Maths, Physics and MFL: Part-Time (Salaried)
A Flexible Route into Teacher Training
Our School Direct (salaried) programme is tailored to meet the needs of applicants who:
- would like to train part-time
- would like to earn a salary whilst training
- would like to teach maths, physics or MFL
- have substantial career experience
Cornwall Teaching School aims to recruit high-quality professionals to the teaching profession, providing with the highest quality training which is robust, innovative and is informed by latest research to meet the needs of our locality. This is a flexible route for those with previous workplace experience who wish to teach mathematics or physics in secondary schools. Flexible means you can train part time allowing you to fulfil caring or work responsibilities at the same time as training to teach.
This is an employment based route so you will be employed in a school whilst you train.
The School Direct (salaried) programme is intended for high quality career changers. There is an expectation that applicants for the flexible School Direct (salaried) pathway will have a good first degree, and you must demonstrate at least five years’ substantial career experience. ‘Trainees’ on School Direct (salaried) will be paid, as a minimum, on the lowest point of the unqualified teacher scale. ‘Trainees’ on the School Direct (salaried) route are not expected to teach more than 80% of a qualified teacher’s workload and will receive structured training activity during the programme. This will include self-study using online materials. The ‘trainee’ will have the same rights and responsibilities as a teacher.
On successful completion you will be awarded Qualified Teacher Status (QTS). It is possible that in some schools trainees will also be able to work for the award of PGCE.
Statutory minimum entry requirements
Prior to starting a teacher training course, all candidates for the School Direct (salaried) route must have:
achieved a standard equivalent to a grade C in the GCSE examination in mathematics.
achieved a standard equivalent to a grade C in the GCSE examination in English Language. Please note that many Level 2 qualifications (including Numeracy and Adult Literacy) cannot be considered as equivalent as these qualifications do not cover the breadth of syllabus required.
a degree from a UK higher education institution or equivalent qualification, 2:2 or above. This ideally should be related to the subject you wish to teach. If any of your qualifications were obtained overseas, you must contact NARIC and obtain a statement confirming the equivalency of the qualification(s).
In addition, all those applying must:
Show that they can communicate effectively in both spoken and written English.
If accepted, obtain an enhanced DBS disclosure and any other required clearances and complete DfE provisional registration requirements.
Meet the requirements for ‘physical and mental fitness to teach’.
If you would like to register your interest or ask further questions about this route contact Julie Bennett on 01872 267092 or email [email protected]. We can arrange telephone calls out-of-hours if required, and we also hold evening information sessions throughout the year.
Beth graduated with a degree in Civil Engineering from the University of Bolton. She then worked as an engineer for over 15 years before considering a career change. Beth found mentoring graduate engineers and working with placement students to be a very rewarding part of her role and began to think about a career in teaching. This was a big decision to ‘take a positive step’ and ‘make a difference to young people’s lives’. Beth undertook 10 days observation in a school in another part of the country in order to confirm her decision to apply for a career in teaching physics. The part time salaried route was the best way into the profession for Beth. She did not want course fees and, after so long in the workplace, the reassurance of a contracted position in a school was very attractive. Part time work would also allow Beth to continue with her PhD studies in fluid mechanics. Beth chose to follow a twenty-four week physics Subject Knowledge Enhancement course prior to the start of her training this gave her a real confidence boost after so long in industry.
Beth has found the course fulfilling and demanding in equal measure; she has really enjoyed working in a school: ‘In an office environment, I might speak to 3 people a day, now I will probably speak to 100 people a day, I love the school environment’. Beth enjoyed using her engineering background to enhance her teaching: she is a STEM ambassador and is working with more able year nine students on the Rocket Car Challenge where they have made the regional finals. ‘I love using my past career experiences to make physics real, for example teaching about one-cycle pulse jet engines’. Beth has found the pastoral aspect of her role incredibly rewarding and loves working with her year ten tutor group.
Beth would definitely chose this route again and is looking forward to working full time when she has qualified.
Tina graduated with a degree in Psychology from the University of Reading, having studied mathematics, biology and English Literature at A level. She then worked for over 15 years, initially in the finance sector before having a family and moving to work in schools, as a primary TA and later a cover supervisor in both primary and secondary schools. Tina undertook eleven days observation in two of our partnership schools in order to confirm her decision to apply for a career in teaching mathematics. Tina studied on a twenty-eight week mathematics Subject Enhancement course before beginning her training at Redruth School.
Tina chose the part time salaried route as she wanted to be fully immersed in the life of the school from the outset of her training. Working on the part time route also gave her a little more time for her family commitments. The best part of the course has been the continuity of experience she has experienced with her own classes: ‘I really feel that I fit in and belong in both the school and the department’. Tina also found the weekly subject specific training with the SCITT core PGCE trainees ‘really useful’. She relished the opportunity to share and discuss teaching ideas with other mathematicians as well as gain alternative perspectives from the varying approaches and practice in other schools.
Tina’s top tip for anyone considering this route is to be ‘absolutely sure that teaching is for you, it is a huge commitment and you are responsible for the education of these young people, it is not a decision to be taken lightly’. She also recommends undertaking a Subject Knowledge Enhancement course prior to starting the training, Tina found this to be really beneficial and something she has drawn on throughout the course. Tina has loved the part time salaried route, she looks forward to ‘continuing to develop my skills as a really good, effective teacher’ and has been successful in securing a full time post at Redruth School.