Limes Avenue
Chigwell
IG7 5LP
School Centred Initial Teacher Training Course
2011/2012
Contents
Click on the links below to go to the topic of your choice. The text below is the full content of the course prospectus and is designed to answer any questions you may have about the course.
| Introduction |
|
Teaching is an exciting and rewarding profession. Whether you are looking for a change of career, or are graduating soon and seeking a place on a teacher training course, Forest Independent Primary Collegiate (FIPC) could be the way forward for you. The SCITT offers two routes into teaching, PGCE/QTS and the GTP (Graduate Teacher Programme).
The Collegiate is a School Centred Initial Teacher Training Initiative comprising a number of excellent local schools. Their varied geographical backgrounds enable trainees to gain an understanding of schools serving both rural and urban communities.
This one year course has been accredited by the Training and Development Agency for Schools. Successful trainees will be awarded Qualified Teacher Status and a Post Graduate Certificate in Education. The PGCE course is validated by Middlesex University.
The FIPC initiative is unique in focusing on training teachers who are not only competent in the delivering the curriculum, but who will also be able to acquire excellent skills in managing both class and individual behaviour.
Trainees are placed at three of the participating mainstream primary schools during the year as well as a placement at a special school. There are two theory blocks in the autumn and spring terms.
All training time is spent within a school context. The course requires a full time commitment of 5 days per week over from September to July. Trainees will be expected to participate fully in the every day life of the schools in which they are placed, so occasional evening attendance may be required for school events.
| How is a SCITT different from other routes into teaching? |
|
• A SCITT (School Centred Initial Teaching Training) initiative is designed and delivered by experienced teachers.
• All participating schools are involved with course management and organisation.
• There is a commitment to providing a high quality training environment for tomorrow's teachers, where trainees can learn directly from practice.
• Practical classroom experience is directly linked to theory. Reflection of practice and theory is encouraged throughout.
• Trainees become involved in the day to day running of the school e.g. assembly, break and lunchtime supervision, staff meetings, parents evenings, after school activities.
• Trainees are allocated an experienced mentor at each school placement to help them develop their classroom management skills and support their development.
• Trainees are encouraged to contribute to the development and structure of the course by way of feedback and monitoring and evaluation.
• Trainees are able to participate in the Continuing Professional Development training sessions organised regularly throughout out the year for teaching staff.
| Aims of Forest Independent Primary Collegiate |
 |
• To train effective mainstream primary practitioners
• To train a high level of knowledge and understanding of the primary curriculum
• To produce confident, creative and positive teachers
• To develop the trainees' analytical, creative and problem solving skills
• To facilitate theoretical awareness and critical thinking in the management of behavioural disorders and special educational needs
| Equal Opportunities Policy |
|
Equal Opportunities Statement
The FIPC does not discriminate against anyone, on the grounds of their sex, age, disability, race, colour, religion, and nationality, ethnic or national origins. This is in line with the 1976 Race Relations Act and covers both direct and indirect discrimination. We promote the principles of fairness and justice for all through the education that we provide in the Collegiate.
We ensure that all students have equal access to the full range of educational opportunities provided by the Collegiate and constantly strive to remove any forms of indirect discrimination that may form barriers to learning. We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone to achieve, challenge stereotyping and prejudice whenever it occurs. We celebrate the cultural diversity of our community and show respect for all minority groups. Through positive educational experiences and support for each individual’s point of view, we aim to promote positive social attitudes and respect for all.
It is the right of all students to receive the best education the Collegiate can provide, with access to all educational activities organised by the Collegiate. We do not tolerate any forms of racism. Should a racist incident occur, we will act immediately to prevent any repetition of the incident. We endeavour to make our facilities welcoming to all minority groups. We promote an understanding of different cultures through the work undertaken, and we reflect this in the resources available to students and in the environment of the Collegiate. Our course reflects the attitudes, values and respect that we have for minority ethnic groups. Should anyone at the Collegiate be a victim of racism, we will do all we can to support that person in overcoming any difficulties they may have.
When selecting teaching material, staff pay due regard to the sensitivities of all members of the course and do not provide material that is racist or sexist in nature. Tutors strive to provide material that gives positive images of ethnic minorities and that challenges stereotypical images of minority groups. All our tutors challenge any incidents of prejudice or racism. Tutors support the work of ancillary or support staff and encourage them to intervene in a positive way against any occurrence of discrimination.
Our Equal Opportunities policy is monitored regularly by the management committee.
| The Course |
|
The theoretical side of the course is delivered by practising professionals who bring the reality of teaching into the training. The enthusiasm, experience and dedication of the trainers will help course members to link theory to practice, turn planning into delivery and to stimulate the development of learning behaviour in children.
An important feature of the course is the emphasis on managing learning behaviour. It also recognises the importance of good planning, curriculum knowledge and developing the skills necessary for good practice.
Trainees will be able to choose to focus on either Key Stage 1 (ages 5 – 8) or Key Stage 2 (ages 7 – 11) as their focus for the longer term teaching placements.
Placements at three different primary schools will help build confidence and experience. Trainees will be regarded as members of staff within their practice schools and will receive the benefit of support from the Headteacher, their mentor and other colleagues. Additionally trainees spend two weeks in a special school.
Trainees will start by observing lessons and progress through collaborative teaching to whole class teaching.
Comments from past trainees
Extract from a behaviour journal:
'Had the most exciting morning today. Science has only ever been a 'medium' type lesson for me, not my favourite, but I've never hated it. FIPC science has completely changed that though, I love science now! The way the tutor teaches and makes the science seem relevant and contextual really speaks to me. The pond dipping was great fun, it took me back to my primary school year four when I went to Lea Valley on a pond dipping trip. I have started to plan my science assignment as I had a fantastic idea inspired by the geography tutor when she came in and did the geography with us'.
'Good theoretical framework - I feel ready to teach.'
'I feel the mix between College and School has been good and allowed support to
be given to us if we needed it'.
'Maths and science tuition was excellent and gave me brilliant practical ideas.'
'The behaviour management aspect has been superb when reflecting on what my own
perception of what a teacher should be and how a teacher should act and react.'
'Assignments were very relevant and extended my learning'.
'The assignments link well with the taught sessions.'
'I love the course: the teachers and the pupils - we all get along...... I would
recommend the course highly.'
'This placement was a joy - my class teacher and my Mentor were extremely
welcoming, supportive and encouraging, and other members of staff went out of
their way to give helpful advice in their specialist areas.'
' I think the assignments have been useful and backed up our learning well.
They have encouraged us to research areas we may not have looked at.'
'The course is comprehensive and covers subject areas well. There is a good mix of theory and practice.'
‘I felt really welcome in my school - I definitely feel part of the school itself.’
‘Tutors were informative, knowledgeable and provided us with a good background of their subject’.
‘There are a number of excellent lecturers, particularly notable in the core subjects’.
‘Some of the lectures were very useful, especially the ones that gave me practical ideas of how to apply what was taught to my teaching’.
‘Good, practical learning has been intensive, but combined with observations and actually taking lessons, learning has been invaluable’.
| Course Structure |
|
The course contains the distinctive elements that will contribute to the trainees' knowledge and skills in accordance with the national standards for newly qualified teachers as set out in the current DfES document ‘Qualifying to Teach – Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training’. These include:-
Core Subjects
The taught core subjects of English, Mathematics and Science are all linked to classroom experience. Literacy and numeracy are strong elements.
Information Communication Technology (ICT) is taught both through the core and foundation subjects and as a single element.
Foundation Subjects
Geography, History, Music, Art & Design, PE, Design & Technology, Citizenship, RE and French are taught through the programme. Cross-curricular themes are also explored.
Professional Studies
Examines all the practical aspects of a teacher's daily work e.g. writing schemes of work, recording, assessing and monitoring.
Educational Theory
Includes an examination of child development relating to the knowledge required for managing learning and behaviour.
This important element is introduced directly in Educational Theory and indirectly through all other elements of the course.
| Course Timetable |
|
Click here for a detailed timetable for the current year.
Click here for a detailed GTP timetable for the current year
These are PDF file and will open in a new window. Please close the window to return to this page.
| Trainee Participation in Committees |
|
Within the FIPC, various committees work together to provide the management structure for the SCITT.
Trainees are represented on several of the committees, which have strategic management roles and responsibility for the day-to-day running of the course.
Course members also have their own Trainee Committee which reports to the Quality Assurance Group on the effectiveness of provision.
| Committee Meeting dates 11/12 |
|
| Autumn Term 11 | Spring Term 12 | Summer Term 12 | |
| Management Committee Meetings | Wednesday 28th September 2011 2pm Management meeting 4pm CDP meeting |
Wednesday 01st February 2012 10am | Thursday 7th June 2012 2pm |
| Mentor Committee Meetings | Thursday 24th November 2011 4.15pm | Wednesday 8th February 2012 12.30pm (lunch included) | Thursday 31st May 2012 12.30pm (lunch included) |
| Cross Curricular Committee | Tuesday 05th November 2011 4.15pm | Tuesday 21st February 2012 1.30pm | Tuesday 15th May 2012 4.15pm (timetabling 1.30) |
| Quality Assurance Committee | Tuesday 20th September 2011 10am | Wednesday 25th January 2012 10am | Thursday 24th May 24th 2012 10am |
| Finance Committee | TBA | ||
| Twilight new trainees: Thursday 21st June 2012 5pm
Mid Term Assessors Meeting: Wednesday 14th March 2012 9am Final Assessment Meeting: Tuesday 26th June 2012 9am |
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| Mentoring |
|
Trainees are allocated a mentor in each practice school who will provide structured support. Mentoring sessions are held regularly to guide trainees in the application of skills and knowledge.
All the mentors are highly skilled classroom practitioners who understand directly the professional needs of a teacher. They will be able to help each trainee acquire those capabilities.
Click for TRAINEE/MENTOR WEEKLY GUIDE (2011-12)
Comments from past trainees
'All my Mentors have been just excellent! Lovely people, and so concerned with our learning. Without their guidance I would not have learned as much as I have.'
'I could call on the Mentor at any time. Help was always immediate. Concrete
guidance given at all times. Clear targets and attainable ones. I feel that
my teaching has improved dramatically as a result.'
'My Mentor was very helpful in discussing behaviour strategies and classroom
management issues'.
'I have learnt loads from my Mentor and the class teachers and from evaluating
my own teaching. I have incorporated my Mentor's valuable advice on planning
and time allocation'.
‘The mentor feedback was excellent in helping my progression. Ideas and strategies for teaching were definitely influenced by subject tuition’.
‘I received feedback after every lesson I took, and I was able to use it to improve my next lesson’.
‘My class is quite challenging and my Mentor has supported and built my confidence throughout’.
‘My Mentor has balanced support and feedback with a good degree of autonomy for me to plan and deliver lessons. Support has been great’.
'Fantastic! I really feel my mentor has supported me well and her support has aided my progression. My targets have always been clear in my mind. I’ve really enjoyed it’.
‘Mentor support - absolutely brilliant! I am very grateful to her and it made my teaching practice really enjoyable’.
| Assignments |
|
All trainees will be expected to complete assignments to a high standard. There will be some short on-going tasks related to the taught subjects, as well as course assignments in the major areas of English, Mathematics, Science, Educational Theory, Professional Studies and foundation subjects.
Trainees will be required to keep a teaching practice file as well as a behavioural journal based on observation, information and active research.
To learn to become a successful classroom teacher in less than one year requires a high level of commitment and determination to ensure that you can meet all of the requirements for successfully passing the course.
Click for Learning, Teaching and Assessment Schedule and due dates
| Assessment |
|
The Secretary for Education and Skills has set out the standards that every trainee teacher must reach before being awarded QTS.
Trainees will be assessed against each of these standards during the course, with the evidence being drawn from assessments throughout the year. This evidence is collected in a portfolio that provides a competency based teaching profile.
All trainees are required to sit exams after the first learning period, and assessment is continuous. It is based on performance in the classroom, written assignments, mentoring sessions, completion of Behaviour Journal and Teaching Practice File, and the portfolio which will include evidence of professional and subject knowledge development.
| QTS Skills Tests |
|
Computerised skills tests in Numeracy and Literacy have been introduced for all those seeking to qualify as a teacher. These tests must be taken by all new entrants into the profession regardless of route.
You will need to pass all three skills tests before you can be recommended for award of QTS, register with the General Teaching Council (GTC) or begin your induction period.
The following table summarises the content of each category of the test.
| Skills Test | Category | Content |
| Numeracy | Mental arithmetic | Tests your ability to carry out mental calculations, using e.g. time, fractions, percentages (audio test). |
| Interpreting and using statistics | Tests your ability to identify trends, make comparisons and draw conclusions. | |
| Using and Applying maths | Tests your ability to use and apply general arithmetic in your role as a teacher e.g. money, ratio, decimals. | |
| Literacy | Spelling | Tests your ability to spell correctly (audio test). |
| Grammar | Tests your ability to recognise where writing fails to conform to good practice. | |
| Punctuation | Tests your understanding of the use of common forms of punctuation. | |
| Comprehension | Tests your ability to identify the main points in a text, distinguish between facts and opinion, and retrieve key points. | |
Information about the skills tests can be downloaded from the TDA website
(www.tda.gov.uk).
| List of participating schools |
|
| Abbottsweld Primary School Alderton Junior School | Harlow, Essex Loughton, Essex |
| Buckhurst Hill Primary School Fleetville Nursery & Infants School |
Buckhurst Hill, Essex St. Albans, Hertfordshire |
| Hazelwood Infant School | Palmers Green, London N13 (Lead School) |
| Hazelwood Junior School | Palmers Green, London N13 (Lead School) |
| Hereward Primary School | Loughton, Essex |
| High Beech Primary School | Loughton, Essex |
| Honilands Primary School | Enfield, Middlesex |
| Ivy Chimneys Primary School | Epping, Essex |
| The Leverton Infant and Nursery School | Waltham Abbey, Essex |
| The Leverton Junior School | Waltham Abbey, Essex |
| Limes Farm Infant and Nursery School | Chigwell, Essex |
| Limes Farm Junior School | Chigwell, Essex |
| Nazeing Primary School | Waltham Abbey, Essex |
| Oakdale Junior School | South Woodford, Essex |
| Roydon Primary School | Roydon, Essex |
| St Edmunds Primary School | Edmonton, London N9 |
| St. Josephs Catholic Primary St. Joseph's Catholic Infant School Staples Road Primary |
Hertford, Hertfordshire Leyton, London Loughton, Essex |
| Theydon Bois Primary School | Theydon Bois, Essex |
| Upshire Primary Foundation School | Waltham Abbey, Essex |
| Waltham Holy Cross Infant School | Waltham Abbey, Essex |
| Academic Requirements |
|
All applicants for a School Centred Initial Teacher Training course should hold, on entry, a degree awarded by a United Kingdom higher education institution , or recognised equivalent qualification. Decisions regarding the acceptability of such qualifications, including those awarded by overseas examining bodies, will be made by FIPC.
If you require comparability information about overseas qualifications you are advised to contact either:-
1. UK NARIC
(National Academic Recognition Information Centre for the United Kingdom)
| Telephone: | 01242 260010 |
| Fax: | 01242 258611 |
| e-mail: | 1067362043@compuserve.com |
2. The Teaching Information Line
| Telephone: | 0845 6000 991 |
| e-mail: | Teaching@ttainfo.co.uk |
You are strongly encouraged to obtain and bring written verification of your degree compatibility (e.g. UK NARIC certificate) to your formal interview.
The Secretary of State has decreed that applicants for an initial teaching training course must have achieved a standard equivalent to a grade C in the GCSE examination in English, Mathematics and Science.
Applicants will be required to produce documentary evidence of their GCSE or equivalent qualifications (and degree if attained) at interview.
Please note that the Collegiate particularly welcomes applications from ethnic minority groups currently under-represented in teaching and also applications from males.
| Selection Process |
|
Application forms will be forwarded to FIPC by the GTTR. Shortlisting will be from application form, but any supplementary information sent by the applicant directly to the Collegiate’s Course Administrator.
Interviews and selection tasks are based on clear and appropriate criteria that are applied consistently and lead to sound judgements about the candidate’s subject knowledge and suitability for teaching. The selection procedures are designed to result in the recruitment of trainees who meet the entry requirements specified in the current DfES document ‘Qualifying to Teach – Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training’.
Applicants who are shortlisted will be invited to attend a two day selection procedure. For their own convenience, the Collegiate encourages candidates to use their own transport during the selection process.
Candidates will be required to undertake two forty five minute tests one in maths and one in English. Candidates must pass both tests (pass mark maths 60%, English 80%) to qualify for an interview. Prior to the formal interview, candidates will spend time with pupils in an educational context at one of our participating mainstream schools when there will be a chance to meet the Head teacher or senior manager, mentor, classroom teachers and the children. These sessions are designed to provide applicants with an opportunity to find out more about the course and the participating schools. However, they also form part of the selection process and will provide evidence of suitability for the course and a career in teaching.
You will be contacted with the time and place for your formal interview. These interviews will last approximately 45 minutes. Candidates will be required to bring with them documentary evidence of GCSE/equivalent exam results (and degree if attained). Candidates must also bring to interview, clear, chronological details of educational and employment history to cover the period from leaving secondary education, to date.
Candidates will be notified of the panel's decision as soon as possible and offered positive and constructive feedback.
| Criminal Records Disclosure |
|
Any offer of a place on the Collegiate’s SCITT programme shall be conditional, pending receipt of a satisfactory Enhanced Disclosure Certificate from the Criminal Records Bureau. To avoid possible administrative delays, candidates will be asked to bring several items of documentation to their formal interview. Further details will be included in the letter inviting applicants to interview.
The LEA and the Forest Independent Primary Collegiate’s policy on the employment of ex-offenders is available on request.
| Financial Support |
|
FOREST INDEPENDENT PRIMARY COLLEGIATE
PRIMARY SCHOOL-CENTRED INITIAL TEACHER TRAINING PROGRAMME
ONE YEAR COURSE - ACADEMIC YEAR COMMENCING SEPTEMBER 2012
The course fees are £9000. The government offer a bursary to those students with a 1st degree of £9000, those with a degree award of 2.1 will receive a £5000 bursary. No bursary is allocated to students with a degree award of 2.2.
Students in England who satisfy residency requirements are eligible for a non-means tested grant.
Additionally, students from lower income households may be eligible to receive a means tested Maintenance Grant.
All home students will be able to take out a student loan to cover fees and may also apply for maintenance loans, either non-means tested or means tested.
You can find out more about what funding you may be entitled to by contacting your Local Education Authority’s Student Support Team.
The Collegiate will offer a travel bursary of up to £100 to any student who needs financial support in meeting travel costs incurred during the course.
Separate arrangements have been put in place for European Union (EU) students. Please check the Department for Education and Skills (DCSF) website for full details of funding available to students from the EU.
Overseas students should also check with the DfES for information about funding. You may also wish to contact the Collegiate’s Course Administrator on 0208 501 2089.
| www.studentfinance.direct.gov.uk | www.studentsupportdirect.co.uk |
| www.aimhigher.ac.uk | www.tda.gov.uk |
| www.offa.org.uk | www.dfes.gov.uk |
Enquiries regarding course fees should be directed to Linda Wheatley, Course Administrator
Telephone: 0208 501 2089
E mail: lindawheatley@fipc.ac.uk
| Selection Criteria |
|
| Essential | Desirable |
| A degree awarded by a UK university or the CNAA or other institution empowered to make such awards, or recognised equivalent | Good Honours Degree |
| GCSE Grade C or above in Maths and English (or equivalent) | |
| GCSE Grade C or above in Science (or equivalent) | |
| Advanced study to A level or equivalent | A level in primary curriculum subject |
| Previous education which provides the necessary foundation for work as a teacher in the phases/subjects to be taught | GCSE or equivalent in a range of national curriculum subjects |
| Ability to communicate clearly and in spoken and written standard English | Well structured writing |
| Evidence of relevant experience with children. The ability to interact with children and teaching staff |
Experience of working with children in an educational context. |
| Evidence of commitment to teaching as a career | Interest in or experience of the management of emotional and behavioural difficulties in mainstream settings. |
| Relevant interests and strengths | Interests that would enhance the whole curriculum |
| Personal, intellectual and presentational qualities suitable for teaching | |
| Commitment to the course | Positive choice of SCITT |
| Working knowledge of basic IT and willingness to achieve further proficiency in own time | Interest in IT in the classroom |
| Ability to meet the Secretary of State's requirements for physical and mental fitness to teach (current DfES Circular) | |
| Evidence of ability to organise | |
| No convictions which might prevent employment as a teacher | |
| Resident in the local area | |
| Own transport* |
*Own transport
Public transport to some of the teaching practice schools is very limited – some schools are in rural areas – and so applicants who can drive, and have access to a car, will find it easier to travel. If you are a non-driver, your application will be given equal consideration, but the Collegiate considers it may be helpful to mention these travel implications to potential applicants.
| How to apply |
|
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.
If you are interested in applying for a place on this course you will need to contact the Graduate Teacher Training Registry:-
The Graduate Teacher Training Registry
Rosehill
New Barn Lane
Cheltenham
Gloucestershire GL52 3LZ
| Tel. | 0870 1122205 (GTTR general enquiries) |
| Fax. | 01242 544 962 |
| Web Site: | http://www.gttr.ac.uk |
Forest Independent Primary Collegiate Reference: FORES F82
Course Code: X100 (General Primary)
If you have any further queries please contact FIPC at:-
Limes Farm Junior site
Limes Avenue
Chigwell, Essex IG7 5LP
| Tel: | Course Administrator:0208 501 2089 |
| e-mail: | lindawheatley@fipc.ac.uk |
| Tel: | Course Manager: 0208 500 9625 |
| e-mail: | soniaburnard@fipc.ac.uk |
| Tel: | Graduate Trainee Co-ordinator and assistant course manager : 0208 500 9625 Mobile:07502 355764 |
| e-mail: | richardgreenfield@fipc.ac.uk |