1. No category

Want to teach?
Includes information about Primary
and Secondary Teacher Training
options, How to Apply, and Getting
Experience
CC 17
Careers Centre
©
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
permission in writing from Edge Hill Careers Centre.
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Contents
This guide provides you with key information and advice about getting into
teaching. It covers post graduate routes into teaching including university and
school based routes.

How to gain classroom experience
4

Entry requirements
6

Edge Hill English, Maths & Science GCSE equivalency tests
7

Professional Skills Tests
8

Subject Knowledge Enhancement courses
9

Finance
10

Different routes into teaching
11

How to apply
13

Teacher Training interviews
17

Resources
20
A teaching qualification giving Qualified Teacher Status (QTS) is required by anyone
wishing to teach in a state maintained school in England or Wales. All newly qualified
teachers, having gained QTS, must successfully complete an assessed induction
period in a school.
You should also visit the Teaching Careers area of our website at
http://www.edgehill.ac.uk/careers/students/teaching-careers/train-to-teach/
which will give you even more information about paths into teaching, how to apply
and examples of Teacher Training interview questions.
If anything is not clear and you need some help please book a careers interview with
one of our Careers Advisers by calling in to the Careers Centre in the SIC or ringing
us on 01695 584 866.
Updated by Sue Norris and Joanna Nutt
October 2014
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How to Gain Classroom Experience
If you want to apply for Teacher Training it is necessary to obtain practical
teaching experience in the classroom, relevant to your teaching application, by
the END OF YOUR 2ND YEAR!
E.g. Edge Hill asks for at least 10 days experience in the primary classroom in the 2
years prior to your application as part of their selection criteria for their PGCE
Primary programmes.
For further details of the Edge Hill PGCE selection criteria for all ages/subjects click
on:
http://www.edgehill.ac.uk/postgraduate/pgce/
As you should be applying early in the November of your final year, you would
therefore need to acquire the relevant experience by the end of your second year.
If you leave it too late it may prove difficult to organise in early September.
You could approach local schools directly, or schools/colleges that you
attended prior to coming to Edge Hill, or schools near to your home.
This would be to arrange some experience of helping out in the classroom for a
specific length of time. Beware however - as many local schools to Ormskirk already
have large numbers of Edge Hill teacher training students and may not wish to have
any other Edge Hill students in their school. Also some Teacher Training providers
request that you do not undertake your school experience in your old school. As one
Admissions Tutor at a local provider commented “you need to step outside of your
comfort zone”. Check this on individual providers’ selection criteria.
If you are considering the School Direct route then you may wish to consider gaining
experience in a school that uses the School Direct route to recruit its future teachers.
This way you can make your impression on the school prior to your School Direct
application in the future – search for School Direct providers on UCAS Teacher
Training www.ucas.com/apply/teacher-training or contact schools to ask if they are
School Direct providers.
Some students will arrange placements for half or full days, and others will arrange
placements for full week blocks either around Easter or from May/June onwards
when exams are over. Late June/early July can be a good time because teacher
training students are usually no longer in schools and there might be outdoor
activities, visits etc. that you could help with.
How do I contact the school and what should I say?
It is better to type a brief formal letter to the head teacher and send by post or email.
Find out the name of the head teacher, introduce yourself with your year and subject
and state your intention to apply for Teacher Training and the requirement to have
some school experience before applying. Be clear about the days/times that you are
available and what you would like experience of e.g. year groups, subject/national
curriculum, age range etc. Also be clear about what you can offer the school – an
extra pair of hands in the classroom, someone else to help motivate the pupils, and
also to encourage them to aspire to higher education – a role model etc! Be polite
and offer to call into the school at their convenience to introduce yourself. If you
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haven’t heard from the school within 7 – 10 days, follow this up with a phone call to
check they have received your letter and would they be able to help etc.
What should I be doing when I am in school?
You should NOT be “a fly on the wall!” You need to get as involved as you can, for
example helping the teacher and facilitating small groups. Suggest ways in which you
may be able to help e.g. your areas of expertise or knowledge such as subject/s or IT
skills. At the end of the placement you want the teacher/s you have been working
with to give you a good reference as to your suitability for teaching. You need to
record your experience of the placement, compile a diary logging the time you
spent in school and which activities you helped with, age of children, ability levels,
how you made a difference! Collect examples of lesson plans, displays, projects,
children’s work and photos if possible etc. You must ask permission regarding photos
and bear in mind that you might not be allowed to take photos of the children,
although you could take photos of displays or work you have contributed to. You
need to compile a portfolio of evidence to take along to a Teacher Training
interview. It should also include some reflection on what you have learnt from the
experience, demonstrating that you have thought about the processes taking place in
the classroom. You should have opinions about the teaching and learning that you
have participated in!
Initiatives Offering Classroom Experience
School Experience Programme (SEP)
The school experience programme (SEP) is run by the National College for Teaching
and Leadership (NCTL) and offers places to those wishing to commence initial
teacher training (ITT) in certain secondary school subjects. Before you gain a place,
a Disclosure and Barring Service (DBS) check may be required. This will be
organised by the school and can take four weeks or more to complete.
Further information: http://www.education.gov.uk/get-into-teaching/schoolexperience/sep.aspx Alternatively you can contact the Teaching Line on 0800 389
2500 for more information.
Premier Plus
Premier Plus is an enhanced service for those interested in teaching shortage
subjects. It is available for those wanting to teach secondary maths, physics,
chemistry, MFL, computing or design & technology. It is available to those who hold
or are predicted at least a 2:2 degree, and intend to start teacher training in the
academic year 2015.
For further information: http://www.education.gov.uk/get-into-teaching/premierplus.aspx
Disclosure and Barring Service
With effect from 1 December 2012 the Criminal Records Bureau (CRB) merged with
the Independent Safeguarding Authority (SA) to form the Disclosure and Barring
Service (DBS). In some cases you will need to have a DBS
http://www.homeoffice.gov.uk/agencies-public-bodies/dbs/ check done before you
can undertake work experience. Explore this at an early stage with the placement
provider when setting up experience, as the processing time for a check can
sometimes hold up start dates.
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Entry Requirements
There are national minimum entry requirements for teaching (see below). In addition
to these, providers set their own requirements. It is advisable to check the selection
criteria for each Teacher Training provider/programme. This is very important as
selection criteria vary from place to place. In fact the selection criteria can vary
across different programmes in the same institution.
National minimum entry requirements for all QTS programmes:
 GCSE English language and maths (and science for Primary) at grade C or
equivalent.*
 Degree
 Pass Professional Skills Tests
Some providers/programmes require you to have the GCSEs at the point of
application whilst others state you need them before starting the teacher training
programme.
Other GCSEs
Most Primary providers will expect you to have a range of other GCSE National
Curriculum subjects
Degree Classification
Many providers require a 2.1 minimum classification of degree.
Degree Subject
You need to check if your degree is suitable for the programme you are applying for:
Primary
Some providers will accept any degree subjects; others ask for a National Curriculum
subject. Some institutions (including Edge Hill) no longer offer generic Primary
Teacher Training courses and applicants need to choose a specialism – Edge Hill
currently offers Maths, English, Science or Modern Languages. You might therefore
be asked for an A Level or equivalent, or some content of your specialism within your
degree.
Secondary
Many Secondary programmes require you to have at least 50% of your degree in the
subject that you are hoping to teach. Certain priority subjects are more flexible,
especially if you have some industry-related experience e.g. maths, physics,
chemistry, languages, computing and design & technology.
It is important to obtain the individual selection criteria of each programme for
which you are applying. Do not waste your application. The best place to look
is the website of each provider.
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*GCSE Equivalency Programme
If you're applying to Edge Hill and don't possess the desired GCSEs required for your
course, our equivalency programmes may be suitable for you.
We run 12 week equivalency courses and stand alone tests in GCSE Maths, English
and Science.
These programmes meet the entry criteria for Edge Hill University courses and do
not necessarily hold any currency with other institutions. Always check what other
institutions will accept.
Further information is available at http://www.edgehill.ac.uk/study/equivalencyTests
or ring the Access Programmes Team on 01695 657 148 or email
[email protected]
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Professional Skills Tests
Professional Skills Tests are online tests involving involve maths and English; you
must pass them before the start of the course. They are an additional requirement to
your GCSEs. It is recommended that you take the test as soon as you have applied
for a teacher training course as long as you are confident that you will pass. You
can’t take your test before you submit your application but you can book it and
practise it. The first attempt is free.
Registering and Booking a Test
Before booking a test you need to register online via the National College of
Teaching and Leadership website. To register and book your test click the following
link
http://www.education.gov.uk/schools/careers/traininganddevelopment/professional/b
00211200/registration Anyone can register, you don’t need a TRN (Teacher
Registration Number) number. Once registered you will get a log in for your Skills
Test Account. Applicants for 2015 entry are able to book their tests from now
onwards.
Tests are currently administered by Pearson VUE (helpline 0845 450 8867 or email
[email protected]).
From 1 December 2014 they will be administered by Learn Direct (helpline 0300 303
9613 or email [email protected]). Edge Hill University is a test centre.
Once you have taken your tests, the results are valid for 3 years.
Resits
Applicants are allowed to resit twice (i.e. take the test a total of 3 times). Resits
currently cost £19.25. After two resits, you must wait 2 years before reapplying.
Practice tests can be found here
http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/skillstests
Help with Tests
If, after practising, you think you might struggle to pass your tests, support sessions
are available for anyone who has applied to Edge Hill for Teacher Training.
http://www.edgehill.ac.uk/study/professionalSkillsTests
Passing the Professional Skills Tests for Trainee Teachers & Getting into ITT (2013
Bruce Bond, Jim Johnson, Mark Patmore & Nina Weiss) – available to borrow from
the University Library.
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Subject Knowledge Enhancement (SKE) courses
If you would like to teach secondary maths, physics, chemistry, languages,
computing, or design and technology but do not have a relevant degree, an SKE
course offers the chance to develop the knowledge you need.
The programmes are aimed at those who have already been offered a place on a
postgraduate initial teacher training (ITT) course, subject to completion of an SKE
programme. ITT providers and schools make the final decision on relevant subject
knowledge. If your school or provider feels that you have the right qualities to
become a teacher but you need to up your subject knowledge before you start
training, they will talk you through the range of SKE programmes that are available.
You won't have to pay for SKE; it will be confirmed as part of a conditional offer for
ITT.
If you feel that an SKE programme would be beneficial to your application or your
training, it's worth speaking to the training providers you're interested in applying to
before you submit your application to find out what support they can offer you.
Is financial support available for SKE?
As well as funding to cover the cost of the course, eligible trainees may be able to
access an SKE bursary of up to £7,340 (depending on the course length). Please
speak to your teacher training provider for more information.
Further information about SKEs is available at http://www.education.gov.uk/get-intoteaching/subjects-age-groups/age-groups/teaching-secondary/boost-subjectknowledge
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Funding in England
The NCTL have announced details of the teacher training bursaries which will be available to trainees
beginning their training in autumn 2015.
Eligibility
Physics
Maths
Chemistry/
Computing
Languages
Biology
Primary
Maths
specialism
Geography/
D&T
Music
Scholarship*
£25000
£25000
£25000
-
-
-
-
-
English,
history,
RE &
primary
-
1st or PhD
£25000
£25000
£25000
£25000
£15000
£12000
£12000
£9000
£9000
2:1 or
Masters
2:2
£25000
£20000
£20000
£20000
£12000
£12000
£9000
£4000
£4000
£15000
£15000
£15000
£15000
£10000
£12000
£4000
£4000
0
Other**
£9000
£9000
0
0
0
£9000
0
0
0
*Trainees in maths, physics, chemistry and computing with a 2:2 or above can apply
for a scholarship as an alternative to the bursary
**Trainees in maths, physics and on primary maths courses, with a relevant degree
and at least a B in A level maths or physics are eligible



The discretionary bursary uplift has been withdrawn – eligibility will be strictly
on the basis of degree classification.
There will no longer be a bursary uplift payable in relation to the level of free
school meals in a school where school direct trainees are training. All school
direct trainees will receive the standard applicable bursary amount regardless
of location of trainee
The bursary level awarded is dependent on the subject in which a trainee
wishes to teach and the grade of their highest academic qualification, not the
subject of their academic qualification.
Further detailed information is available here
http://www.education.gov.uk/get-into-teaching/funding
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Types of Postgraduate Teacher Training Programmes
All routes below lead to Qualified Teacher Status (QTS)
University-based PGCE (Postgraduate Certificate in Education)
This is a popular and competitive route. The courses usually last one academic year
full-time; sometimes part-time or flexible learning options are also available. You will
attend classes at the university or college where you're based, and will also spend a
minimum of 24 weeks for both primary and secondary courses on placement in at
least two schools. Placements are arranged by the university with their partner
schools. You work towards a PGCE qualification which involves completing
academic assignments. You need to pay fees although some financial support is
available.
School Direct
School Direct provides an opportunity to train within a school, with the prospect of
being employed within the school or partnership of schools once qualified, though
this is not guaranteed. A School Direct provider might be a single school or a cluster
of schools. Every School Direct cluster will have a lead school. Most of your training
takes place in one school although you might undertake short placements in other
schools within the cluster. The schools select their trainees and offer training in
partnership with an accredited teacher training provider (usually a linked university)
and sometimes offer a PGCE. Most School Direct programmes are one year full
time. There are two different programmes:
School Direct fee paying. Open to all graduates and funded in the same
way as a university-based PGCE or SCITT. You pay tuition fees and have
access to the same financial support as a university-based PGCE. The
government has increased the numbers of places available on this route in
recent years.
School Direct salaried. For graduates with three or more years’ career
experience. The trainee is employed as an unqualified teacher by the school
and schools receive funding from the Teaching Agency which they can use to
subsidise the trainee’s salary and/or training. Schools can decide what they
consider constitutes “three years’ career experience” There are fewer places
on the salaried route than the fee paying route.
SCITT (School-Centred Initial Teacher Training)
Teacher training is provided by a consortium of schools and partner education
providers and is usually one year full time. Some providers offer a PGCE. Your
training will be school based and the provider does not need to have a link to a
university. This is a fee paying route and you have access to the same financial
support as a university-based PGCE or School Direct fee paying route.
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Teach First
Teach First is a two-year school-based salaried programme, operating in ten regions
of England and Wales, in primary and secondary schools that are in challenging
circumstances. These are schools that experience high levels of poverty or
underachievement amongst their pupils, as the aim of Teach First is to address
educational disadvantage.
Following a six-week residential training course in the summer, successful
candidates are employed as unqualified teachers, gaining a PGCE in the first year
and completing a newly qualified teacher (NQT) induction in the second year.
Trainees are paid a salary and there are no tuition fees. It is aimed at graduates with
a 2.1 or above and 300 UCAS points. It is available in specific subjects.
For more information see http://graduates.teachfirst.org.uk/index.html
Applications for Teach First are made directly through the Teach First website,
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How to apply for 2015 entry
Applying for a University-based PGCE, School Direct or SCITT place

Apply via a single online system, UCAS teacher training
http://www.ucas.com/apply/teacher-training.

The system is due to open for applications on October 28th 2014.

The application process is in two parts. All candidates begin with Apply 1,
regardless of when they make their application. They make up to three
choices which will be considered simultaneously by their chosen providers.
All three choices must be made at once. Candidates who do not hold an offer
through Apply 1 can then make further applications to one provider at a time,
through Apply 2, which opens in January 2015.

Providers must notify their decision within forty working days of receipt of the
application. This means that candidates may receive invitations to three
interview days within a very short space of time.

Candidates must respond to decisions within ten working days of receipt of
their last decision. Failure to do so will result in automatic rejection.

Courses must stay open for applications for at least two weeks initially, after
which they can open and close as they wish. In the later part of the process,
many courses may not be opening for the first time and therefore may only be
open for a very short time.

There are no deadlines. The application system remains open until the start
of the academic year although it is important to apply early as many
providers will fill up early.

Candidates should book their professional skills tests as soon as possible.

Candidates will be required to provide details of two referees with their
application. One referee should be able to comment on your academic ability
and potential and the other referee can be someone who knows you from
work or who can comment on your character and your potential as a teacher.
If this is someone from a school where you have gained some work
experience then this should be from the Head teacher.
Further information about references can be found at the UCAS Teacher
Training website http://www.ucas.com/how-it-all-works/teachertraining/references Your application can't be processed unless both
references have been received, so make sure you choose a reliable referee
who will complete the reference request promptly.
If you are a current student at Edge Hill you should ask your tutor what the
policy is on supplying references. Often it is your Personal Tutor who will
supply the reference but it is important to check.
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What to Include in Your UCAS Application
The UCAS application is completed online at http://www.ucas.com/apply/teachertraining . You are required to submit a personal statement in support of your
application. This is a very important part of your application. You are allowed up to
4,000 characters or 47 lines so you must write concisely. Below is some advice on
how to structure your personal statement.
“Describe briefly your reasons for wanting to teach giving the relevance of your
previous education and experience, including teaching, visits to schools and other
work with young people.”
1. Who or what has influenced your choice to become a teacher?
This is your 'opener'. Perhaps there was a specific time when you decided to become
a teacher. How did you come to this realisation? Examples of possible openers
include:



"What attracts me to teaching is…"
"I am interested in teaching because…"
"Teaching appeals to me as a career because…"
Mention your own experience and skills, and avoid clichés such as "I have always
wanted to be a teacher" or "I believe that teaching is my vocation".
Examples:
"I helped train eight year-olds in rugby during the school holidays and really enjoyed
seeing the children develop their coordination and game skills. This led me to train as
a rugby coach and I developed a desire to take this further and train as a teacher."
"I taught English to children in France as part of my language degree and I found it
challenging and stimulating to select appropriate resources for the age group. I
wanted to develop my skills and so wish to train as a teacher
2. Why will you enjoy working with young people?
Match specific examples of qualities you have to that of teaching.
There are many qualities that can be attributed to good teachers. A good teacher
may demonstrate:







an ability to relate to young people, good interpersonal and listening skills
the capacity to be alert, creative, imaginative, energetic and enthusiastic
an ability to be adaptable and versatile
a sense of responsibility and reliability
good time management and organisational skills
resilience, motivation and tenacity, and
a desire for self-development.
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You should focus on the attributes that match your own strengths and identify a
specific time when you have demonstrated those qualities.
Examples:
"I have good verbal communication skills and worked in the reception class at a local
primary school for two weeks. I learnt how to make information accessible to young
children and how to hold their attention. I learnt the importance of making
connections that children will remember, such as associating farm animals with
letters of the alphabet. This can also expand the children’s vocabulary. I found this
fascinating."
"I am a good team worker and have particularly demonstrated this skill playing
netball for my local team over the last six years. I was appointed team captain and
have represented our local borough in a national competition. Through my
connections with the club I trained as a children’s netball coach. I am keen to grow as
a team player and help young people to do the same."
3. Why will you enjoy teaching your subject?
Match your skills and experience in your specialist subject(s) to that of
teaching.
Here, you should reflect on what subject knowledge you have, how you developed it
and how it is relevant to the national curriculum.
For current information about the National Curriculum see
https://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurricu
lum2014
Examples:
"While working in IT support for the local authority (LA) I spent a lot of time in schools
resolving IT problems and, in some cases, working alongside teachers and pupils. I
realised that technology and effective learning were interlinked and that working with
very young children and supporting colleagues was an excellent way to use my skills
and fulfil my desire to work with, and support, children in a learning environment."
"I am interested in English as a subject but also in teaching English skills at all levels,
helping to develop an awareness of how information needs to be adapted to different
groups and purposes. Drama is also my passion as it helps develop a range of skills
including communication on all levels, teamwork to achieve set goals, determination
and understanding. All are relevant to the primary classroom."
4. What did you learn about teaching through your experience in schools or
other educational environments?
This is your chance to reflect on your school experience. You should identify and
comment on a particular aspect of your experience and demonstrate how it
affected the teaching and learning process.
Some examples include:
 the layout of tables and chairs, different tasks and teaching methods
 the individual teacher’s personality or behaviour management techniques
15


the way the teacher assessed work and gave feedback to pupils, and
how the teacher worked with other adults in the classroom.
Examples:
“When I work-shadowed a teacher in school, she read a book aloud to a group of
children. The teacher used the children’s names as a technique to engage their
attention. I saw that positive reinforcement can really help the group to focus."
"Working as a volunteer teaching assistant at my son’s school, I learnt that the
teacher’s approach to a task has a direct effect on the children. For example, some
children needed a lot of discussion before a topic to overcome the perception that it
was difficult."
5. What can you offer apart from your own specialist subject?
Here, you should focus on other skills you have that would be of benefit to a
school.
These could be:



language skills, including community languages such as Urdu or Punjabi
your interests, like photography, ICT, sport, drama or music, or
a training experience or management skills you have gained in other
employment
"As a native Punjabi speaker I can use my linguistic skills and cultural understanding
with both pupils and parents."
"Part of my job involved me travelling extensively and I have many pictures from all
over the world. I could use these to set up an image library which children could use."
The UCAS form also contains a separate section for you to summarise your work
experience in schools – dates, names of schools etc.
More information:
http://www.ucas.com/how-it-all-works/teacher-training/filling-in-your-application
Please ask a Careers Adviser to check your statement before you submit it to
UCAS
16
Interviews
Before you can be offered a place, you'll have to attend an interview.
You could be invited to interview by each of your chosen training providers – if so
leave a full day free for each interview and make sure you can attend interviews
within the 40 working days.


If you're invited to more than one interview on the same day, get in touch with
the second training provider to ask if your interview can be rearranged.
If they can't, you might have to choose which interview to attend.
In addition to a formal interview you might be given other tasks including:
 Writing about an educational topic
 Participating in a discussion
 Tour of the institution
 Talk to current Teacher Training students & staff
 Writing a lesson plan
 Teaching/micro teaching a lesson – especially on a school-based route the
school will be considering you as a possible future employee rather than a
university student on a placement.
Selection Tests
Many primary interview days will include a written exercise designed to assess your
spelling, punctuation, syntax, and use of grammar. Maths tests are also used
regardless of GCSE grade. Information on these should be available from the
provider.
Preparation
Have your portfolio of evidence to take to interview.
Go through your application and what information you have given to the provider - be
prepared to be questioned on what you have written.
You need to develop your own ideas on:
 Why you want to teach
 What personal qualities make you suitable
 Why students should study your subject
 Your own school experiences - good and bad
 Your degree course and its relevance
 Your experience in schools with children
 Your interests relevant to teaching
 Your potential contribution to a school, outside teaching
 Your opinions on current educational issues - check what has been on the front
pages of the latest TES (Times Educational Supplement)
 Think about questions you want to ask: placements, assessment, opportunities
for special projects, teaching other subjects, employment prospects etc.
17
Group Discussions
You might be asked to take part in a group discussion. This could involve: planning a
lesson for a particular topic and age group, discussing current educational issues,
commenting on a video of a class at work, discussions about discipline and
classroom management, discussions around your subject area and teaching and
learning strategies etc.
Research
It is important to be up to date with what is happening in education and schools at the
current time. Visit the Department for Education Get into Teaching website as part of
your preparation
http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/help-withyour-interview.aspx This includes an interactive interview for you to practise.
Another useful website to help you prepare is:
http://www.kent.ac.uk/careers/interviews/ivteaching.htm
https://www.gov.uk/schools-colleges contains up to date information about the recent
National Curriculum review and reforms and is a vital source of information.
https://www.gov.uk/government/organisations/department-for-education provides
details of the Department for Education’s press releases, policies, publications and
consultations.
The following documents might be helpful for you to look at:

Review of National Curriculum 2014
https://www.education.gov.uk/schools/teachingandlearning/curriculum/nationa
lcurriculum2014

The white paper on “The Importance of Teaching”, which includes proposals
for new school structures, changes to performance tables, funding and initial
teacher training, and new ideas on behaviour management.
http://www.education.gov.uk/schools/toolsandinitiatives/schoolswhitepaper

The green paper outlining a new approach to special educational needs and
disability “Support and Aspiration”
http://www.education.gov.uk/childrenandyoungpeople/send/b0075291/greenpaper

The Wolf Report on changes to vocational education
http://www.education.gov.uk/16to19/qualificationsandlearning/a0074953/revie
w-of-vocational-education-the-wolf-report
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Examples of Interview Questions
When and how often did you go into school?
Which parts of the National Curriculum have you helped to deliver?
What experience have you had of teaching your degree subject in the classroom?
How does your degree subject relate to the National Curriculum?
What do you know about teaching?
What do you think is challenging?
How have you coped in the classroom?
What have you learnt about your teaching experience?
What did you like best?
What was the most difficult aspect of teaching for you?
How were the children learning?
What experience of good practice did you observe?
What have you noticed about the ability levels of children in the classroom?
How is the classroom managed?
How would you motivate uninterested pupils?
How would you cope with a disruptive child?
How would you deal with an aggressive parent?
What makes a good teacher?
Why this particular PGCE / School?
What are your strengths & weaknesses in the classroom?
How do you think children should be taught?
Examine this e.g. rock - how would you develop lessons around it?
Read this story - then suggest ways it could be used to teach the national curriculum.
How important is IT in schools today?
What do you think of the national league tables?
If you walked into a classroom and two boys were fighting what would you do?
What educational issues have interested you in the news recently, and why?
What are the most important issues facing schools at the moment?
What do you think about placing children with Special Educational Needs in
mainstream schools?
What do you know about Academies?
Who is your favourite children’s author and why? (PGCE English)
What Shakespeare play would you choose to teach to a mixed ability class of 14 year
olds and why did you feel it was a good play to choose? (PGCE English)
What is the role of the Teaching Assistant in the classroom?
How would you make History interesting? (PGCE History)
How do you feel about a skills-based vs factual approach to teaching History?
(PGCE History)
What particular practitioners or drama theories do you like and why? (PGCE Drama)
What would you say to someone (such as perhaps a parent, co-worker) who thinks
drama is not important (PGCE Drama)
Why did you choose the School Direct route?
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Websites You Need!

www.education.gov.uk/get-into-teaching ( helpline 0800 389 2500) - Funding
& other information about teacher training

www.targetjobs.co.uk/career-sectors/teaching-and-education - Teaching
information

www.ucas.com/apply/teacher-training - Applications

www.teachfirst.org.uk - Teach First

www.edgehill.ac.uk/careers
o Resources section – Alternative Careers in Education booklet
o Teaching Careers – more information
o Email the Careers Team

www.direct.gov.uk - student loans

www.edgehill.ac.uk/skillstests - Edge Hill support sessions for skills tests

http://www.edgehill.ac.uk/study/equivalencyTests - GCSE equivalency tests
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Inclusive Learning
It is Edge Hill’s aim to make our services and provision accessible
to all our users. If you need us to present our information in a
different format (e.g.: electronic copy, large print), or need any
other modifications to this publication, please contact The Careers
Centre and we will do our best to accommodate your
requirements.
Edge Hill Careers Centre
Contact Details: Tel: 01695 584866
Website; www.edgehill.ac.uk/careers
Opening hours:
Monday – Friday 9.00 am – 5.00 pm
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