STAR Teaching School Alliance
Primary (2P6Q)

PGCE with QTS full time

• Accredited body: The University of Hull
• Financial support: Student finance if you’re eligible
• Qualification:
  PGCE with QTS

  A postgraduate certificate in education (PGCE) with qualified teacher status (QTS) will allow you to teach in state schools in England and may allow you to teach in other parts of the UK.

  It may also allow you to teach overseas, though you should always check what qualifications are needed in the country you’d like to teach in.

  Many PGCE courses include credits that count toward a Master’s degree.

• Course length: 1 year
• Date you can apply from: 13 October 2020
• Date course starts: September 2021
• Website: http://STARteachingschoolalliance.org

Contents

About the course

Designed for those wishing to teach in the 5-11 age range.

Most of the programme is spent on school placements supported by academic input from the University. It prepares you to confidently and effectively teach across the primary curriculum using a variety of strategies which can be applied in different types of schools, taking account of the stages of children’s development.

The course covers:

ENGLISH: Key aspects of teaching and learning in relation to:

reading (particular emphasis on national priority area of systematic synthetic phonics);

writing (including teaching spelling, grammar and punctuation);

speaking and listening.

Learning varied curriculum approaches and developing your knowledge about language in a variety of ways, with some sessions including small-group work with children to put theoretical elements of the course into practice.

In placement schools, you undertake tasks related to teaching, learning and assessment.

MATHEMATICS: Workshops addresses both subject knowledge and pedagogy.

Adopting a very practical, ‘hands-on’ approach to mathematics. Covering all areas of maths, but with a particular emphasis on numeracy. Includes examination of the theoretical basis upon which the various aspects of mathematics teaching are based, and constant reference to research findings and recent HMI/Ofsted reports.

Coursework assignments generally school-based, involving designing, planning, preparing and teaching various mathematical activities, together with reflection on and analysis of the adopted approaches.

SCIENCE: Co-operative, creative practical work, workshop sessions, alongside private study and the completion of school based reflective assignments.

Built around three key axioms:

that children undertake real science;

that this is done in an investigative way;

that we develop models of understanding that can be enhanced and enriched as the child progresses.

Trainees reflect on learning through the eyes of the child, the teacher and the pedagogue.

You will also be expected to work independently, supported by provided resources to develop your own science knowledge.

FOUNDATION SUBJECTS: Four half-day workshop sessions provided for each foundation subject: art, design and technology, geography, history, information technology, modern foreign languages, music, physical education, and religious education.

Most tutors are teachers who possess wide-ranging experience and expertise.

PROFESSIONAL STUDIES: A variety of sessions to develop understanding of a range of issues related to the profession, to children, and to the world beyond the classroom.

Covers: child development; special educational needs; classroom organisation and management; behaviour management; planning, assessment and record-keeping; pupils with English as an additional language; working with classroom assistants; co-operative learning; multicultural education; PSHE and citizenship.

Interview process

OUR STANDARD ASSESSMENT PROCESS IS DETAILED BELOW. HOWEVER, DURING THE COVID PANDEMIC SHORTLISTED APPLICANTS ARE LIKELY TO BE INVITED TO AN ABBREVIATED ASSESSMENT VIA VIDEO CONFERENCE.

Successful applicants should be prepared to spend the equivalent of a full day at one of the Alliance schools. The purpose of this is twofold:

1.  Applicants are made aware on the nature and demands of the course. Each receives an outline of the current course, as well as a talk about the nature and demands of the course. Candidates also have the opportunity to ask questions of the tutors and school representatives of the partnership who are attending.
   

2.  Applicants are given the opportunity to present themselves as having the potential to become good teachers.
   

The assessment will begin with a general introduction to the School Direct course, followed by an opportunity to ask questions.

As well as having the opportunity to visit classrooms, the rest of the day comprises three formal activities:

• A group task where candidates will be asked to lead a session with a small group of children. Specific details of the task will be given in the invite to interview.

• An interview with School Council represenatatives

• An interview panel with Headteachers/Senior Leaders of Alliance schools and Hull University.

Successful applicants may also be required to complete two Hull University set assessments - one English and one Maths. These written assessments may be held on a separate day to the school based assessments above.

How school placements work

Trainees work in two different schools during the year; a main placement (MP) in Autumn & Summer term, and a contrasting placement (CP) in Spring. We aim to introduce you to both your placement schools in July 2020 - giving you plenty of time to plan ahead.

By working in partnership with 23 primary schools in the STAR Alliance as well as other local schools, we offer experience in schools of different sizes and types. We try to take account of personal circumstances when organising placements, but the prime objective is providing a range of experiences, equipping you to teach competently in any type of school.

For each placement, you have a University School Direct tutor offering support and guidance, as well as a school mentor, to monitor and assist your development on a day-to-day basis. School Direct tutors and mentors work together closely to ensure the best possible outcomes for all trainees.

Autumn Term: Starts with a short induction period at your MP, followed by a block of taught provision at university. Thereafter, you are in your MP 2-3 days per week complementing further university-based sessions by providing opportunities to work with children and enabling you to meet with experienced teachers to explore a wide range of key issues. Gradually increasing responsibility for teaching groups or whole classes until the final few weeks of term which are 100% school based when you will teach the full class for at least 1 lesson a day,

Spring Term You will undertake a CP in with another age group of pupils. Your whole-class teaching load grows to 50% encompassing all primary curriculum subjects, with an emphasis on English and mathematics. In the latter weeks, you return to university for a block period of further workshops, lectures and tutorials.

Summer Term Back in your original MP, continuing to teach whole classes across a range of subjects, but with an increased teaching workload of 70-75%.

One final day at university to discuss your NQT Profile with personal supervisors, providing targets to take into first year of teaching as a Newly Qualified Teacher (NQT).

Fees

The course fees for 2021 to 2022 are as follows:

UK students	£9,250
International students	£12,800

Please contact the Professional Education Team on 01482 465974/466933 for information on Fees for 2018/19

If you are an International student from a non-EU country you will be charged the standard overseas student fee.

Training bursaries are available for some subjects for all UK and EU postgraduate teacher trainees. For information visit the following website for information.

http://www.education.gov.uk/get-into-teaching/funding/postgraduate-funding

Financial support

You may also be eligible for a loan while you study – note that you’ll have to apply for undergraduate student finance.

Find out about financial support if you’re from outside the UK.

Requirements

Qualifications

While it is desirable that an applicant has (or is predicted) a 2.1 or first class degree, we do not adopt this as a strict requirement, although we do take this into account.

Candidates must possess GCSE at grade A-C or equivalent qualification, in English, Mathematics and Science (no exemptions).

Candidates must possess a reasonable level of competence and familiarity with ICT.

Personal qualities

As an Alliance we look for the very best of candidates.

We look for a good reference and a strong commitment to primary education:

• An ability to motivate and inspire children of all abilities

• Energy and enthusiasm

• Effective interaction with children

• An ability to work under pressure

• Perseverance and flexibility

• Oral and written communication skills

• The ability to work co-operatively

• An awareness of current educational issues

• A broad subject-knowledge base

• Reflection, self-evaluation and a willingness to learn

• Awareness of what being a primary teacher entail.

Other requirements

It is preferential for candidates to have some experience of working or volunteering in primary schools, ranging from the equivalent of a couple of weeks spent getting to know about primary school life, to employment as a child support or teaching assistant. Ideally you will provide evidence of experience in contrasting educational environments.

You will be subject to the relevant Disclosure and Barring Service checks.

You will need to demonstrate ‘physical and mental fitness’ to teach and provide evidence in both respects. At present, this means you need to complete a self-disclosure form if offered a place on the programme.

About the training provider

STAR Teaching School Alliance’s aim is to raise outcomes for children whilst providing sustainability in our schools, all within a small geographic area based around Sherburn-in-Elmet and Tadcaster in North Yorkshire. We have a mix of partner schools that offer placements - large/small; faith/non-faith; Local Authority/Academy, so we aim to offer our trainees a breadth of experience to support them in future job applications.

Professional learning, including initial teacher training, is at the centre of all we do. Teacher training is recognised as a mutual learning experience and helps our schools to maintain energy, enthusiasm and innovation. We have a track record of effectively supporting trainee teachers, a number of whom continue to develop their careers in our schools.

As a STAR trainee, you will experience the full school year from start to end, gaining valuable first hand experience to prepare you for life as a teacher. The majority of your time will be in the classroom, working with a successful, highly skilled, but also caring and supportive team.

We are committed to delivering outstanding education and training that is both current and relevant, and providing excellent opportunities to develop knowledge and understanding. We aspire to ensure trainees are equipped to be outstanding teachers and future leaders.

About the accredited body

Academic aspects are delivered by Hull University (an experienced provider of initial teacher education including School Direct programmes). They place great emphasis upon professionalism and your development as a reflective practitioner who is committed to producing the best possible outcomes for every pupil. Teaching on the course is of a high standard and past trainees comment very favourably on the levels of interest and enthusiasm engendered by tutors. A virtual learning environment enables you to communicate with tutors, partnership staff and with each other, as well as giving access to a wide range of resources.

Training with disabilities and other needs

We are an inclusive teaching School Alliance and believe that there should be no barriers to qualified people pursuing a teaching career in teaching.

To this end, please contact the Alliance (using contact details below) to talk to us about any specific needs are and we will seek to accommodate them within our placement schools.

Additionally, you can contact the university Disability Services (tel: 01482 462020 or e-mail disability-services@hull.ac.uk) to find out about what Hull University are able to provide to support your academic studies and your time on campus with them.

Contact details

• Email: TSA@MF.STARMAT.UK
• Telephone: 01977 682388
• Website: http://STARteachingschoolalliance.org
• Address: STAR Teaching School Alliance; Monk Fryston CE Primary School; Chestnut Green; North Yorkshire; LS25 5PN

Apply

Choose a training location

You’ll also need to choose a training location – select the relevant location name on the application form.

Location	Vacancies	Code
Appleton Roebuck Primary School Appleton Roebuck Primary School, York , North Yorkshire, YO23 7DQ	Yes	A
Athelstan Community Primary School Milford Rd, , Leeds , Sherburn in Elmet, LEEDS, North Yorkshire, LS25 6QN	Yes	Z
Carlton in Snaith Community Primary School Town End Ave, Carlton, Goole, North Yorkshire, DN14 9NR	Yes	P
Kellington Primary School 11 Roall Ln, , Kellington, , Goole, North Yourkshire, DN14 0NY	Yes	5
Main Site Chestnut Green, LS25 5PN	Yes	-
Sherburn Hungate Primary School North Crescent, Sherburn in Elmet, Leeds, North Yorkshire, LS25 6DD	Yes	7
South Milford Primary 10 Sand Lane, South Milford, LEEDS, North Yorkshire, LS25 5AU	Yes	U
St Mary’s Catholic Primary School Baffam Ln, , Selby, North Yorkshire, YO8 9AX	Yes	S
University of Hull Cottingham Rd, , Hull, East Yorkshire, HU6 7RX	Yes	D

Support and advice

For questions about this course you should contact the training provider using the contact details above.

Get support and advice about teaching

Register with Get Into Teaching, the Department for Education’s free support and advice service, for personalised guidance from teaching experts. They can help you to prepare your application, book school experience, and access exclusive teaching events. You can also call them free of charge on 0800 389 2500, or speak to an adviser using their online chat service, from 8am to 8pm, Monday to Friday.

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