#cambridge pgce

[astrugglingteachertrainee]

About Me:

Hi! I'm Caitlin, a recent graduate from the University of Cambridge, I will be starting a PGCE in Secondary History at the same University in September 2024.

I have set up this tumblr blog to motivate myself to prepare for my course during the summer and document my journey along the way :)

Doing this on tumblr because no one reads it anymore, and I really miss 2014.

[coffeecatsdragons]

Some Organisational Tips for PGCEs

You’re now a good chunk into your first term, and, if you’re anything like me, you’re probably finding that the ring binder you obviously have for your first placement* is very, very full - or at least too heavy to carry, and possibly no longer fits in your bag. This was a problem I battled with until about the last month of my PGCE, so I hope someone may find my tips useful.

*I had a ring binder for Subject Studies, PP1, PP2 and Professional Studies.

The key thing to think about is what you actually need for each lesson. It normally boils down to four things: your lesson plan, any resources you are going to use, anything you need to give out for homework and any homework you are going to give back. The best way I found to manage this was through a profusion of plastic popper wallets. Four per class, ideally all the same colour so you can identify them at speed. You can use double-sided tape to stick two back to back - do that twice. Have once of those for “your stuff” - your lesson planner, homework to give back (or homework handed in and to be marked) - and the other for “their stuff” - lesson resources to give out and homework resources to give out. You can label these wallets with what each section is/what class it is/your name using a permanent marker. I’m sure something similar could be managed with folders, but I found this easier.

If you are offered a Teacher Planner, TAKE IT. I struggled through my PGCE, first with a beautiful ban.do planner, then a bullet journal. I started my NQT with another beautiful ban.do planner, which gave me enough space to have about one line to write what I was doing for each lesson. My Teacher Planner gives me as much space for each lesson as the ban.do did for a full day. And I can always make it pretty.

If you are using a laptop (and everyone is to some extent), keep resources organised. I had a folder for each placement school, with a folder for each year inside that, a folder for each class inside that, and a folder for lesson plans plus a folder for resources inside that. And, for god’s sake, back things up.

Try to have your timetable somewhere obvious; mine is stuck to the back of my teacher planner, which I carry everywhere. This makes it easy to check where I should be at any given time. I suggest also having it put up by/near your desk (if you work at home), to help with prioritising what needs to be marked and prepared.

Post it notes can actually be super helpful. Say you have a teacher planner. A child is ill, so hasn’t handed in their homework. Stick a post it note on top of that lesson in your planner, and write “email what’s-her-name” about when she can hand in her homework”. The key thing about this is that the post it note is INSIDE the book - on the outside of the book, it will become detached and lost.

Emails. Get your emails on your phone. You don’t have to reply to them, but it’s super helpful to be able to just check on your phone where you were room-changed to, instead of having to open your laptop or login to a computer.

I could add plenty more tips to this, but these are things I actually do, while any others would just be things I’ve read. I hope this is helpful for someone!

[more-lasting-than-bronze]

The song of Achilles being on my university suggested reading list before september ... gay rights

[lizziestudieshistory]

Applying to Oxbridge for Postgraduates - General Advice

Some of you may know that I will be studying for my masters in Early Modern History at the University of Oxford in the next academic year. However, throughout the application process I noticed there is very little advice for prospective students at graduate level – there a lots of wonderful articles, services, and posts talking about the undergraduate process, but very little for those seeking to apply for postgraduate study. This is particularly noticeable if – like me – you are applying from another institution. So, applying to Oxbridge was an intimidating challenge, and if it wasn’t for the guidance and encouragement of two of my lecturers at university I wouldn’t have applied at all. Therefore, I thought I’d create the guide I would have wanted during my application process – this will be split across several posts and reflects my own experience for the 2019-2020 application.

Start early. The reason I’m putting this post up in July is that the application process is long, gruelling, and closes much earlier than most postgraduate courses. Most people won’t even think about postgraduate applications until the last term of their third year, unless they’re applying for a PGCE. Some are even encouraged to put it off and to focus on their current studies and then apply during the final term of their third year. You can’t do this with Oxbridge. This year the Oxford closing date was in January and March for Cambridge – well before term finishes, so you need to be considering your course in the summer between second and third year, and start applying in your first term back!

Carefully consider the courses on offer. I applied for history masters that specialised in Early Modern History. However, while this is a much narrower scope than most undergraduate history courses, it is still quite a broad topic. Scrutinise the modules on offer and ask questions around your specialism to make sure you can get the support you need.      Remember Oxbridge is all well and good but if the expert on your topic is at another institution you might want to apply there as well! I almost turned down my Oxford acceptance to go to Durham instead because Alec Ryrie works there, luckily there are several respected historians who work around my specialism.

Go to an open day if possible. I wasn’t able to make an open day for either Oxford or Cambridge, but it is better to see the university you’re going to beforehand. It sounds obvious, especially as this is aimed at graduates, however, going to the university allows you to talk to academics, students, colleges, and scope out where you will be happiest during your time at university. It’s as important to do this for masters as it is for undergraduate study!

Visit the colleges. You’re not just applying to a university; you’re applying for a college as well (even if you put no preference). Make sure you take the time to see the colleges you are thinking of studying with. These are as important as the course you’re taking and they’re also a lot of fun to consider! Not all courses are taken at each college, so you need to factor this into your consideration.

Ask questions! Ask staff and students at open days about their experience and what the courses are like – and never forget that there isn’t a stupid question. If you can’t make an open day then email the colleges you’re considering and academics you might want to work with to ask any questions you might have. When applying to Cambridge I had a wonderful conversation with Dr Arnold Hunt about my research proposal that had a profound impact on the direction my study, as well as answered my questions on whether he would be interested in my proposal (he was!) and what kind of supervision he could offer (it was a lot!) These conversations are important and shouldn’t be taken lightly.

Apply for both if you can. Unlike undergraduate applicants postgraduates can apply for both Oxford and Cambridge. This is because you apply separately through their own systems, not UCAS.

It costs money to apply. There is a processing fee for both universities: Oxford was £75 and Cambridge £60 per application. So, if you can’t fork out the cash as and when you may need to save to apply – especially if you want to apply for both universities. (The fee doesn’t guarantee you anything but a confirmation of an offer or notification of rejection, neither will it be put towards your fees if you get accepted.)

More goes into the application than you think. These applications were the most time consuming and rigorous I have ever experienced for a masters course. I will breakdown the application form itself in a separate post, however, you have form to complete, a research statement, essay(s) to write, and 2 or 3 referees to find and make sure they supply a reference in time. If you’re initially accepted this process becomes much longer and includes financial declarations, transcripts, colleges, and more (again I am compiling a separate post). This isn’t a process you can complete in an afternoon; it took me weeks to complete and you need to plan for this when considering the deadline.

Apply early. Thousands of people apply to Oxbridge every year and very few places are open for graduate students (on my masters programme they take on up to 10 people every year out of hundreds of applicants.) You need to get your application in earlier than the deadline. For example, I submitted my Oxford application in early December rather than January.

Try not to be intimidated and just go for it. I was scared about applying to Oxbridge and nearly didn’t apply to Cambridge because I was worried about not being good enough to make the cut. However, even applying to these universities is wonderful experience and can help with your confidence. If you want to apply just do it and see what happens you could be wonderfully surprised – I was!

I hope some of this will help a few people out – if you want more information on specific areas please feel free to ask me questions on my experience, otherwise watch out for my additional guides to:

The application form | Essays, references, and research proposals | Colleges | Contacting potential supervisors | Transcripts, financial declarations, and the post-acceptance process

[rajeshbarasara-blog]

Penny Ur @⁨Penny Ur⁩ . Penny was educated at the universities of Oxford (MA), Cambridge (PGCE) and Reading (MA). She emigrated to Israel in 1967, where she still lives today. Penny has thirty years’ experience as an English teacher in elementary, middle and high schools in Israel. Now retired, she has taught M.A. courses at Oranim Academic College of Education and Haifa University. Penny has presented papers at TESOL, IATEFL and various other English teachers’ conferences worldwide. She has published a number of articles, and was for ten years the editor of the Cambridge Handbooks for Language Teachers series. She was awarded an OBE for services to English Language Teaching in 2013. Her books include Five Minute Activities (co authored with Andrew Wright) (1992), Grammar Practice Activities (2nd Edition) (2009), A Course in English Language Teaching (2012), Discussions and More (2014) and Penny Ur's 100 Teaching Tips (2016), all published by Cambridge University Press. (at Israel) https://www.instagram.com/p/Cki29TDva9E/?igshid=NGJjMDIxMWI=

[limejuicer1862]

The Wombwell Rainbow Growing Into: "Other Women's Kitchens" by Alison Binney.

The Wombwell Rainbow Growing Into: “Other Women’s Kitchens” by Alison Binney.

As a Growing Into review I will add to this over time as I sink into the book. -Alison Binney teaches English in a state secondary school and to trainee teachers on the PGCE English course at the University of Cambridge. Since creating more space in her life for writing, over the last four years she has been widely published, including in The North, Magma, Under the Radar, Butcher’s Dog and…

[keepthingslocal]

Ceramics Classes London: The Ceramic Arts

Zoe Lloyd Learn to sculpt, paint and print with clay at new individual and group classes in W6 In recent years ceramic artist Zoe Lloyd has pursued parallel creative and educational careers. Since graduating from the Royal College of Art she has combined her love of making and exhibiting her own work with teaching (she also has a PGCE from the Institute of Education) at Wood Lane High School and the West London Free School and giving creative art classes to elderly people with dementia. Now Zoe is bringing together all the strings of her bow by offering group and one-to-one ceramics tuition at Studio Lloyd Rena in one of the railway arches on Cambridge Grove in Hammersmith. ‘It’s something I’ve always wanted to do. From September I’ll be holding classes in hand-building, print-making and sculpting with clay and students can also learn how to make and apply their own glazes. ‘The workshops will be during the day, in the evening and at weekends and I’ll provide the materials. No previous experience is necessary, everyone can learn at their own pace and all ages are welcome. The studio is the perfect space to learn. There are four electric ceramic kilns and I will also be offering a firing service for fellow ceramicists.’ Zoe’s own ceramics (available via her website) divide into two spheres; abstract sculptural pieces saturated with glazes and more functional plates, vases and tankards. ‘There’s so much you can do creatively with clay,’ she says. ‘As well as sculpting you can paint, print and draw and, as I hope my new students will discover, it’s such a therapeutic and exciting material with which to work.’

Read the full article

[biotechtimes]

Gates Cambridge Scholarship 2020 Official Notification Released

New Post has been published on https://biotechtimes.org/2019/09/13/gates-cambridge-scholarship-2020-official-notification-released/

Gates Cambridge Scholarship 2020 Official Notification Released

Applications for Gates Cambridge Scholarship 2020 entry are now open

The official notification for the Gates Cambridge Scholarship 2020 has been released. Interested candidates can check out all of the details given below:

About Gates Cambridge Scholarship

The Gates Cambridge Scholarship Program was started in October 2000 with a US$ 210m contribution from the Bill and Melinda Gates Foundation to Cambridge University; this is the biggest ever single contribution ever made to a UK university.

Gates Cambridge will award 80 full-cost scholarships for candidates from outside the UK to undertake a full-time postgraduate degree in any field available at the University of Cambridge. Nearly two-thirds of these scholarships will be provided to Ph.D. students, with about 25 scholarships offered in the U.S. round and 55 in the international round. 

The selection criteria are:

Excellent intellectual skill

reasons for choosing the course

Commitment to improving people’s life

Potential for leadership

The goal of the Gates Cambridge program is to construct a worldwide network of future leaders dedicated to enhancing other’s life.

Eligibility

You can apply for a Gates Cambridge Scholarship if you are:

A citizen of any nation outside the United Kingdom

applying to pursue one of the following full-time residential courses of study at the University of Cambridge:

PhD

MSc/MLitt

One year postgraduate course (with some exceptions – see below)

The programs not eligible for a Gates Cambridge Scholarship are mentioned below:

Any Undergraduate degree such as BA (undergraduate) or BA affiliated (a second BA)

Master of Business (MBA)

Master of Finance (MFin)

PGCE

MBBChir Clinical Studies

MD Doctor of Medicine degree (6 years, part-time)

Graduate Course in Medicine (A101)

Part-time degrees

Non-degree courses

Check Eligibility

If you have additional questions about your eligibility please email info@gatescambridge.org with details of your situation.

Ideal candidate

Cambridge University scholars come from a variety of backgrounds, each bringing something unique to the programme. University selects them using four criteria.

Academic excellence

To be able to compete for a Gates Cambridge Scholarship applicant must demonstrate academic excellence (through transcripts, references, experience, and the potential to succeed in the course chosen). Academic departments at Cambridge University nominate only the exceptional applicants for a Gates Cambridge Scholarship, which ensures that those whom university select will succeed at Cambridge.

Reasons for choice of course

For a particular postgraduate degree at Cambridge, you should be able to make a strong case. Ph.D. applicants (and most MPhil applicants for research) will need to contact a potential supervisor to develop a research project that is part of the application. You will have to prove you have the educational background and the skills and knowledge you need to finish the course. Taught MPhil and other candidates need to give a strong case as to how they will facilitate their career aspirations by completing the proposed course. Gates Cambridge is looking for scholars with an academically transformative experience at Cambridge, so it’s important that you research completely and justify the course you’re applying for.

Commitment to improving other’s lives

A defining feature of the Gates Cambridge program is the scholar’s commitment to improving other people’s lives. This criterion will be interpreted widely and by offering proof of their past, present and future dedication to the communities in which they will reside and operate, candidates identify it themselves.

A leadership capability

Successful candidates must be able to show a management ability that can be articulated in many ways. Applicants should provide proof of their up-to-date leadership experience and show how their management abilities can affect future careers.

A note on the ratio of Ph.D.: Masters awards

To generate and maintain a sustainable academic community at Cambridge University and for academics to take complete benefit of their time in Cambridge, roughly 2/3 Ph.D. students are selected each year. Special attention should be paid by those applying to taught masters in explaining why this is the ideal course for them and how critical it is to their future educational or professional training plans.

Selection Procedure

A three-stage selection method is used by Gates Cambridge to guarantee that scholars fulfill all of the requirements to the highest degree.

1. Departmental ranking

Gates Cambridge asks Cambridge academic departments to rank and endorse qualified candidates. Those proposed by departments (a tiny proportion of the complete applicant pool) are regarded to be the most academically exceptional candidates obtained by the department that year, which also fulfill the other requirements of Gates Cambridge.

2. Shortlisting

Once Gates Cambridge has a list of nominated candidates from departments, these are split into broad subject topics and handed to Shortlisting Committees. These committees look at the complete application package of applicants (including the Gates Cambridge Statement and Reference) and use Gates Cambridge standards to define those who should be invited to interview. Anyone who is selected for the interview will have passed an extremely competitive method and will demonstrate high-level proof of meeting all requirements.

3. Interview

All shortlisted applicants are interviewed to evaluate how they fulfill all the requirements of Gates Cambridge and are chosen after the interview. Further information can be found on the interview page.

 How to apply for the Gates Cambridge Scholarship

You must make an application for admission and financing to apply for a Gates Cambridge Scholarship. 

Through the University’s Graduate Application Portal, applicants submit their application for admission and financing (Gates Cambridge and other financing).

To be assessed for a Gates Cambridge Scholarship, you must finish the portion to apply for admission to a course and a college place and part of the financing portion of the Gates Cambridge.

Gates Cambridge Statement

In the application form you have to give Gates Cambridge Statement:

Please clarify why you are applying for a Gates Cambridge Scholarship and how you satisfy the four primary requirements in no more than 3000 characters (about 500 words).  Full information on how to apply, including selection process and guidelines on finishing this statement. can be accessed at www.gatescambridge.org/apply, 

The statement will be used by the Gates Cambridge selection committees to make a distinction between applicants who have been ranked highly by departments on educational grounds. It enables selection committees to recognise those applicants who, in addition to being academically outstanding, have leadership ability and dedication to enhancing other’s life. This is the only part of the application form in which candidates are specifically asked about their match up with the Gates Cambridge program and you must use your background, accomplishments, experiences and future to demonstrate how you would suit the Gates Cambridge program well.

Research proposal (Ph.D. applicants only)

Gates Cambridge requires Ph.D. applicants to submit a research proposal as part of their application for funding.  As a component of their application for admission, most Ph.D. candidates will upload a research proposal, but if this is not the situation, a research proposal is required to apply for a Gates Cambridge Scholarship. If you apply for a course other than a Ph.D., you do not have to submit a research proposal as part of your Gates Cambridge Scholarship material.

Gates Cambridge reference

Gates Cambridge candidates should submit a reference on their fit with the scholarship in addition to two academic references for admission. The Gates Cambridge Reference is used in the same manner as the Gates Cambridge Statement-to minimize a large number of well-qualified applicants to those who meet the Cambridge Gates criteria.

The application portal will also ask referees how they rate the scholarship applicant: exceptional, strong, not strong, weak. Up to 4,000 characters can be pasted/typed into the online reference or a separate letter uploaded.

Deadlines

Applications for October 2020 entry are now open.

Gates Cambridge considers candidates in two selection rounds each year:

Round 1: US citizens living in the USA only

Applicants in this round must apply by 9 October 2019 for entry in October 2020.

Round 2: All other eligible applicants (part of the Graduate Funding Competition)

Dependent on your course – either 3 December 2019 or 7 January 2020

Eligibility

View Notification

Application Materials

[sdellenty]

Talking about my LGBT+ life, education work and book at the University of Cambridge this evening for #LGBTHM19 #bloomsburypublishing #lgbtq #shaundellenty #celebratingdifferenceshaundellenty #changemanagement #education #teachertraining #cpd #antibullying #academic #academics #publishing #books #teachertraining #cambridgeuniversity #schools #teachers #schoolleadership #headteachers #pgce #pgceprimary #changemanagement #bloomsburypublishing #academic #cambridgeuniversity #schools https://www.instagram.com/p/BuFCVarlKXh/?utm_source=ig_tumblr_share&igshid=1hxibybycwwli

[coffeecatsdragons]

The longest overdue update.

I have literally no excuse for not posting over the entire summer. I mainly want to make this post about interviews and job applications (remember I was trying to be a helpful blog?), but a few quick updates first.

I did the needed corrections to my 1C essay, and passed. We never get anything above a pass/fail, so I have no idea how well.

Over the end of my course and summer, I sent in around five job applications. One rejected me outright, three interviewed me, and the final one decided they didn’t actually need anyone.

I definitely want to do an MeD in Children’s Literature next year, job dependent.

On to jobs and applications.

My secondary school was an independent. Aside from some friendship issues I had in my last couple of years there, I loved it, and thrived there. I started my PGCE thinking I would be perfectly happy to work in a state comprehensive. While my first placement was a nice school, I really disliked my second placement - in terms of behaviour, resources, and how the kids were treated - as an exam factory. I understand not all comprehensives are like this, but I started this course wanting to teach. In my final placement, I was starting to feel like I was just a glorified babysitter.

I started applying for jobs around Christmas - mainly because jobs I wanted came up. One was at my old secondary school (which, to be honest, I’m grateful I didn’t get, due to the school’s location), and one was at a local private school. My tutor was very upset when I told her I was applying to these schools. I think on almost all PGCE courses, your academic tutor will be one of your references, while your mentor at your current placement will be your second. Our tutors and mentors wanted to be notified with each application we made, presumably so they knew they might be contacted.

My tutor outright told me that the course was not geared towards teaching at an independent school, and that I wouldn’t have got a place on the course if they knew that was what I intended to do. This did make me rather uncomfortable, and I felt very awkward about asking her to check my application.

The first three schools I applied to rejected me without interview, after my tutor said my application was “Fine”.

When she heard I was applying to a local state school (I had done some work experience there and knew I liked it), there were suddenly lots of problems with my application that needed to be fixed - it needed a complete re-write. I don’t know if that was a coincidence or not.

Anyway, school applications are tiring; eventually they become cut and paste jobs, but they are still tedious, as every job wants the same information, but in their own particular order, on their own particular form. Some schools will tell you if you haven’t made it to interview - some schools won’t even tell you if they received your application.

My first interview was at a local private school. I was, unfortunately, up against two teachers with vastly more experience than me - one of the teachers was a teacher at another local private school which closed that year. I got brilliant feedback from that interview, but did not get the position.

My second interview was actually after term ended, at an independent school around an hour way. It was absolutely lovely, and the interview went well. However, they again picked someone with more experience. Until, a week after the interview, I got a phone call saying that person had dropped out, and they wanted me. Apparently I had been by far the best-prepared candidate, and they thought my values fitted really well with the school. However, the issue was that they needed someone who could do an 100% timetable, and NQTs at independent schools only do 80%. They kept me hanging on for two weeks while they tried to re-shuffle the timetable and shift classes, but, in the end, they couldn’t make it work. I found this very frustrating; they knew I was an NQT, so why interview me if they wouldn’t be able to employ me?

My final interview was with a grammar school. As the summer went on, and less jobs were up for grabs, I started applying for grammar schools as well as independent schools - they key thing for me was that I’d be teaching, rather than doing crowd control.

This interview was done over the phone, as I was in Menorca on the date of the interviews. Obviously this was a disadvantage, and I wasn’t surprised when they rejected me.

As September the first rolled around, I applied to both a supply agency and a local tutoring agency. Interviews for both were set up on the first day of the new term. I woke up that morning and saw a missed call on my phone (I woke up around ten, the call was at eight) from the area the most recent school was in. I called back, and after going through multiple layers of phone systems, found out that school did want me after all. Their first choice had dropped out. Once they met met, I was reassured that I would have been their first choice if not for the interview being over the phone. Additionally, they wanted me so badly that they took me on for a 100% timetable when they only wanted 90% - the extra 10 percent is the NQT allowance. And they took me on for a year when they only wanted two terms. However, this did involve both buying a car and finding somewhere to live in one weekend!

Funnily enough, the area I’ve moved into is actually the place where I was born, but only lived in for two years.

The school is a girls’ only grammar school and, for the most part, I love it. The kids are lovely, bright and interested. Today I had three lessons; after one, girls stayed back to talk more about World War Two (we’re studying Boy In The Striped Pyjamas), a girl from another class thanked me for my concern about her when there seemed to be some issues with who she was sitting with, and a third girl dabbed at the idea of learning new vocabulary.

I have one tricky class, but I am working on behaviour with them, and that is obviously a helpful experience for me to have.

The department and all the staff are lovely and welcoming - funnily enough, they have a new Latin teacher who did his PGCE at the same university as me, so we vaguely know each other.

This area is about an hour and a half away from Cambridge, so I am driving home very weekend. As a member of my college, I can still go to college events, and I made such good friends that I regularly do. Although I am living in a house share, I don’t overlap with my neighbours that much, and I honestly am not sure how to go about making friends when you’re not forced together by school or university - please, if you have any tips, drop me a line!

I apologise for this being so long, but I wanted to give an honest account. If you have any questions about applications, teaching, PGCEs, or really anything else, please send me a message - I’d be happy to help.

[kinga-fineart]

https://kingaart.portfoliobox.net/

Throughout my interview process for the PGCE course I have made a digital portfolio (as part of the requirement) in order to display some of my best work and demonstrate the skills and mediums that I excel at. Since then I have successfully secured a place with Cambridge Teaching Schools Network.

I will be soon completing professional skill tests as part of the conditional offer, as well as making more arrangements for the course.

[r-is-for-revolution-blog]

CW: university work, suicide mention, food/body image

I got marks back on an ethics essay & I got a 1st and the third highest mark in the class overall. So out of over 40 people only two got higher marks than me and I am beating myself up about it. And trying to work out who got better marks and being annoyed at myself that I handed in something I know I could have done a better job on and looking back at what I wrote in my exam and seeing how patchy and flawed the answer was - it was basically all exposition with no argument and the argument I did give was crap and everything is shite. And I have another exam on the 7th. Portfolio due for the 12th. I have done no work on either. And I'm so fed up of leaving things to the last minute and getting 2:1s and being mediocre. And I know these high standards are unhealthy and unrealistic and I know procrastinating in the fear of failure is a bad technique but I'm literally doing everything I can just to stay alive right now. And I only need a 2:1 to do a PGCE at Cambridge but I can't just let myself settle for anything less than the best. Especially when I'm surrounded by such talented and high achieving friends and it is literally killing me. On the plus side I've only eaten like 800 calories today so at least my fucking brain isn't screaming at me about that. Gee, I sure do love being a cocktail of Awful Things 🙃

[bristolskillsandlearning]

This course will be delivered online (Zoom). Give your creativity a boost! A fun course for all. Learn or practice how to kick-start a story, develop character, deliver big impact and get gritty with action. We will also look at how we can create a world to capture our readers’ imagination. There will be opportunity to share your work in a supportive environment.

Enrol online here.

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Course Dates 2019 – 2020

Monday to Friday 10am to 12.30pm Samantha Forrest

5 sessions 27 July – 31 July £75 / £45 D37C

New course dates will be available in our next Course Guide 2020 – 21 from Summer 2020

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To secure your place, use the Book Securely button to access our Booking System

Select the course you wish to book

Select the date suitable for you

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Showcase

Check out some of our work below:

Tutor – Samantha Forrest

Teaching has been part of my life since I was 16, and I have worked with all ages and abilities, in a wide variety of settings, including secondary schools, museums, self-help centres, and on the road as a tour guide throughout western Europe.

I trained in the Visual Arts and Theatre in Paris and London, before undertaking a PGCE at Cambridge University. More

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Our Art Tutors

Learn more about our brilliant tutors.

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Creative Writing Summer School This course will be delivered online (Zoom). Give your creativity a boost! A fun course for all.

[jobswzayef]

Teaching

Teaching

Secondary and Primary including Classroom and Assistant Teachers – We presently recruiting Qualified and experience Male Female teachers of British European Union South African Canadian American including Saudi Arabia with British educational background for our clients in Saudi Arabia. Subjects Secondary School Teachers Physics Chemistry Biology Maths Science Arts French Spanish Germany and other subjects Requirements Applicants must have the following qualifications – BACHELORS DEGREE IN EDUCATION – Masters Degree in the selected subject s is an advantage – WITH LICENSE – AT LEAST 3 YEARS TEACHING EXPERIENCE – British Education to Degree Standard – British Curriculum teaching qualification Primary School Teachers Experienced primary teachers. Must be a qualified teacher with UK curriculum experience preferably Cambridge board. Teaching Assistants Experienced teaching assistants to support primary curriculum. SEN and or ESL experience would be an advantage. Requirements At least a Bachelor’s degree in the relevant subject a candidate with UK Curriculum experience and a PGCE teaching qualification others.. Candidates that will be considered for the positions on offer

Must have Qualified Teacher Status Either PGCE or Cert Ed

Proven Teaching experience within the last year

Willingness to promote learning

Strong Classroom Management Skills are essential

Flexible and adaptable approach to work

Positive outlook

Innovative and resourceful teaching methods

NQT’s or experienced Teacher You maybe eligible for accompanied unaccompanied status contract and will receive the following benefits

Contract one year and often renewable.

Air transport economy class from point of hire to and from KSA.

End of contract entitlements Bonus consisting of one half month salary for each year worked.

Ticketing a return ticket to point of hire for vacation once a year.

Vacation 40 days paid vacation per year.

Housing including utilities appliances linens etc. provided.

Uniforms provided.

Transportation from hospital to housing and back and shopping trips provided.

Medical care and emergency dental care normally provided free at the hospital.

Emergency Leave available.

Salary paid in local currency by end of each Gregorian month.

This income is Take Home pay since there are No Taxes in Saudi Arabia. Please forward your CV for a review to e mail admin ditaconsulting.co.uk * راتب مجزي جداً. * مكافأت و حوافز متنوعة. * توفير سكن مؤثث أو بدل سكن. * أنتقالات أو توفير بدل عنها. * توفير تذاكر السفر لمن يشغل الوظيفة و عائلته. * نسبة من الأرباح الربع سنوية. * أجازات سنوية مدفوعة الراتب بالكامل. * مسار وظيفي واضح ل��ترقيات. * بيئة عمل محفزة و مناسبة لحالة الموظف. * تأمين طبي للموظيف و عائلته. * تأمينات أجتماعية. التقدم و التواصل مباشرة دون و سطاء عند توافر الألتزام و الجدية التامة و المؤهلات المطلوبة علي: jobswzayef@gmail.com

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Apply for PGCE Languages at Cambridge University

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Nova Pioneer Apprentice Teachers 2021 Program

Nova Pioneer is looking for superstar Apprentice Teacher to teach Pre-Primary and Primary School (grades 000 – 7) at the Midrand Campus in 2021. This is an exciting opportunity for an aspiring teacher who is currently in their 3rd or 4th year of their BEd qualification or completing their PGCE in 2021 to join a team deeply committed to the development of our people and our children. You will partner with your Resident Teacher to empower students using an enquiry-based learning approach and be a part of an innovative network of schools that is developing generations of innovators and leaders who will shape the African Century.

Apprentice teachers support instruction and classroom management and are responsible for helping to drive a rigorous, enquiry-based learning environment the Nova Pioneer way. Apprentice teachers are supported by Resident teachers who partner with them in their growth journey – observing lessons, providing feedback and coaching.

Key responsibilities for the role include:

Help and support Resident teachers to deliver impactful and engaging enquiry-based lessons supported by technology to enhance instructional delivery

Infuse joy and passion for learning into lessons so that students are excited about and invested in their academic excellence

Help to set and communicate rigorous and ambitious goals for all students and provide student feedback so they internalize it

Work collaboratively with the resident teacher to conduct ongoing assessment of student progress. Use assessment data to adjust instructional content and delivery techniques accordingly

Attend weekly feedback meetings with resident teachers and Deans to enhance teaching practices

Fully participate in opportunities for professional growth including daily team meetings and reflections, weekly professional development meetings, instructional coaching, and organisation wide learning and reflection

Communicate regularly with parents through e-mail, telephone and parent-teacher conferences

Contribute to and participate in co-curricular programming for at least one activity in the course of a term

Participate in a variety of collaborative teams and committees, fulfil supervision duties as assigned including some morning, evening and weekend events

Skills and Qualifications required:

You are pursuing a Bachelor’s Degree in Education and entering your third or fourth year of study OR a Bachelor’s Degree + Post Graduate Certificate in Education (PGCE)

You will not be a qualified teacher at the start of 2021

You are specialising in either ECD (Grades 000-00) or Foundation phase (Grades R-3).

You are provisionally SACE registered

You have English and Mathematics teaching experience or curriculum knowledge – experience in Singapore Maths and THRASS (English) is not compulsory but ideal

Experience and/or understanding of Cambridge curriculum objectives would be an advantage

If you teach specialist subjects such as Science, History, IsiZulu etc. in grades 4 to 6, you should have done the relevant specialist subject in university or have a deep understanding of the subject

Qualities of a successful candidate:

You love teaching and care deeply about the success of each and every student

You have a deep understanding of children and you know how to connect with the  specific age group that you teach

You are deeply committed to your development as a teacher and welcome constructive feedback, translating feedback into improvements and innovations in your approach and in your classroom

You are able to work within a team-based environment and collaborate with other resident teachers, apprentice teachers and deans

You communicate openly��and effectively with your colleagues

You are adept at using technology for instruction

How to Apply:

Does working at Nova Pioneer excite you? If so, then apply now!

To apply, please complete the form on the right hand side of this page. We cannot process applications that are emailed to us.

Please note: Where a copy of your resume and your proof of studies is required, copying and pasting from a formatted document e.g. Microsoft Word may not result in the formatting transferring correctly to the final resume. You are encouraged to attach your resume in Microsoft Word® or PDF format to protect formatting. Applications will be reviewed on an ongoing basis until the right candidate is identified. Only qualified candidates will be invited for interviews.

For More Information:

Visit the Official Webpage of the Nova Pioneer Apprentice Teachers 2021 Program

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