individuals, providing personalised support.
Some of our schools have older buildings where modern adjustments have not been possible, so any accessibility issues would be overcome through flexible timetabling in suitable classrooms near disabled facilities.