Teaching Futures Salaried School Direct Course from Lighting up Learning
A personal, bespoke, paid route into primary teaching for career-changers
Our Salaried School Direct course is a specialist career-changer only salaried route. Careers-changers are people that have worked continuously in the UK for at least three years and do not already hold a UK teaching qualification. It is a highly practical route, very much focused on practice-based training in schools over academic work. It gives you NQT status, but no PGCE.
We pride ourselves on having small cohorts of brilliant trainees. This year we are actively searching for men and people from Black and Minority Ethic (BME) backgrounds to enter the profession. Both are massively under represented in primary schools and we want to change this.
We have experience ourselves of being career-changers and understand the implications of leaving an existing profession. Our course is tailored to skilling trainees up quickly and does not assume you have any experience of teaching. Training with us gives you a personal, supportive environment in which to make the move into the incredibly rewarding profession of primary teaching.
Any questions? Come and talk to us
It’s important to know if our course is right for you. At our drop in afternoon, we can discuss the course requirements, your personal circumstances and any questions you have about teaching or training to teach. Join us any time between four and half six. Ask for Celia or Nicholas.
Drop in afternoon: 14th February, 4pm - 6:30pm, Unit 5.11 Bristol Paintworks BS4 3EH
Or contact Celia Jenkins: email@example.com to learn more
Salary & qualifications
Trainees are paid by the school they are matched to as Unqualified Teachers. Not only that, the course fees are paid via a government grant, direct to the Teaching School. Our course is a Qualified Teacher Status (QTS) route only and does not carry PGCE.
Trainees will spend Mondays in our training space, or being trained by specialists in different settings around the city such as a museum, art gallery or sports centre. From Tuesdays to Fridays, trainees are in one classroom, in one school for the majority of the year, with the aim of becoming the class teacher before Easter at the latest. There is a short placement in another setting/or key stage in Term 3 and we try to simply swap trainees around. This guarantees that schools are not only receiving the same quality of trainees but also that our trainees know the schools’ commitment in supporting them.
Many of our partner schools use Curious-city, our localised, enquiry-led version of the National Curriculum, or have worked with us over several years. We use Curious-city, partnerships and specialists across the region to give our trainees a distinct, unique and practical experience. Schools looking to appoint Teaching Futures Salaried School Direct trainees are interested in growing their own teachers. Being trained in Curious-city, mastery-led learning and cognitive development means our trainees are in prime positions to be offered posts as Newly Qualified Teachers (NQTs) on successfully obtaining QTS. Not only this, but it means our relationship with trainees continues into the NQT year.
Our whole programme, from subject knowledge enhancement to mentoring, is delivered by practicing teachers and headteachers. We are a satellite of the CLF Institute and have worked with them for over a decade. We have chosen to work with the CLF as they are dedicated to creating confident, skilled professionals and we are pedagogically aligned. Whilst the Teaching Futures course is distinct, trainees will have many opportunities to meet and work with other trainees from other courses
Before you formally apply, please get in touch to discuss the details of the course and ask any questions you may have. It’s very helpful for us to make sure that you have all the information you need.
The selection process is two fold. Initially, after attending an information evening, having had some experience in primary schools and applying via UCAS, we invite the potential trainee to join us for a one to one discussion; it is not a formal interview with teaching tasks as such. We want to ensure that trainees are the right type of person for our course. As a small cohort of only 10 to 12 career-changers, the group becomes very close and we have to ensure the potential trainee is not only the right person for the course, but for the team and more importantly, for our schools. The more we get to know each candidate in the initial interview stage the better we can match them to the schools we have.
The second stage is a school suitability one, and can be several weeks after the initial interview. After matching the trainee to a school, the trainee and Programme Leader meet the Headteacher for an interview. Whilst formal, this again is more about suitability than knowledge of the education system. There will be an activity involving children which will be observed. This is likely to be a reading or group work activity and is simply there to gauge how the trainee interacts with children of that school.
Teaching Futures is a satellite of the Cabot Learning Federation Institute SCITT. When you search for our course on UCAS you need to find ‘Primary with Cabot Learning Federation SCITT’ as the provider (code: 2AV) and the course code specific to Teaching Futures is: 3C9N.
Assessment throughout the course
Teaching Futures is a paperless organisation and as such everything we do is streamlined to reduce workload and excess use of paper. How we monitor and track trainee progress is no different. Trainees engage in a series of tasks, planning and assessments throughout the year to create bundles of evidence against the Teachers’ Standards. These, along with weekly observations and reviews, are used to help trainees and Programme Leaders guide the progress of all. This process is highly supported and whilst there are six formal assessments points throughout the year, self and peer review happens each and every week.
You must have:
* GCSE Maths, English and Science
* A Degree
* Two weeks (10 days) of prior experience working in a primary school as a volunteer or existing role
You should be:
* Highly reflective, emotionally intelligent person, ready to be ‘trained’ again, by experience professionals
* Able to adapt, be flexible and respond to mentoring
* Work as team whilst also be self-starter and resilient
* Well supported by family and friends and entering into this fully aware of the intensity such a course will entail.
Take the first step
Get in touch to discuss the course in more detail:
Contact Celia Jenkins: firstname.lastname@example.org