EDUCATION IN ENGLAND

1. Routes into
Teaching

2. QTS
Qualified Teacher
Status

3. I T T
Initial Teacher
Training

4. NQT
Newly Qualified
Teacher

5. Basic qualifications
• GCSEs (English C
Mathematics C +
Science for Primary
teachers)
• A levels

6. UNIVERSITY
• B.Ed. 3/4 years
• B.A. (QTS) or
B.Sc.(QTS) 4 years

7. UNIVERSITY
• B.A. or B.Sc. (3
years) + ITT (1 year)

8. One year ITT

9. University-led
teacher training
PGCE (Postgraduate
Certificate in Education)

10. School-led training
•SCITT
•School Direct
•Teach First

11. School-centred initial
teacher training (SCITT)
• Delivered by groups of schools
and training providers so the
majority of the training is in the
classroom
• Trainess will have one ‘base’ and
go on to gain QTS

12. School Direct
•A training programme that allows
schools to recruit and train trainees
on the job
•Most School Direct courses lead to a
PGCE
•There is an expectation, but not a
guarantee, of employment at the
school at the end of the programme
•The training can be salaried or
unsalaried

13. The Teach First
• Teach First is a charity that aims to
address educational disadvantages by
training well qualified graduates to teach
in challenging schools
• Two year scheme offers a Leadership
Development Programme and
management skills training
• Training (mainly in secondary schools) is
classroom based and trainees receive a
salary
• Trainees awarded a PGCE and QTS

14. Teachers’
standards

15. •September 2012 (updated June
2013)
•Applies to all teachers
regardless of their career stage

16. What are the Teachers’
Standards?
The Teachers’ Standards set out a
basic framework within which all
teachers in England should
operate at every stage in their
career.

17. What is the purpose of
the standards?
•Providers of ITT will assess Trainees against the
standards
• Schools will assess NQTs against the end of their
induction period
• They will be used by schools to assess teachers’
performance, identify development needs and plan
for CPD
• Teachers applying to access the upper pay range
will be assessed as to whether they are highly
competent in all elements of the standards

18. 1. Set high expectations
which inspire, motivate and
challenge pupils
• establish a safe and stimulating
environment
• set goals that stretch and
challenge all pupils
• demonstrate positive attitudes,
values and behaviour which are
expected of pupils

19. 2. Promote good progress
and outcomes by pupils
• be accountable for pupils’ attainment
• be aware of pupils’ capabilities and
prior knowledge
• guide children to reflect on progress
• demonstrate understanding of how
pupils learn
• encourage pupils to take a responsible
and conscientious attitude to study

20. 3.Demonstrate good subject
and curriculum knowledge
• have secure subject knowledge and
maintain pupils’ interest
• demonstrate a critical understanding of
developments in subject
• promote high standards of literacy and
articulacy
• have clear understanding of systematic
synthetic phonics
• have a clear understanding of appropriate
teaching strategies for mathematics

21. 4. Plan and teach well
structured lessons
• use lesson time effectively to impart
knowledge and develop understanding
• promote a love of learning and curiosity
• set homework and plan out-of-class
activities
• reflect on the effectiveness of lessons
and approaches used
• contribute to the design of an engaging
curriculum

22. 5. Adapt teaching to respond to
the strengths and needs of all
pupils
• know when to differentiate appropriately
• understand the factors that can inhibit
pupils’ learning
• demonstrate an awareness of how
children develop and adapt teaching
• have a clear understanding of the
needs of all pupils

23. 6. Make accurate and
productive use of
assesssment
• know how to assess the subject
taught
• make use of formative and
summative assessment
• use relevant data to monitor
progress and set targets
• give pupils regular feedback

24. 7. Manage behaviour
effectively to ensure a good
and safe learning environment
• have clear rules and routines and take
responsibility for promoting good
behaviour
• have high expectations of behaviour and
use rewards and sanctions consistently
• manage classes effectively using
approaches appropriate to pupils’ needs
• maintain good relationships with pupils

25. 8. Fulfil wider professional
responsibilities
•make a positive contribution to the
life of the school
•develop effective professional
relationships
•deploy support staff effectively
•take responsibility for CPD
•communicate effectively with
parents

26. Personal and
Professional conduct
• demonstrate consistently high standards of
personal and professional conduct
• treat pupils with dignity building relationships
rooted in mutual respect
• safeguard pupils’ well being
• show tolerance of and respect for the rights of
others
• upholding British values
• care with expressing personal beliefs

27. Teachers must:
• have proper and professional regard for
the ethos, policies and practices of the
school in which they teach
• maintain high standards in attendance
and punctuality
• have an understanding of, and always
act within, the statutory frameworks
which set out their professional duties
and responsibilities