School Direct

Richmond Secondary Teaching Schools Alliance: School Direct Programme

Richmond Teaching Schools Alliance is an outstanding place to work and learn. It provides a supportive and tailored learning opportunity in partnership with our partner Universities and is pleased to be offering School Direct training for another year 2017/18. Our vision is that staff and students feel valued, experience success and enjoy learning.

All of the RTSA schools have many and varied years’ experience of teacher training and all are currently supporting School Direct trainees. Trainee teachers offer many things to a school and we fully embrace the energy, drive and enthusiasm they bring.

Successful completion of this course leads to qualified teacher status (QTS) and a postgraduate certificate in education (PGCE) with Masters credits.

When searching on UCAS, please follow links for RICHMOND SECONDARY TEACHING SCHOOLS ALLIANCE.

Secondary Schools

There are 9 secondary schools in this partnership offering School Direct places. For further information on all of our Alliance schools see their websites below:

General information about the School Direct Programme (training and salaried routes) from the Department for Education can be found here.

Partner Universities:

Roehampton University is our partner HEI for the following subjects (training routes): Drama, Geography, Physics, Biology, Chemistry, D&T (Textiles), Mathematics & English. Click here to view the School Direct page on their website

St Mary's University is our partner HEI for Physical Education (training route) - Click here to view their website

Goldsmiths is our partner HEI for Modern Foreign Languages - French/Spanish (training route) - Click here to view their website

Qualifications:

The teaching profession looks for the highest quality candidates, so you will need to meet the following requirements before you can be accepted for teacher training.

  • Hold and be able to provide certificated evidence of having an undergraduate degree conferred by a UK university or an equivalent qualification. Most successful applicants will have 2:1 degree classification or better, a candidate with a 2:2 degree classification will be considered, if he or she is able to provide additional evidence of potential, such as the award of a higher degree or substantial relevant professional experience.

  • Have achieved at least a grade C or above in both Mathematics and English Language GCSEs (or approved equivalents). If you do not currently hold a GCSE grade C or above in Mathematics and English Language, please note that we accept the equivalency tests in both Mathematics and English offered by Equivalency Testing.

  • For PE and Science subjects you will also need at least a C grade in GCSE Science.

  • Teaching is physically and mentally demanding, and there are fitness requirements set by the Department for Education for applicants to initial teacher training programmes. Please see the Roehampton, St Marys and Goldsmiths University websites for further details.

Further requirements

All students starting an Initial Teacher Training (ITT) course from September 2013 are required to pass the Professional Skills tests in literacy and numeracy before the start of the programme (http://www.education.gov.uk/). You should submit an application as early as possible via UCAS teacher training (applications open early October) and then make arrangements to take the skills tests.

If you studied outside of the UK, you should visit the National Academic Recognition Centre (NARIC) to find out whether your qualifications are of an equivalent level to UK GCSEs, A levels and an undergraduate degree.

References

You will need to provide two references to accompany your UCAS application. Your application cannot be processed without them. We recommend that you start your references early as often this element of the application process is the slowest.

School Observations

You will need to have recently spent some time observing lessons in a UK secondary school before submitting an application. All observational experience should provide an opportunity to gain insight into teaching, learning and reflection upon the professional responsibilities of teachers.