This link gives access to basic information about PGCE Courses offered by FIPC and routes to Qualified Teacher Status. Qualified Teacher Status is accredited by the Teacher Development Agency (TDA).

Please note that FIPC accepts applications via the GTTR throughout the year leading up to the course start date as long as vacancies exist. FIPC therefore welcomes enquiries and applications beyond the December deadline that appears in the GTTR booklet 'Guide for Applicants'. Please contact the Course Administrator for up to date vacancy situation. FIPC prides itself on the fact that the process from receiving the application to interviewing is usually completed within a two week period.

Graduate Teacher Programme

Course Details and Application Procedure, Academic Year 2012/2013

Course Aims:

• To train effective, confident and professional primary practitioners.
• To encourage and develop a creative approach to the challenging task of
  teaching.

All schools involved in the GTP programme have a high commitment to teacher training and the maintenance of excellence.

Application and the allocation of places

Courses run for one academic year beginning in September. The current application round therefore relates to places in September 2012.
The minimum academic qualifications for entry are an honours degree from a
recognised university, awarded at 2:2 or above, and GCSEs in mathematics, English and science at Level C or above. These qualifications must have been obtained by the time of interview.
Additionally, applicants will be expected to demonstrate some recent experience of
working in a primary school – either as an employee or a volunteer, and to have
formed a relationship with a suitable school which has indicated a willingness to
employ them for the duration of the training year and to provide Mentor support.
Applicants should indicate in their initial application their preferred age-range (i.e.
Early Years, Key Stage 1 or Key Stage 2).
It is expected that 20 funded places will be available in 2012, and initial selection for
short listing will be based upon information provided in the application form, two
independent references, and the results of an internal entry test in mathematics and English.
Shortlisted candidates will be interviewed during January and February by a panel
representative of FIPC and partnership schools.
Candidates can expect to be informed of the outcome of their application by the end of March.
Applications for places on all GTP courses are now being handled centrally by the
Training and Development Agency (TDA). Electronic application forms are available
on the website (www.tda.gov.uk) and applicants wishing to be considered for FIPC
should complete this form, indicating their age-range preference, by 31st January
2012. Applications for FIPC open on 1st October.

Placement in Schools

GTP trainees are employed by their host school, and as such are under the direction of the Headteacher. Contractual obligations and terms and conditions of employment may vary from school to school within the structure of Teachers’ Pay and Conditions legislation. Schools will provide a suitably qualified teacher to act as Mentor and FIPC will allocate a Tutor. During the first two terms of the course, attendance is divided between school (three days a week) and College (two days). In the final term, trainees work full-time in school. Training is fully funded and there is no charge to trainees for the course. Schools receive a salary grant which is used towards the cost of employment of the trainee. FIPC reserves the right to decline to accept a school as a host school in the event that:

• it is an unreasonable distance from the Chigwell base.
• the school is unable or unwilling to provide suitable mentor support.
• the quality of education provided by the school, as, for instance, reported by a
  recent Ofsted Inspection, is not of an acceptable standard.

Training Programme

Much of the training takes place in host schools under the guidance of experienced
teachers and through ‘doing the job’ under supervision. There is, however, a formal
programme of lectures and seminars which supports the school-based work and
builds the knowledge and understanding of curriculum content and educational
theory. Trainees are expected to undertake background reading and there are a
number of formally assessed assignments and tasks which must be completed to
deadline and passed as part of the course.

Part of the practical element of the course involves a three week placement in an
alternative school setting and a visit to both a secondary and a special school.
The course is ‘evidence based’ and trainees are responsible for assembling evidence that they have achieved the ‘Standards’ necessary for the award of Qualified Teacher Status (QTS). This evidence will include lesson preparation, observation and evaluation notes, a daily journal, assignments and professional development files.
Trainees must also pass the computerised skills tests in English, mathematics and
ICT before QTS can be awarded.

Assessment and the award of a final grade are based on the totality of this evidence.
The course is, as with teaching, demanding and requires fitness, stamina, commitment and hard-work.

Qualified Teacher Status

Each trainee undergoes continuous assessment against the Standards throughout
the course. At the end of the third term there is a formal assessment and all
Standards must be met before QTS can be awarded.

Further Information

If you require any further information or clarification, please contact:

Dr Richard Greenfield
GTP Coordinator
richardgreenfield@fipc.ac.uk
07502355764

or

Linda Wheatley
Course Administrator
lindawheatley@fipc.ac.uk
020 8501 2089

Middlesex University
Middlesex University (MU) is the validating body for the PGCE element of the FIPC course. The University also offers FIPC graduates credits toward an MA at MU on completion of the course.
Click on the link above for more information about Middlesex University.

Continuous Professional Development
MA in Education at the FIPC in partnership with Middlesex University

The first module of three, ‘Developing Professional Practice’ contributes to the part time MA course.

A. Developing Professional Practice consists of a programme with the following stages:
1. Personal and School Needs Analysis
2. Planning Personal Learning and Development
3. The Programme of learning activities over three terms
4. Evaluation of impact and personal learning
5. Planning the next steps

Assessment is through the production of a portfolio of evidence of professional learning.

The module represents a year’s work and is credit rated as 60 level 4 credits. It is supported by twilight seminars, “learning sets” (group support) and face-to-face and on-line tutorials.

Fees are payable to Middlesex University and are currently £780 per module. Schools may be willing to support their staff in their professional development.

The two modules in the following years are:

B. Action research for personal and school development
C. Dissertation

Applicants should hold a first degree. Those with a PGCE or equivalent would be able to complete the course over two years by doing modules A and C.

Doctorate in Education in collaboration with Middlesex University.
Applicants should have an MA degree or equivalent. The Doctorate in Education combines taught courses, research projects and thesis and is practice based.

Further information can be obtained from:
lindawheatley@fipc.ac.uk  020 8501 2089
petergordon@fipc.ac.uk
soniaburnard@fipc.ac.uk 020 8500 9625

Click here for more information.