tag:blogger.com,1999:blog-13693570245165367342024-03-19T09:24:45.358+00:00The UCAS BlogThe official UCAS blogUCAShttp://www.blogger.com/profile/05733502661548772827noreply@blogger.comBlogger204125tag:blogger.com,1999:blog-1369357024516536734.post-69479233482200546452017-04-25T09:17:00.001+01:002017-04-25T09:19:37.240+01:00Tips for teacher training interviews – David Douglass<div class="separator" style="clear: both; text-align: center;">
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All teacher training providers have their own format for interviews. Some Higher Education Institutions and School Centred Initial Teacher Training providers will have individual and group tasks as part of their selection process. My tips below are therefore not an attempt to second guess interview questions, rather to act as food for thought.</div>
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<b>Key areas to consider</b></div>
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A provider may wish to explore these key areas:</div>
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<li>Why you feel you want to become a teacher.</li>
<li>How your experience and qualifications to date have prepared you for the role.</li>
<li>What specific qualities, skills and knowledge you'd bring to the role/school.</li>
<li>Your ability to reflect on lessons you've observed.</li>
<li>Areas of strength and areas you feel you'd need more support with.</li>
<li>How well you understand their course (vision, structure and aims etc.).</li>
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<b>On the day</b></div>
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If your interview is at a school it is wise to attend in a suit or appropriate smart clothing. You may well be asked to interact with students or teach a short activity so it’s best to be dressed for the occasion. Tasks on the day will vary between providers but expect some/all of the following:</div>
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<li>Panel interview.</li>
<li>Written task (lesson plan, review of a student’s work etc.).</li>
<li>Teaching task or lesson.</li>
<li>Group task / discussion.</li>
<li>Meeting with students.</li>
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If you are asked to prepare a lesson or to talk through a lesson for the day – always bring a copy of the plan for the panel.</div>
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<b>What are we looking for in a great applicant?</b></div>
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Through your answers and the activities of the day, we’d hope to uncover most/all of the following:</div>
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<li>Passion - for the subject or phase you want to teach.</li>
<li>Knowledge – good teachers have a breadth of knowledge beyond their formal qualifications.</li>
<li>Confidence – we know you will grow and develop as a teacher but we need to see potential!</li>
<li>Care – this is a profession where putting the student first is a given.</li>
<li>Highly Literate – Able to speak well in formal situations and be comfortable in correcting the spelling, punctuation and grammar of students.</li>
<li>Motivation – Do you have the drive for the multifaceted nature of the role? Can you motivate others?</li>
<li>Empathy – Can you see both sides? Can you demonstrate you’d be firm but fair especially when under pressure?</li>
<li>Sense of humour – if I need to explain this one… you’re probably not quite what we’re looking for :)</li>
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<b>Finally…</b></div>
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It’s a cliché but above all else – be yourself in the interview! The process is a supportive one, we are trying to find a good fit for us as the trainer, and you equally want to feel that you can work with us. At the end of the formal panel interview you’ll be asked if you have any questions, the most common two questions are:</div>
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<li><b>Will I be here (the school doing the interview) for my placement? </b>ANSWER – often, but not always. This is the point to mention any travel issues you may have (no car, moving house etc. so that school placements can be made which work for both parties)</li>
<li><b>How does the training work? </b>ANSWER – Most providers run some ‘block’ training at the start of the course with ‘training days’ scheduled throughout the rest of the year. The rest of the time you will be in your first placement school (often called your host school) followed by a half term placement in a Second School Placement (SSP) before returning to the host school for the rest of the year.</li>
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Good luck!</div>
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David</div>
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David Douglass is Director of Sacred Heart Newcastle SCITT. He has over 20 years’ experience of working in Secondary schools in Yorkshire, Northumberland and Newcastle upon Tyne. He is currently Deputy Headteacher at Sacred Heart Catholic High School. This was originally posted on the <a href="https://www.newcastlescitt.co.uk/">Sacred Heart Newcastle SCITT blog</a> and is published with kind permission. Follow him on Twitter <a href="https://twitter.com/NewcastleSCITT">@NewcastleSCITT</a></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com102tag:blogger.com,1999:blog-1369357024516536734.post-21149725973592056762017-04-06T15:24:00.001+01:002017-04-06T15:24:21.228+01:00How to handle the stresses of the university lifestyleYour time at university can be an especially challenging period of your life. Adapting to a new routine and a different environment isn’t always easy. Moving away from home is exciting because it gives you a level of independence, but this also means taking on responsibilities you might not have considered before – such as managing your own time, living with a group of other people, budgeting, and cooking for yourself.<br />
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With all this in mind, it’s not surprising that <a href="http://thestudenthousingcompany.com/blog/mental-health-and-wellbeing-at-university/">a recent survey of 2,460 students nationwide</a> (conducted by The Student Housing Company) found that more than 96% of students experience stress throughout their studies.<br />
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Learning how to best handle stressful moments when you’re at university is really important, to ensure you look after your physical <b>and</b> mental wellbeing.<br />
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<b>Organising your study time</b><br />
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The structure of university learning is very different to that of school and college. There are usually far fewer contact hours, which means you need to put in your own study time outside of the lecture halls. Depending on your course, you may have daily lectures and seminars, or only a handful. You’ll be completely responsible for your own study schedule – from managing your timetable and preparing for each lecture, to completing the necessary work to meet each assignment deadline.<br />
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It’s a wise idea to get organised and create your own study routine from the offset. Plotting your lecture timetable and all your assignment deadlines into a calendar will help you decide how to structure each day. It’s worth setting your own deadlines a few days before the assignments are due, to avoid the stress of completing work last minute. If you miss a lecture, contact your lecturer to see if you can get any information about what you missed, or ask one of your course mates if you could share their insight or notes.<br />
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<b>Budgeting and paying bills</b><br />
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The thought of being in charge of your finances can be rather daunting. Paying rent, managing bills, and budgeting for your groceries and other essentials – all with the money from your student loan – can seem like an impossible task, and it’s no wonder that many students worry about money. Making your money stretch far enough each month requires you to be thrifty and wise when it comes to spending.<br />
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There are many easy ways that you can relieve the pressure of handling your finances, to ensure money doesn’t become a preoccupation. Just a few things that can help you save include:<br />
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●<span class="Apple-tab-span" style="white-space: pre;"> </span>making the most of discount codes, loyalty schemes, and coupons (including getting an NUS card and a 16-25 railcard)<br />
●<span class="Apple-tab-span" style="white-space: pre;"> </span>cooking meals from fresh, rather than buying takeaways or ready meals<br />
●<span class="Apple-tab-span" style="white-space: pre;"> </span>sharing kitchen essentials, such as milk and condiments, with your housemates<br />
●<span class="Apple-tab-span" style="white-space: pre;"> </span>getting books from your university’s library where possible, instead of buying your own copy of everything on the reading list<br />
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<b>Coping with homesickness</b><br />
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Feeling homesick can happen at any time while you’re at university. Whether this is your first time living away from home or not, it’s normal to miss your family and friends. Adjusting to an unfamiliar environment in communal living, settling into a different city, and struggling to make new friends can be an isolating experience, so it’s only natural to miss the comforts of home.<br />
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You can ease feelings of anxiety and loneliness (which in turn can trigger homesickness) in a number of ways. When you first move to university, you might feel nervous about making friends, but getting to know your housemates and course mates is a great place to start. Building friendships and socialising with the people you live with, or those on your course, can act as a good distraction if you are feeling low.<br />
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Striking up a conversation with your housemates can be as simple as popping on the kettle to share a cup of tea, or sitting down to watch a film one evening. With your course mates, you could suggest setting up a study group to share ideas (this can also ease some of the stress associated with assignments), or you could ask if they want to grab a drink after a lecture. If you feel comfortable, tell your friends that you’re missing home – the chances are they will be too.<br />
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<b>Overcoming stress</b><br />
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University is a really exciting period that opens up many different possibilities and experiences. In order to have the most enjoyable time during your degree, it’s important to look after your wellbeing. Overcoming the various stresses associated with the sudden lifestyle change is essential. For more advice, take a look at <a href="http://thestudenthousingcompany.com/blog/mental-health-and-wellbeing-at-university/">The Student Housing Company’s mental health infographic</a>.<br />
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<i>Author bio: <a href="http://thestudenthousingcompany.com/">The Student Housing Company</a> provides private student accommodation in cities across the UK, giving you a vibrant, social, and comfortable place to stay during your time at university.</i>UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com75tag:blogger.com,1999:blog-1369357024516536734.post-33769418880470725042017-03-28T09:23:00.000+01:002017-03-28T09:23:01.501+01:00Top three tips for trainee teachers – Iqra Abbasi<div class="separator" style="clear: both; text-align: center;">
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I cannot believe that I am just short four months away from obtaining my PGCE. In some ways this course has been a bit of a blur, but the hard work that has been required has pushed me beyond belief. Here are my top three tips for trainee teachers-to-be...<br />
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<b>1. Become as organised as you possibly can</b><br />
If you don't have a diary, GET one! Life moves as fast as a flash when you're a trainee and if you don't keep track of your time and the dates it is very easy to get left behind. I have an academic diary which is separate to my journal and I use it every single day! If you didn't start organising before, you're going to have to now. I'm still working on it to be fair and I should definitely be more productive at the weekends, but I know that if I still had the amount of organisation I did in second year, I'd have quit by now.<br />
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<b>2. Prepare for the highs the lows</b><br />
And boy oh boy are there lows to match the highs! Whilst so much of this year has been about self-development and reaching goals, a lot of it has also been filled with tears, stress, sleepless nights. Some things that really, really help me are praying and going back to that peaceful spiritual place, removing myself from it all for a few minutes at least. Also I've not been regular by any means, but when I have made the time to go to the gym (mainly in the half term!), I have really appreciated the after effects. Maintaining my water intake and upping my fruits and 'good food', to sort of balance the amount of junk food I get through helps and of course taking time out to catch up with family and friends is really key. Even if they aren't going through what you are, it’s so nice to be able to put those to-do lists and deadlines to the side for a few hours and just spend quality time with those you love. Of course focusing on the positives and the long term goals always help and to be honest, time flies by. I still remember the first day I walked into the classroom I teach in, yet now I know the kids like the back of my hand all within 6 months. It is both exciting and scary!<br />
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<b>3. Set up a teaching journal</b><br />
Fill it with the things you learn, that you really want to carry forward in your own classroom one day! Some of mine is based simply on observations of different classrooms, but most of it has tips and little tricks teachers have shared with me, or things I have read about along the way. At the moment it’s in a scruffy old book, filled with my messy handwriting but I'm hoping that at some point this summer I'll be copying it out into a new book ha-ha.<br />
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Iqra<br />
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This blog was originally posted by <a href="http://www.theblushinggiraffe.com/search/label/teacher%20training">Iqra Abbasi</a> and published with kind permission.<br />
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UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com49tag:blogger.com,1999:blog-1369357024516536734.post-57116566662185498432017-03-17T15:27:00.001+00:002017-03-17T15:27:08.688+00:00Teaching provides an amazing, varied, irresistible career – Dame Alison Peacock<div class="separator" style="clear: both; text-align: left;">
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I became a teacher because I realised that I wanted to be free to plan my days, to work with young people in a vibrant ever-changing environment and because I wanted to do something that might make a positive difference. <br />
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I have worked in primary and secondary schools and have also spoken at hundreds of conferences, so you could say I have taught teachers too. Essentially, the job has many similarities throughout all age ranges. The key characteristic is one of connecting with others, engaging them in a compelling process that helps them to think, enabling them to learn something new. <br />
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When I started teaching I worked in a large secondary school. Every day was different and exciting but there were plenty of challenges too. When I look back, I remember the highs and lows of exhilaration when things went well as well as the exhaustion that came just before a holiday. I remember pupils that I taught and their delight and excitement when we produced a school play in the summer term. I recall my first parents’ evening in the school hall feeling very young and yet full of optimism and pride about the children in my class. I also recall being invited to dinner with my Head of Department who seemed ancient but now that I look back realize was probably only in her thirties.<br />
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Every school that I have worked in has felt like an important micro-community. Each school has encouraged huge loyalty and closeness - working as a teacher is like joining a large, diverse family. There have always been particular colleagues who I have formed close friendships with, families that I have connected with and supported and children that I have cared deeply about. To teach is to become emotionally engaged. This is why the job can feel all-consuming at times. Teachers care.<br />
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I chose to become a headteacher of a primary school that was in special measures. The school was a place where hope had been lost and I took on the challenge of turning it into a school that inspired teachers across England. The story of this Learning without Limits approach is captured in a series of books that I have authored in partnership with colleagues from the University of Cambridge. My role as a teacher became one as researcher and writer whilst also working as a headteacher. Ultimately, before leaving my school last year, I became one of the few headteachers also working as a professor at university.<br />
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Throughout my career I have been inspired by the importance of ‘big ideas’ that seek to improve life and educational opportunities for all. This inspiration has been fuelled by my love of engagement with professional learning and research. From my earliest days as a student teacher, I was fascinated by the lectures on my PGCE and soon went on to seek out further opportunities to study. <br />
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Having received a Damehood from the Queen, I can honestly say that I am amazed by the wonderful experience that teaching has offered me. I have never regretted choosing this career path for a single moment. Driven by a passion to support all schools to offer inspiration both for children and for teachers, I took the decision last year to leave headship to establish a new professional body. The new Chartered College of Teaching has been set up to provide a membership organisation for all teachers that will support career pathways, connect teachers across the country and provide a study path towards Chartered Teacher status. We aim to enhance the status of the teaching profession and to offer an authoritative, credible voice that will be respected by government and wider society. This is the next stage of my career and it feels incredibly important.<br />
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I hope that you will join our profession, inspire others and gain the true satisfaction that comes from knowing your efforts will change lives for the better.<br />
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Dame Alison Peacock<br />
Chief Executive, Chartered College of Teaching<br />
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Feeling inspired?<br />
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Find out more about <a href="https://www.ucas.com/ucas/teacher-training/getting-started/routes-teaching">becoming a teacher</a>.<br />
<br />UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com46tag:blogger.com,1999:blog-1369357024516536734.post-72217269823650304052017-03-17T15:18:00.004+00:002017-03-17T15:27:24.585+00:00There’s more to assessment than meets the eye - Andy Chandler-Grevatt<div class="separator" style="clear: both; text-align: center;">
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In this blog I’ll be giving you a brief introduction to one of the key themes you’re likely to encounter in your teacher training - assessment.<br />
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When we think of assessment, we think of tests and exams, however the most important assessment takes place every day in classrooms.<br />
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There are of course examinations that most students will sit, whether they are government standardised tests such as SATs or exam board GCSE or A-level examinations. It is worth having a read through the <a href="https://www.gov.uk/government/collections/national-curriculum">National Curriculum</a> and an exam board specification to see what is covered and what questions are asked. These exams and tests are known as <b>summative assessments</b>, which summarise learning, usually in the form of a grade.<br />
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However, summative assessment can dominate schools and classrooms, where there is over-emphasis on grades, feedback is managerial rather than on learning and shallow rote-learning can lead to demotivation in students. <b>Formative assessment</b> on the other hand, is an interaction between the teacher and their students, which focusses on feedback and improvement through clear learning intentions, skilled questioning and a range of feedback and improvement opportunities. In England, these strategies are known as <b>Assessment for Learning (AfL)</b>. To understand the origin of this important aspect of classroom teaching, it is worth reading the short seminal work by Paul Black and Dylan Wiliam called<i> Inside the Black Box</i>, and if you want to take it further, Working <i>Inside the Black Box.</i><br />
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Good formative assessment can be subtle. When you first start observing classrooms, look out for the following features of classroom assessment and ask yourself these questions:<br />
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<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Questioning </b>- How does the teacher pose questions? What does it achieve? What types of questions are used? Open (How? Why?) or closed questions (What is? Tell me the name of?)? Do they use alternative forms of questioning such as ‘Big Questions’, Traffic light cards, thumbs up or down?<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Learning objectives and outcomes</b> - Does the teacher share what the lesson will cover? How? Do the children understand what to do? Do they know how well they need to do it? Do they know what success looks like? How does the teacher communicate this?<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Peer-assessment and self-assessment </b>- Do the students have an opportunity to assess or check their own work? Do students have the opportunity to assess each other’s work? What learning opportunities come from this?<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Feedback </b>- How do teachers feedback to students verbally and in writing? What is feedback about, the work or the behaviour?<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Making improvements</b> - Do the students have targets? How are these decided? Are the student’s given time to improve? If so, how do they do this? What support do student’s get?<br />
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Note that not all teachers use formative assessment strategies routinely. Good formative assessment is more than a set of skills, it is a classroom culture. When I did my doctorate into how teachers used formative assessment activities, I identified some features of summative and formative cultures. A summative-focussed classroom usually values outcomes in the forms of grades, gives one chance opportunities at learning, assessment is an add-on such as a test at an end of a topic or unit of work. A formative-focussed classroom has assessment as a thread of each lesson, where teachers and students focus on the process of learning, feedback and improvements; assessment is a process rather than an end-point. Often you’ll find a combination of both.<br />
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When you observe lessons, decide what type of assessment culture dominates. Find out what summative tests take place and how often, what the purpose of the summative assessments are and how they are communicated to students, other teachers and parents.<br />
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Once you start teaching, you will start to develop assessment strategies that help you and your students understand what they know already, what they should be aiming for and how to get there. It takes time and professional skill and you’ll find there’s a lot more to assessment than just tests and examinations.<br />
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Andy<br />
<br />
Dr Andy Chandler-Grevatt has an EdD in school assessment and a real passion for teaching and learning. Andy is Teaching Fellow in Science Education at the University of Sussex where he is a tutor on the PGCE, School Direct, and MA in Education courses. An author and assessment editor, his new book How to Assess Your Students is coming out next year. Follow him on Twitter @Grevster73<br />
________________________________________<br />
<br />
Further reading<br />
<br />
<b>National Curriculum 2014</b> - read both <a href="https://www.gov.uk/national-curriculum/key-stage-1-and-2">primary</a> (Key Stage 1 and 2) and <a href="https://www.gov.uk/national-curriculum/key-stage-3-and-4">secondary</a> (Key Stage 3 and 4) so you can understand what the students should know when they come to you, or what they will learn when they leave you.<br />
<br />
<b>Summative assessment </b>- have a look at National Curriculum tests and GCSE awarding body specifications and exemplar exam papers: <a href="https://www.gov.uk/government/organisations/standards-and-testing-agency">STA</a>, <a href="http://www.aqa.org.uk/">AQA</a>, <a href="https://qualifications.pearson.com/en/home.html">Edexcel</a> and <a href="http://www.ocr.org.uk/">OCR</a><br />
________________________________________<br />
<br />
If you liked this…<br />
<br />
It’s one of a series of blogs to help make your introduction to teacher training a little easier. Get up-to-speed with some of the topics you’re likely to encounter in your training:<br />
Common myths about the brain and learning<br />
<br />UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com119tag:blogger.com,1999:blog-1369357024516536734.post-25816888829291209002017-03-17T15:15:00.002+00:002017-03-17T15:27:38.143+00:00Common myths about the brain and learning – James Williams<div class="separator" style="clear: both; text-align: center;">
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<br />
Part of becoming a teacher is observing teachers and children in schools. If you’re on a teacher training degree programme, this will happen on a regular basis. But, is everything you see good teaching?<br />
<br />
Neuroscientists have been trying to figure out how our brains work for decades. This includes how we learn. Some teachers will tell you they use ‘neuroscience’ based techniques. But beware, there are some bad teaching methods and brain myths still being used in some schools that aren’t backed by any scientific evidence.<br />
<br />
In this blog I’ll look at some myths about the brain, look at those discredited teaching methods and explain how we know they don’t work.<br />
<br />
<b>We only use 10% of our brain!</b><br />
<br />
This is a common ‘fact’ that’s false. We use all of our brain nearly all of the time. How do we know?<br />
<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Studies of brain damage</b> - If only 10% of the brain is normally used, then damage to other areas shouldn’t cause us any problems.<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Brain scans </b>- These show that all brain areas are always active.<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Evolution</b> - If we only need 10% of our brain, why did we evolve a much larger brain?<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Energy use</b> - Our brain requires up to 20% percent of the body's energy – that’s a lot for just 10% of the brain.<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Brain imaging (neuroimaging) </b>- Positron Emission Tomography (PET) and functional Magnetic Resonance Imaging (fMRI) reveal that even during sleep, all parts of the brain show some level of activity. The brain has distinct regions for information processing. No functionless areas exist.<br />
<br />
<b>Left Brain Right Brain differences</b><br />
<br />
Have you heard that the left hand side of your brain controls rational, logical thinking and the right hand side controls your emotional responses? It’s completely wrong. How do we know?<br />
<br />
In 2013 a research team looked at brain scans of over 7,000 different regions of the brain and how they were connected in people while they were resting, they found:<br />
<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Heavy ‘neural traffic’ (messages being passed) in different regions<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>On average, both sides of the brain were equal in their neural networks and connectivity.<br />
<br />
<b>The learning pyramid</b><br />
<br />
Have you come across the ‘learning pyramid’ before? None of the information in the pyramid is evidence based. How do we know?<br />
<br />
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<br />
<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>The percentages are just ‘too’ neat and rounded. Experiments and research rarely, if ever, give such clear results.<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Nobody can track down where this first appeared and who made these claims<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>We all use a combination of ways of taking in information so this doesn’t make much sense.<br />
<br />
<b>Brain Gym</b><br />
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Brain Gym is a teaching system that uses movement to ‘stimulate’ brain function. For example it claims that placing your fingers on your ‘brain buttons’ (the rounded ends of your collar bone) and rubbing them gently while placing one hand over your belly button and looking left then right, will ‘wake up’ your brain. Drinking water, it’s claimed, ‘gives you energy’. Gently folding and ‘unrolling’ your ears ‘switches on’ your hearing. It’s all pseudoscientific nonsense. How do we know?<br />
<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>There is no direct linking pathway in the nervous system between your collar-bones, belly button, eyes and brain.<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Water is essential, but contains no ‘energy’ that can be released in the body.<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>We ‘hear’ with our inner ear as electrical impulses are transmitted from the inner ear to the brain to be interpreted. Our pinna (the outer ear) simply collects sound waves and channels them towards the ear drum.<br />
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<b>Learning Styles</b><br />
<br />
Many teachers still believe that children ‘learn better’ if they are taught in their ‘preferred’ learning style – using either visual, auditory or kinaesthetic (movement) techniques, commonly known as VAK. There’s no evidence to back this up. It’s true that we may state that we prefer to learn using one style over another, but the evidence shows we use many different senses to gather information as we learn. How do we know?<br />
<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>How good food tastes depends not just on our taste buds, but also on what the food looks likes, smells like and feels like when we eat it.<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Different contexts for learning require different dominant senses e.g. you can’t easily pass your driving test if you only learn by looking and listening you also have to turn the steering wheel and control the pedals.<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Lots of studies have shown that ‘learning styles’ is a myth and shouldn’t be used in teaching.<br />
<br />
James<br />
<br />
James Williams was a science teacher in secondary schools for 12 years and has twenty years’ experience as a lecturer in education. His current post, at Sussex University, involves teaching on undergraduate education, postgraduate teacher training and MA programmes. He has authored science textbooks, writes for national and regional newspapers, and magazines on education. His current interest is looking at how myths in neuroscience spread between schools.<br />
<br />
Further reading<br />
<br />
The Learning Brain: Lessons for Education (2005) by Sarah-Jayne Blakemore and Uta Frith (Blackwell publishing)<br />
<br />
Urban Myths about Learning and Education (2015) by Pedro De Bruyckere, Paul A. Kirschner and Casper D. Hulshof (Academic Press)<br />
<br />
Neuromyths in Education, <a href="http://www.cea-ace.ca/education-canada/article/neuromyths-education">Canadian Education Association (CEA) </a><br />
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________________________________________<br />
<br />
If you liked this…<br />
<br />
It’s one of a series of blogs to help make your introduction to teacher training a little easier. Get up-to-speed with some of the topics you’re likely to encounter in your training:<br />
<br />
There’s more to assessment than meets the eye<br />
<div>
<br /></div>
<div>
<br /></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com15tag:blogger.com,1999:blog-1369357024516536734.post-9104862582735401022017-03-16T14:14:00.002+00:002017-03-16T14:14:12.262+00:00Professional skills testsIf you're applying for teacher training programmes, you may have seen that some providers ask for <a href="http://sta.education.gov.uk/professional-skills-tests/the-process-for-taking-the-professional-skills-tests">professional skills tests</a> as one of the entry requirements. In this blog, we’ll answer three of the most frequently asked questions our advisers receive.<br />
<br />
1.<span class="Apple-tab-span" style="white-space: pre;"> </span><b>Do I need to take a professional skills test?</b><br />
To study for a teacher training programme in England you need to pass the numeracy and literacy skills tests. Some training providers may require you to complete them before your interview, or ask you to complete them by a certain date as a condition of your offer – check with your chosen training providers to confirm. If you’re applying for training programmes in Wales then you’re not required to pass the skills tests.<br />
<br />
2.<span class="Apple-tab-span" style="white-space: pre;"> </span><b>When can I book a professional skills test?</b><br />
You cannot sit your professional skills test until you have completed and submitted your application. When filling in your application, you only need to include a date if you have previously sat your skills tests. If you haven’t, you should select ‘no’ and leave the date blank. <br />
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You can book your skills tests through <a href="https://www.skillstestbooking.com/sta-web/registration?execution=e1s1">learndirect</a>, but places are on a first-come, first- served basis so it’s worth trying to book a space as soon as you have made your application. You can book a test up to three months in advance.<br />
<br />
3.<span class="Apple-tab-span" style="white-space: pre;"> </span><b>Who do I contact if I can’t find a suitable booking slot? </b><br />
The learndirect helpdesk is open Monday to Friday from 08:00 to 16:00. Call them on 0300 303 9613 or email <a href="mailto:support@sta.learndirect.com">support@sta.learndirect.com</a>.<br />
<br />
<br />
We’ve got lots of advice about entry requirements on <a href="https://www.ucas.com/ucas/teacher-training/getting-started/ucas-teacher-training-entry-requirements">ucas.com</a>. If you have any questions about your chosen training programmes, get in touch with the training providers you're interested in - some training programmes have many more applications than places available, so their requirements might be higher.<br />
<br />
There’s also plenty of support to help you get ready, including practice tests, on the <a href="https://getintoteaching.education.gov.uk/explore-my-options/teacher-training-routes/subject-knowledge-enhancement-ske-courses">Get Into Teaching website.</a><br />
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<br />UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com16tag:blogger.com,1999:blog-1369357024516536734.post-29839281129452624022017-03-14T15:47:00.004+00:002017-03-14T15:47:44.738+00:00In at the deep end: top five tips for stepping into the classroom - Alex Nicholson<div class="separator" style="clear: both; text-align: left;">
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Stepping into the classroom as a trainee teacher for the first time can be daunting, and if you've signed up for a school direct course – it is a feeling you are going to get used to. From one trainee to another, here are five things I've learnt about life inside the classroom over the past six months of being in at the deep end.<br />
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<b>1.<span class="Apple-tab-span" style="white-space: pre;"> </span>Whatever you do, do it with passion</b><br />
Hate maths? Find history boring? Worried about teaching English? It doesn’t matter, whatever subject you are delivering, give it a big dollop of passion. If you don't find the subject interesting – how you expect your students to? I've discovered that finding something within the topic or subject I'm teaching that captures my imagination, and sharing this with the class, has a great impact on how they respond to it. I don't know about you, but when I think back to my favourite teachers from my own childhood – they were the ones who loved the subjects they taught. And if you can't love it? Fake it, that enthusiasm can bring a lesson to life.<br />
<br />
<b>2.<span class="Apple-tab-span" style="white-space: pre;"> </span>Flying solo</b><br />
As scary as it seems, occasionally being left alone with a class is a great opportunity. Not only does it give you a chance to teach without the worry of being judged by another teacher, but it can also serve as your testing ground. This is the perfect place to try out new methods, tips and techniques you’ve learnt in your theory based lessons, and if they go a bit wrong, or don’t work, it doesn’t matter (play it cool and the students won’t even realise). If it worked you can tweak and refine whatever you tried out, ready for next time. Some of my most successful learning games and zany ideas were given an airing this way, and it proved massively useful.<br />
<b><br /></b>
<b>3.<span class="Apple-tab-span" style="white-space: pre;"> </span>Confidence is the key</b><br />
I’ve heard people joke that children are like dogs...they can smell fear. There is definitely something in that! If you step into the classroom without confidence, the children won't have confidence in you. This applies to the knowledge you impart in your lessons and the same goes for the tougher side of behaviour management too. Children like to know where they stand, so draw a line in the sand by making your classroom rules - and the consequences for not sticking to them - crystal clear. Although it can be easier said than done, don't make threats you won't (or can't) stick to. If you say, “This is your last chance, if you do that again, you will have to stay in a break time,” you need to have the confidence to follow through, or in the future the children will disbelieve any warnings.<br />
<br />
<b>4.<span class="Apple-tab-span" style="white-space: pre;"> </span>Be a Chameleon</b><br />
Adapt to your surroundings, to be the best teacher you can be. This really comes with a bit of practice, but know that it is ok to go off-plan during your lessons. This can be really tricky, especially when you are being observed. Picture this: for your lesson you've handed over your carefully crafted lesson plan, you spent untold hours slaving over. The lesson is going fine to begin with, but suddenly – you realise the children just aren't getting it. You have two choices – plough on, or stop and rethink. The thought of having to throw your beautiful plan out of the window and freestyle brings you out in a cold sweat, what will you do? How will you cope? Know this – DO NOT plough on. If your lesson needs to take a different direction to help the children progress, then that is the path you have to take. Thankfully, the more you teach, the less of a scary prospect adapting as-you-go becomes. I’m still getting there, but with experience it is getting easier.<br />
<br />
<b>5.<span class="Apple-tab-span" style="white-space: pre;"> </span>Keep it positive</b><br />
It can be really tricky to be positive when fidget Freddy won't sit still, little Lucy is taking a stroll around the classroom for the fifth time in an hour, or chatty Charlie keeps calling out. When managing classroom behaviour though, positivity can go a long way. Do your best to ignore those who are making the wrong choices, and instead praise those who are making the right ones; "Well done to Sophie, you are sitting so beautifully," "Thank you James for patiently waiting your turn to speak," and "I can see Oliver is working really hard, I love how he has taken charge of his own learning by helping himself to a dictionary". It takes some practice, but giving out effort points, stickers or rewards to children who are doing the right thing will encourage others who are not, it will also create a more pleasant atmosphere in your classroom and in turn, you'll feel more positive too.<br />
<br />
I hope these nuggets may be of use to those of you taking your first steps into the classroom. Some of them may seem obvious, or cliché, but from my own experience, these are the buoyancy aids that I have to remember are lifesaving to have on me. Now it is your turn, so arm yourself and jump right in!<br />
<br />
Alex<br />
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UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com12tag:blogger.com,1999:blog-1369357024516536734.post-59216786907136639642017-03-13T10:17:00.000+00:002017-03-13T10:17:32.455+00:00Getting a TV licence<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeusMKKz6BAXGzJ3emVmQMNYgC4_uOZZi9k2xfEdQvllbVCJgtDPVRLrQQtzBckoRlemtQap_vViXoO7PUfOfRCCciPvxIxZEXrrTpoTlQuHNU1W7dEHgjsgRN-A0bgAf5YApUFJh1GX8/s1600/TVL+Logo+Black.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="78" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeusMKKz6BAXGzJ3emVmQMNYgC4_uOZZi9k2xfEdQvllbVCJgtDPVRLrQQtzBckoRlemtQap_vViXoO7PUfOfRCCciPvxIxZEXrrTpoTlQuHNU1W7dEHgjsgRN-A0bgAf5YApUFJh1GX8/s320/TVL+Logo+Black.jpg" width="320" /></a>You need to be covered by a <a href="http://www.tvlicensing.co.uk/info">TV licence to watch or record live TV programmes</a> on any channel, or download or watch BBC programmes on iPlayer.<br />
<br />
This could be on any device, including a TV, desktop computer, laptop, mobile phone, tablet, games console, digital box, or DVD/VHS recorder. If you do any of the above without a valid licence, you risk prosecution and a maximum penalty of up to £1,000, plus any legal costs and/or compensation you may be ordered to pay. You will also still then have to buy a TV licence if you need one.<br />
<br />
To find out more, go to <a href="http://tvlicensing.co.uk/studentinfo">tvlicensing.co.uk/studentinfo</a>.<br />
<br />
<b>How can I buy a TV licence?</b><br />
<br />
There are lots of different ways to <a href="http://www.tvlicensing.co.uk/payinfo">buy a TV licence</a>. Whether that’s through weekly cash payments, using your nearest PayPoint outlet, spreading the cost with monthly, quarterly, or yearly direct debit, credit/debit card or by post, just choose the one that suits you best.<br />
<br />
For more information on the ways to pay, go to <a href="http://tvlicensing.co.uk/payinfo">tvlicensing.co.uk/payinfo</a>.<br />
<br />
<b>If I live in halls, won’t I already be covered by a TV licence?</b><br />
<br />
Your room needs to be covered by its own licence if you're plugged in to watch or record programmes as they're being shown on TV, live on an online TV service, or if you download or watch BBC programmes on iPlayer. If there are TVs in communal areas, check with your halls' manager to see if they’re covered by a <a href="http://www.tvlicensing.co.uk/check-if-you-need-one/business-and-organisations/halls-manager-info">halls licence</a>.<br />
<br />
<b>What if I live in a shared house?</b><br />
<br />
You'll probably only need one licence between you if you have a <b>joint tenancy agreement </b>for the whole house – this is the most common type of shared house arrangement. You might need your own licence if your accommodation is self-contained – if you have exclusive access to washing facilities, or your own entrance to the property. You will also need your own licence if you have a <b>separate tenancy agreement</b> for your own room. If you're not sure, <a href="http://www.tvlicensing.co.uk/check-if-you-need-one/for-your-home/tenants-and-lodgers-aud2">check our advice for tenants and lodgers</a>.<br />
<b><br /></b>
<b>Won't my parents' licence cover me?</b><br />
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Your parents' licence will not cover you while you're away at uni, unless you only use a device that's powered solely by its own internal batteries and not connected to the mains power supply.<br />
<br />
<b>What if I'm not at uni for the summer?</b><br />
<br />
If you're leaving your halls or rented accommodation and moving back home for the summer, there's a good chance you won't need your TV licence if there's one at home. You can <a href="http://www.tvlicensing.co.uk/check-if-you-need-one/topics/cancellations-and-refunds-top7?WT.mc_id=r002">see our policy and apply for a refund online</a>.<br />
<br />
<b>What if I don’t need a licence?</b><br />
<br />
If you <a href="http://www.tvlicensing.co.uk/check-if-you-need-one/topics/telling-us-you-dont-need-a-tv-licence?WT.mc_id=r001">don’t need a TV licence</a>, you should let TV Licensing know so they can update their records. They won’t then send you any letters for approximately two years.<br />
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UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com37tag:blogger.com,1999:blog-1369357024516536734.post-73953072376293633212017-03-06T13:40:00.001+00:002017-03-06T13:40:35.322+00:00Exam stress season‘Tis
the season not to be jolly – otherwise known as the ‘exam stress season’. It’s
like the flu season, but without the cough.<br />
<br /><span lang="EN-GB">So
here I am, juggling the very different needs of my three daughters, two of whom
have exams this summer.</span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">Here
are the steps I have found useful in achieving a successful exam stress season.
Let me be clear about what I mean by ‘successful’. I do not define success as
every one of my children achieving straight A* grades in all subjects. I define
success as them getting through the stress of exams safe and well, and being
able to look back satisfied that they gave it their best shot. The rest is for
fate and the public examination boards to sort out.</span><br />
<span lang="EN-GB"><br /></span>
<span lang="EN-GB"><b>Exam sympathy</b></span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">This
is a point in my parenting life when I feel I am required to be
unreservedly sympathetic. Some parents may want to tell
their children exams were harder in their day, or had taken on
ten paper rounds before they were out of nappies. Even if these things
were true, I realise this is not the best time to talk about it. Exams are hard
and can be gruelling. I find it helps to acknowledge this and state clearly my
acceptance this is not a great time for teens. I also remind them it will not
last forever, and a long summer break will soon be here – although I don’t
mention results day is right in the middle of it!</span><br />
<span lang="EN-GB"><br /></span>
<span lang="EN-GB"><b>Exam support</b></span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">If
you have some knowledge about the subjects your child is studying, it is
tempting to become over-involved in the revision process, but this is not
always helpful in the long term. The objective of this process is for your
child to become an independent learner, so it may be useful to keep this in
mind as you hog the textbooks. Personally, I can be a complete pain in
the neck when my kids are revising a subject which interests me, and I’m sure
this is a constant source of irritation to them, but they humour me
nevertheless.</span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">On
the other hand, don’t assume they will have everything available for the
learning process. Revision skills are taught in most schools these days, but
your teen may not have taken them on board. Therefore, you may want to
encourage them to discover what works for them, and this is a matter of trial
and error. I personally need to write everything down in note form when I am
learning, and I also find it helpful to talk out loud as if I am explaining it
to someone else. Some students find a whiteboard and pens useful, while others
need a huge notebook. If you support them in their chosen revision method, at
least it shows you respect the process and consider them mature enough to
handle their own revision. If they can revise according to their own style it
will be more productive, and perhaps even enjoyable, for them. They will NEVER
admit this, however.</span><br />
<span lang="EN-GB"><br /></span>
<span lang="EN-GB"><b>Exam structure</b></span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">A
perfectly structured family life is, in my experience, almost impossible to
obtain. I can, however, see the benefits of everyone knowing what is happening
and when. The timetables for public examinations are published well in advance
and shared by schools and colleges. As soon as you get yours, pop the dates into
your calendar or simply pin the timetable up in the kitchen where everyone can
see it. That way you can plan family events without clashes.</span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">A </span><span lang="EN-GB"><a href="https://www.examtime.com/gcse/resources/revision-timetable/"><span style="color: black; mso-themecolor: text1;">revision timetable </span></a>really is essential, but can and
should be flexible. Subjects can be broken down into sections or topics which
can each be allocated a ‘session’. There should also be scheduled </span><br />
<span lang="EN-GB">breaks. These
are some of the reasons I find a timetable useful: </span><br />
<span lang="EN-GB"><br /><o:p></o:p></span><span lang="EN-GB">1.
It makes it easy to appreciate the quantity of work needed. Teens approaching
public examinations for the first time sometimes underestimate the quantity of
material they will have to plough through. This can lead to a last-minute
panic. </span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">2.
It gives a psychological boost to teens who are floundering and overwhelmed,
because it provides a clear path and much needed structure. </span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">3.
It shares out time between subjects, so your teens don’t become bogged down in one
subject to the detriment of another. </span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">4.
It can give a sense of achievement if they stick to it. </span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">5.
If they don’t stick to it, this can give you or them an idea of how far behind
they have got.</span><br />
<span lang="EN-GB"><b><br /></b></span>
<span lang="EN-GB"><b>Exam supplies</b></span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">My
thoughts on this subject are very clear: if you are leaving your teen at home
to revise, make sure there is plenty of reasonably healthy food in the house.
This will prevent them from either starving to death or ordering several pizzas
using your credit card details while you are out.</span><br />
<span lang="EN-GB"><br /></span><span lang="EN-GB">I
know the official advice is to feed your child healthy </span><span lang="EN-GB"><a href="http://www.huffingtonpost.co.uk/2011/11/16/brain-boosting-foods-that-increase-concentration_n_1096824.html"><span style="color: black; mso-themecolor: text1;">brain-enhancing food </span></a>at this time, and I feel this is
absolutely the right thing to do. I also know there are moments in your life
when you really have to have a chocolate biscuit, and halfway through an
algebra equation is very likely to be one of those moments. So, once again, I
try to reach a compromise. This is really not the time to have a blazing row
over organic wholegrain crackers and humus.</span><br />
<span lang="EN-GB"><br /></span>
<b>Help with exam stress</b><br />
<span lang="EN-GB"><br /><o:p></o:p></span><span lang="EN-GB">There
is no escaping the fact teens are put under a lot of pressure around exam time.
Some will sail through with no problems, but others will struggle, and a few
will become seriously affected by mental health issues.</span><span lang="EN-GB">There
is plenty of help available if you are worried about your child’s exam
stress. If you feel your child is really not coping with exams, and their
physical or mental health is deteriorating, you should contact your GP, who
will be able to give you some further advice. Organisations like ChildLine and
Mind can also offer support and guidance.</span><span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">Exam sympathy</span><span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">Exam support</span><span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">Exam structure</span><span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">Exam supplies</span><span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">Help with exam stress</span><br />
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com13tag:blogger.com,1999:blog-1369357024516536734.post-35391407337177566772017-03-03T12:20:00.002+00:002017-03-03T12:20:21.879+00:00Apprenticeship funding facts<div class="MsoNormal">
<span lang="EN-GB">How are apprenticeships funded? Will you be
paid? Here are the answers to all your funding questions.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB"><br /></span></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
</div>
<ul>
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><span lang="EN-GB" style="text-indent: -18pt;">You’ll be paid for your working
hours (generally 30 hours per week) as well as your training. This includes
holiday pay, for when you need those all-important breaks.</span></li>
<li><br /></li>
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><span lang="EN-GB" style="text-indent: -18pt;">The national minimum wage for
apprentices under the age of 19, or in their first year of an apprenticeship, is
£3.50 (from April 2017). Take the time to assess your options, as on some <a href="https://www.ucas.com/ucas/undergraduate/getting-started/apprenticeships-uk/higher-and-technical-apprenticeships">higher
apprenticeships</a><u><span style="color: #44546a; mso-themecolor: text2;">,</span></u>
you can earn as much as £300 – 500 per week.</span></li>
<li><br /></li>
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><span lang="EN-GB" style="text-indent: -18pt;">Apprenticeships are funded by
the government and employers. This means you’ll graduate debt-free!</span></li>
<li><br /></li>
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><span lang="EN-GB" style="text-indent: -18pt;">If you’re over the age of 24,
you’ll have to contribute to your own training costs. However, the government
offers <a href="https://www.ucas.com/ucas/undergraduate/finance-and-support/tuition-fees-and-student-loans/advanced-learner-loans">Advanced
Learner Loans</a> to support you.</span></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span lang="EN-GB"><br /></span></div>
<br />
<div class="MsoNormal">
<span lang="EN-GB">There are hundreds of apprenticeships out
there, so why not <a href="https://careerfinder.ucas.com/jobs/apprenticeship/#browsing">browse your
options</a> now?<o:p></o:p></span></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com27tag:blogger.com,1999:blog-1369357024516536734.post-76014468342304255182017-03-03T12:19:00.003+00:002017-03-03T12:19:52.705+00:00Think you know apprenticeships?<div class="MsoNormal">
<span lang="EN-GB">There are a lot of myths about
apprenticeships. Here, we separate fact from fiction.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB"><br /></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Fiction – </span></b><span lang="EN-GB">Apprenticeships are not for
everyone.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Fact –</span></b><span lang="EN-GB"> No matter your interests or how
old you are, you can find an apprenticeship to suit you. There are
apprenticeships available at all levels, in a huge range of sectors.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -14.2pt;">
<span lang="EN-GB"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-GB">Apprenticeships start at Level 2, so you could
study an apprenticeship instead of taking A levels. Equally, if you are already
in full-time employment and want to change career, you have the chance to do so
with an apprenticeship.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB"><br /></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Fiction – </span></b><span lang="EN-GB">Apprenticeships are like
volunteering.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Fact –</span></b><span lang="EN-GB"> You get paid on the job, as you
learn.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -14.2pt;">
<span lang="EN-GB"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-GB">Apprentices are paid the national minimum
wage as standard – while this might not sound like a lot, it will go a long way
to alleviating money worries.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB"><br /></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Fiction – </span></b><span lang="EN-GB">Taking an apprenticeship will
make me less employable than a university graduate.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Fact – </span></b><span lang="EN-GB">Many apprenticeships share
content with full undergraduate courses. You can learn the same things you
would with a degree, but will pick up valuable experience at the same time.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -14.2pt;">
<span lang="EN-GB"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-GB">While some employers favour those with a
traditional degree, this is changing. Strong performance on an apprenticeship
can make you stand out from the crowd – unlike many graduates, you’ll have
direct workplace experience alongside your qualification.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB"><br /></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Fiction: </span></b><span lang="EN-GB">I will have fees to pay back.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Fact: </span></b><span lang="EN-GB">All apprenticeships are paid for
by the government and employers, so you’ll graduate debt-free!<b><o:p></o:p></b></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -14.2pt;">
<span lang="EN-GB"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-GB">From April 2017, apprenticeships will be
funded by the <u><span style="color: #44546a; mso-themecolor: text2;">apprenticeship
levy</span></u>. If you’re concerned about getting value for money out of your
studies, an apprenticeship could be for you – get all the skills and experience
you need, without the debt.<o:p></o:p></span></div>
<br />
<div class="MsoNormal">
<span lang="EN-GB">There are hundreds of apprenticeships out
there – if you are interested in taking one, <u><span style="color: #44546a; mso-themecolor: text2;">start looking at your options now</span></u>!<o:p></o:p></span></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com42tag:blogger.com,1999:blog-1369357024516536734.post-77818440013399487742017-03-03T12:19:00.001+00:002017-03-03T12:19:25.727+00:00Six things you didn’t know about an apprenticeship<div class="MsoNormal" style="margin-left: 14.2pt; tab-stops: 14.2pt; text-indent: -14.2pt;">
<span lang="EN-GB">Thinking about an apprenticeship? Take a look at these
six reasons why it’s such a great option.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 14.2pt; tab-stops: 14.2pt; text-indent: -14.2pt;">
<span lang="EN-GB"><br /></span></div>
<div class="MsoListParagraph" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;">
<!--[if !supportLists]--><b><span lang="EN-GB">1)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span lang="EN-GB">You won’t have to pay fees<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 14.2pt; tab-stops: 14.2pt;">
<span lang="EN-GB">Worried about the long-term cost of uni? As an apprentice, you’ll
graduate debt-free! Apprenticeship fees are paid by the government and employers.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 14.2pt; tab-stops: 14.2pt;">
<span lang="EN-GB"><br /></span></div>
<div class="MsoListParagraph" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;">
<!--[if !supportLists]--><b><span lang="EN-GB">2)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span lang="EN-GB">Higher and degree
apprenticeships are assessed by employers<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 14.2pt; tab-stops: 14.2pt;">
<span lang="EN-GB">Apprentices study for a national vocational qualification (NVQ). You’ll
get tested on practical, work-related tasks, so you get to see first-hand how
you’re progressing.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 14.2pt; tab-stops: 14.2pt;">
<span lang="EN-GB">As NVQs are assessed by employers, they really are the ideal way to
get job ready. If you already know the right career for you, an apprenticeship
could give you the skills and experience you need to get there.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 14.2pt; tab-stops: 14.2pt;">
<span lang="EN-GB"><br /></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;">
<!--[if !supportLists]--><b><span lang="EN-GB">3)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span lang="EN-GB">There are four different types
of apprenticeship<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;">
<b><span lang="EN-GB"><br /></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 21.3pt; mso-add-space: auto; mso-list: l0 level1 lfo2; tab-stops: 21.3pt; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Intermediate (Level 2)</span></b><span lang="EN-GB"> – roughly
equivalent to five GCSEs.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 21.3pt; mso-add-space: auto; mso-list: l0 level1 lfo2; tab-stops: 21.3pt; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Advanced (Level 3)</span></b><span lang="EN-GB"> – roughly equivalent
to two A levels/Highers. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 21.3pt; mso-add-space: auto; mso-list: l0 level1 lfo2; tab-stops: 21.3pt; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Higher/technical (levels 4 to 7)</span></b><span lang="EN-GB"> –
equivalent to a Higher National Diploma (HND). With a higher apprenticeship,
you have the opportunity to carry on to a foundation degree.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 21.3pt; mso-add-space: auto; mso-list: l0 level1 lfo2; tab-stops: 21.3pt; text-indent: -14.2pt;">
<!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b><span lang="EN-GB">Degree/professional (levels 5 to 7)</span></b><span lang="EN-GB"> –
equivalent to a bachelor’s degree. You’ll combine on-the-job learning with lectures,
seminars, and independent study, and will graduate with a fully accredited
degree. You can even progress to master’s level.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 14.2pt; mso-add-space: auto; tab-stops: 14.2pt; text-indent: -14.2pt;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 14.2pt; mso-add-space: auto; mso-list: l1 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;">
<!--[if !supportLists]--><b><span lang="EN-GB">4)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><b><span lang="EN-GB">Apprenticeships often have
higher entry requirements than employment<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 14.2pt; tab-stops: 14.2pt;">
<span lang="EN-GB">Be realistic about which apprenticeship you apply for – some might
have higher entry requirements than others. As the entry requirements are
controlled by employers, they might sometimes be flexible. For example, if you
don’t hold the required grades or qualifications, try persuading them with your
transferrable skills. This is your opportunity to sell yourself, so think about
what you have to offer.<o:p></o:p></span></div>
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<span lang="EN-GB"><br /></span></div>
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<!--[if !supportLists]--><b><span lang="EN-GB">5)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><b><span lang="EN-GB">Apprenticeships are for
all ages<o:p></o:p></span></b></div>
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<span lang="EN-GB">Apprenticeships are for everyone. You don’t need to be a school
leaver to take on an apprenticeship, but equally, you can start straight after
your GCSEs, or after taking your A levels. If you are already in full-time work
and want to change your career path, why not retrain with an apprenticeship?<o:p></o:p></span></div>
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<span lang="EN-GB"><br /></span></div>
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<!--[if !supportLists]--><b><span lang="EN-GB">6)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><b><span lang="EN-GB">You will learn the same
things on an apprenticeship as at uni<o:p></o:p></span></b></div>
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<span lang="EN-GB">You might find that apprenticeship course content is actually very
similar to a traditional university course. When combined with the valuable
experience you’ll gain along the way, you’ll be in a great position to get that
job you want.<o:p></o:p></span></div>
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<span lang="EN-GB">If you think an apprenticeship might be for you, <u><span style="color: #1f4e79; mso-themecolor: accent1; mso-themeshade: 128;">start exploring
at your options now</span></u>.<o:p></o:p></span></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com7tag:blogger.com,1999:blog-1369357024516536734.post-60848406180264110412017-03-02T09:21:00.001+00:002017-03-02T09:21:19.678+00:00Your personal statement - Claire Harnden<div class="MsoNormal">
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<b><i><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9Qkt6ah9l2YKTecflcw1kJ5kPAbzPYkYEw2hYwQNPAy3t_22yQ8baA1SZ5KoxDRlroeteFpP08ALxQWqLp3kYWyq6_7-1ihQ6ms2mwZNa6M8xlLOM_AF8OxsWDBPG73CRN39C70uAYz8/s1600/MD-2384+UTT+blog+header.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9Qkt6ah9l2YKTecflcw1kJ5kPAbzPYkYEw2hYwQNPAy3t_22yQ8baA1SZ5KoxDRlroeteFpP08ALxQWqLp3kYWyq6_7-1ihQ6ms2mwZNa6M8xlLOM_AF8OxsWDBPG73CRN39C70uAYz8/s640/MD-2384+UTT+blog+header.png" width="640" /></a></i></b></div>
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<span lang="EN-GB">I read hundreds of UCAS applications for
teacher training every year and I cannot stress how important the personal
statement is. It is my only insight into who you are and I tend to read it
first. <o:p></o:p></span></div>
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<span lang="EN-GB">I immediately look for a passion to teach.
Personal statements that do not mention children or schools are not a good
idea. If you have gained school experience, tell me about it. Do you have a
clear vision of primary education? What have you found out? If you are changing
careers then tell me about your experience and how it is relevant to working
within a school.<o:p></o:p></span></div>
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<span lang="EN-GB">Spelling, punctuation and grammar. It DOES
matter so check it through carefully and then do this again. Get someone to
proof read it for you. If you cannot model a good level of writing here then I
have a real concern about you doing so in a classroom. Check for long
sentences, repeated words and that you have used the correct version of words
like practice/practise or advice/advise. If this is making you scratch your
head then look them up!<o:p></o:p></span></div>
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<span lang="EN-GB">How committed are you to training? Try to
make this come through. Mention how your interest in training to teach
developed, what you have done to pursue it? Demonstrate your enthusiasm for it.
What are you hoping to get out of the training year? Show that you’ve
really done your research and know why you want to do the course.<o:p></o:p></span></div>
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<span lang="EN-GB">It is easy to list the transferable skills
that you have </span><span lang="EN-GB" style="font-family: "Arial",sans-serif; font-size: 10.0pt;">but
these are so much better when you link these briefly to real examples of when
you have used them. </span><span lang="EN-GB"><o:p></o:p></span></div>
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<span lang="EN-GB">If you are struggling to get started then
start with your strengths, focus on your enthusiasm for the course and talk
positively about yourself. <o:p></o:p></span></div>
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<span lang="EN-GB">Good luck!<o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-GB">Claire<o:p></o:p></span></div>
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<span lang="EN-GB">Claire Harnden is Director of Initial
Teacher Training at Surrey South Farnham SCITT. She has 19 years’ experience
working in primary and secondary schools in Surrey, Essex and North London. She
currently runs Surrey’s largest school-based provider of primary initial
teacher training, and interviews applicants on a weekly basis. Follow her on
Twitter <a href="https://twitter.com/claire_harnden">@claire_harnden</a><o:p></o:p></span></div>
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</span></div>
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<b><span lang="EN-GB" style="color: #e00023; font-family: "Arial",sans-serif; font-size: 20.5pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Ready to apply?</span></b><b><span lang="EN-GB" style="font-family: Arial, sans-serif; font-size: 20.5pt;"><o:p></o:p></span></b></div>
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<span lang="EN-GB">Find
out more about </span><span lang="EN-GB"><a href="https://www.ucas.com/ucas/teacher-training/apply-and-track/how-write-ucas-teacher-training-personal-statement">writing
your personal statement</a></span><span lang="EN-GB" style="font-family: "Arial",sans-serif; font-size: 10.5pt;"><o:p></o:p></span></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com15tag:blogger.com,1999:blog-1369357024516536734.post-82201746496739647272017-02-27T13:31:00.006+00:002017-02-28T13:37:11.252+00:00All about Initial Teacher Training: part 2 - Freddy Ash<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH09CIzf7zuMdoF721MvStCa7ddsN5DZfoGe2VBpPcnYcL37aGO99wOorMBT0SRVfG14mGXGuAt9N7nuGq3H6xYtEWBlJjZQYE0i5pb_jHWUiPjZMFsVgUzZkKempXx8XXK-_81Mr1UvU/s1600/MD-2384+UTT+blog+header.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH09CIzf7zuMdoF721MvStCa7ddsN5DZfoGe2VBpPcnYcL37aGO99wOorMBT0SRVfG14mGXGuAt9N7nuGq3H6xYtEWBlJjZQYE0i5pb_jHWUiPjZMFsVgUzZkKempXx8XXK-_81Mr1UvU/s640/MD-2384+UTT+blog+header.png" width="640" /></a></div>
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<span lang="EN-GB"><br /></span></div>
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<span lang="EN-GB">This is part two of my blog where I’ve been looking
back and reflecting on my experiences of initial teacher training. You can read
about my <u>initial worries in part one</u>, but as my training draws to a
close, here’s what I wish I’d known before I started.<o:p></o:p></span></div>
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<b><span lang="EN-GB">What advice
would I give myself now if I could go back?</span></b></div>
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<ul>
<li><b style="text-indent: -18pt;"><span lang="EN-GB">Wellbeing</span></b><span lang="EN-GB" style="text-indent: -18pt;"> - I can’t stress this enough.
ITT is hard. NQT year is hard. First year as a qualified teacher is hard. So is
the second year. It gets easier but it never gets easy. You <i>must</i> look after your own wellbeing.
Twitter is a fantastic way of doing this. There are thousands upon thousands of
optimistic, helpful teachers willing to help you out with anything. Take the
scheme of work I mentioned in <u>part one of this blog</u>. When the new GCSE
came out people were throwing potential schemes of work around to each other,
people they’ve never met, just to help out the profession. Teachers want to help
other teachers. You are embarking on a journey to enter an outstandingly
helpful group of individuals who pull together to improve the profession as a
whole, day after day. I personally find Twitter a far more friendly place than
Facebook for teachers, and I use Twitter solely professionally which I’d
recommend. Should a student ever find you, it’s worth your account being solely
teaching based. Definitely follow Martyn Reah and the #teacher5aday movement
for wellbeing. You need to look after yourself.</span></li>
</ul>
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<ul>
<li><b style="text-indent: -18pt;"><span lang="EN-GB">Hobbies</span></b><span lang="EN-GB" style="text-indent: -18pt;"> - Similar to above (I really
prioritise wellbeing!), if you have a hobby now then keep it going. Something
to take you away from teaching for a few hours. It is all consuming sometimes.
I’ve found myself lying awake planning the perfect lesson; while this makes me
seem like a dedicated teacher to some, to others they’ll see that this can be a
road to ruin. I [try to] play golf, I have a dog who needs plenty of exercise
and I have a wonderful family including a three year old boy called Rufus. These
provide wonderful distractions for me which mean that when I focus on teaching
again I’m fully fit and motivated. </span></li>
</ul>
<ul>
<li><b style="text-indent: -18pt;"><span lang="EN-GB">Organisation</span></b><span lang="EN-GB" style="text-indent: -18pt;"> - Especially in terms of
your ITT assignments. You don’t want to get to the stage where you can’t keep
up because the work has got on top of you. The assignments are doable – don’t
believe the hype. You just need to be strict on yourself and organised. Do the
assignments when they’re set, not when they’re due. Again, if you’re
struggling, Twitter is here to help. I’ve asked people for references, for
alternative points of view etc. which has really helped.</span></li>
</ul>
<b><span lang="EN-GB">#ITTchat every
Wednesday at 7pm</span></b></div>
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<span lang="EN-GB">It wouldn’t be right for me to promote Twitter so much
without mentioning #ITTchat. This group was set up by a pair of wonderful
trainees to give other trainees a central conversation in which to help each
other. All you need to do is include #ITTchat anywhere in your tweet and anyone
can see it who is following that conversation. There is a scheduled chat on
Wednesdays where there are some leading or open questions to promote discussion
around a particular topic, such as strategies people use for behaviour
management. It doesn’t matter if you’re Early Years, Primary, Secondary or
Further Education, everyone is welcome. <o:p></o:p></span></div>
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<span lang="EN-GB">Over the summer I was fortunate enough to become one
of the people who manages and runs the @ITTchat account, along with two other
trainees - @martingsaunders and @trainingtoteach. We have helped people who are
having a bad time on placement or who aren’t getting along with their tutor, we
have offered help to people who are feeling overwhelmed and we have also
connected trainees with qualified professionals to help them with a particular
issue. Mostly though, we are just there to connect trainees and to chat. To be
a friendly port in a storm as it were. Sometimes we even have guest hosts –
recently Ofsted contacted us to arrange hosting a chat and the head of their
ITT provision networked with trainees which was an amazing opportunity for us
all, as well as helping them. <o:p></o:p></span></div>
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<span lang="EN-GB">The world, especially the teaching world, is becoming
a far more connected place, I urge you to get involved. Even if you are just
thinking about a career in teaching you are welcome to join in with #ITTchat,
or just watch from the side-lines and maybe message us privately with any
concerns and we’ll put them out anonymously to the wider community. <o:p></o:p></span></div>
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<b><span lang="EN-GB"><br /></span></b>
<br />
<b><span lang="EN-GB">Don’t believe
the press – teaching’s marvellous</span></b></div>
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<span lang="EN-GB">So that’s it, two blogs and almost 2000 words later
and I’ve scratched the surface of getting into teaching. Teaching is hard, but
a lot of jobs are hard. Teaching is, however, far more rewarding than almost
any other job on the planet. You’ll have bad days, but the good days will
utterly eclipse them. Get on Twitter, connect with others. Look after yourself
from day 1 and prioritise your health.<o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-GB">Freddy <a href="https://twitter.com/edtechfocused">@EdTechFocused</a><o:p></o:p></span></div>
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</span><br />
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<span lang="EN-GB" style="font-family: "times new roman" , serif; font-size: 12.0pt;">
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<b><span lang="EN-GB" style="color: #e00023; font-family: "arial" , sans-serif; font-size: 20.5pt;">Feeling inspired?</span></b><b><span lang="EN-GB" style="font-family: "arial" , sans-serif; font-size: 20.5pt;"><o:p></o:p></span></b></div>
<br />
<div class="MsoNormal">
<span lang="EN-GB" style="font-family: "arial" , sans-serif; font-size: 10.5pt; line-height: 107%;">Find out more about </span><span lang="EN-GB"><a href="https://www.ucas.com/ucas/teacher-training/getting-started/routes-teaching"><span style="font-family: "arial" , sans-serif; font-size: 10.5pt; line-height: 107%;">becoming
a teacher</span></a></span><span lang="EN-GB" style="font-family: "arial" , sans-serif; font-size: 10.5pt; line-height: 107%;">.<o:p></o:p></span></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com22tag:blogger.com,1999:blog-1369357024516536734.post-53149673294362010702017-02-27T13:31:00.001+00:002017-02-28T13:36:30.702+00:00All about Initial Teacher Training: part 1 - Freddy Ash<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCUVnn8ArZyHmVFS9Pxtek0sdnuiaeiysZ-WgpWzEasntxe-GvLjThp3ibyY9sn0jvHXubporRGWc0lxe12dPCVyxFLsMoS_44NIw2iKr8m2g2IyIA1rj3nF1w6aVc5WZCpcAP5kiXJb4/s1600/MD-2384+UTT+blog+header.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCUVnn8ArZyHmVFS9Pxtek0sdnuiaeiysZ-WgpWzEasntxe-GvLjThp3ibyY9sn0jvHXubporRGWc0lxe12dPCVyxFLsMoS_44NIw2iKr8m2g2IyIA1rj3nF1w6aVc5WZCpcAP5kiXJb4/s640/MD-2384+UTT+blog+header.png" width="640" /></a></div>
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As my initial teacher training (ITT) starts to draw to
a close, I thought it would be a good time to look back and reflect on my
experiences so far; how far have I come, what do I know now that I wish I’d
known two years ago. It’s also the time when new ITT prospects will be getting
nervous about their applications, and so I thought it might help for me to put
this in writing; even if it only helps one person then I’ll consider it a
useful way to have spent my time.</div>
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<b><span lang="EN-GB">My initial worries
and what I think of them now<o:p></o:p></span></b></div>
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<span lang="EN-GB">I remember worrying about a few things when I first
got into teaching. Things that seemed so simple to every teacher I’d ever met,
so much so that most of them never seemed to notice it. So here are a few of
those things that niggled me:<o:p></o:p></span></div>
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<!--[if !supportLists]--><b><span lang="EN-GB">1.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span lang="EN-GB">Planning</span></b></div>
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<ul>
<li>How do teachers know what to
teach? How do they know that they’ll cover everything they need to over the
year? Will my students be disadvantaged by having me instead of a more
experienced teacher for those lessons? If this sounds like you, then here is my
opinion on it now: a year is a very long time. Schemes of work (SoW) are
yearlong plans that outline what needs to be covered. Mostly, these exist
already and are just adapted year on year. In the case of a new subject, such
as the new English GCSE, a new SoW will need to be written, but remember that
this would be for an entire English department. No one is expecting a trainee
or an NQT to produce this on their own, and then be left until the exam results
come out to see how they did.</li>
</ul>
<ul>
<li>In terms of individual lessons,
sometimes you don’t cover everything you wanted to. Sometimes you’re behind
your SoW and sometimes you’re ahead of it. As you get to know your students
you’ll be able to set the pace, and if you feel half way through the year that
you didn’t cover things at the beginning as well as you could have, it’s fine
to go back. Planning is a big part of the job, but a year is a long time; you
don’t have to know every minute of every lesson before September starts.</li>
</ul>
</div>
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<b style="text-indent: -18pt;"><span lang="EN-GB">2.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><b style="text-indent: -18pt;"><span lang="EN-GB">Classroom management</span></b></div>
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<ul>
<li>This is teacher talk for not
letting your students run wild, jumping on the tables and burning things. I
worried about how well I’d be able to manage students in a classroom, and not
just manage them, but get them learning as well. This is a huge question. I
think the best thing I can say here is that it is not just trainees who worry
about this, and secondly, I don’t personally feel that you ever reach a finish
point where you can now ‘do it’.</li>
</ul>
<ul>
<li>Sue Cowley wrote a good book, <i style="text-indent: -18pt;">Getting the Buggers to Behave</i><span style="text-indent: -18pt;"> and Phil
Beadle wrote, </span><i style="text-indent: -18pt;">How To Teach.</i><span style="text-indent: -18pt;"> I would
strongly recommend reading both of these if you are worried about classroom
management as they are packed with genuinely useful techniques that you can
implement straight away. Whether that’s using a seating plan, how to talk to a
student who is angry or how not to embarrass a student so that they don’t lash
out, these two books are both easy to read, not too long and will give you
plenty to be going on with.</span></li>
</ul>
<ul>
<li>Understand this though: even
the best teacher in the world sometimes has students who misbehave. You can’t
beat yourself up about it too much. Just reflect afterwards when you’ve calmed
down, what did you do well, what didn’t you do well, how would you do it
differently if you could go back. Then you improve. Or, at the very least, you
improve for that student or a similar situation. Students are people at the end
of the day and one rule isn’t going to fit all. Don’t lean on being liked too
much, I know it’s a cliché but things become clichés generally because they’ve
been true for a long time. At the end of the year, students will like the
teachers who they are progressing with, not the ones who let them get away with
messing around. Play the long game and accept that sometimes students will
dislike you, but they’re generally a forgiving bunch.</li>
</ul>
</div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><b><span lang="EN-GB">3.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span lang="EN-GB">Is my subject knowledge
good enough?</span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<ul>
<li>This really depends on what it
is you’re going to teach. You may have a degree in your subject, you may not. I
think something I’ve learned is that I shouldn’t have been worrying about my
subject knowledge, but more can I get this knowledge across to my students? My
knowledge was good enough, and even so, you constantly improve it when you’re
immersed in that subject and that department. It’s getting that across to the
students that counts. This can be tough sometimes. It’s a legitimate concern.</li>
</ul>
<ul>
<li><span lang="EN-GB" style="text-indent: -18pt;">Again though, don’t put too
much on yourself as a trainee. If every teacher could answer this point
confidently then every student would be a genius. You’ll have some students who
just get it, and some who just don’t even when you feel you’ve been to the moon
and back trying. The best thing you can do here is be passionate; I don’t mean
passionate in the way you’d say it in an interview, I mean really passionate.</span></li>
</ul>
<ul>
<li>You can’t leap around the room
being an entertainer all day every day, you’ll burn out. Passion will show
through if you really believe that what you’re teaching is worth knowing. If
your students see that, they’ll know it’s worth learning and they’ll put the
effort in too.</li>
</ul>
</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
If you can do these three points, I wouldn’t worry
about too much else for now. You’re a trainee. Even as a qualified teacher if
you can plan your year, be passionate about your subject and control a class then
you are doing amazingly, you don’t need to fret about anything else.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="EN-GB">What other advice would I give myself now if I could
go back? That’s in <u>part two of my blog</u>.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="EN-GB">Freddy <a href="https://twitter.com/edtechfocused">@EdTechFocused</a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<span lang="EN-GB" style="font-family: "times new roman" , serif; font-size: 12.0pt;">
</span><br />
<hr align="center" noshade="" size="7" style="color: #dddddd;" width="100%" />
<span lang="EN-GB" style="font-family: "times new roman" , serif; font-size: 12.0pt;">
</span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 6.0pt; mso-line-height-alt: 15.0pt; mso-outline-level: 3;">
<b><span lang="EN-GB" style="color: #e00023; font-family: "arial" , sans-serif; font-size: 20.5pt;">Feeling inspired?</span></b><b><span lang="EN-GB" style="font-family: "arial" , sans-serif; font-size: 20.5pt;"><o:p></o:p></span></b></div>
<br />
<div class="MsoNormal">
<span lang="EN-GB" style="font-family: "arial" , sans-serif; font-size: 10.5pt; line-height: 107%;">Find out more about </span><span lang="EN-GB"><a href="https://www.ucas.com/ucas/teacher-training/getting-started/routes-teaching"><span style="font-family: "arial" , sans-serif; font-size: 10.5pt; line-height: 107%;">becoming
a teacher</span></a></span><span lang="EN-GB" style="font-family: "arial" , sans-serif; font-size: 10.5pt; line-height: 107%;">.<o:p></o:p></span></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com10tag:blogger.com,1999:blog-1369357024516536734.post-59774452343290839172017-02-21T16:41:00.002+00:002017-02-21T16:41:18.135+00:00So you want to be a teacher? <div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAb6L1WuWHvPK80l4DXHon-oBAqXI4iOt29VBVWMU9OJf5aBf3XTNj6i2mv5sY75iTl_i3_2nH4LDui9vjZEa-Oop300ni9NxVcPYBnzb_ZsJ8lP_iafv-S-IxrawuBRkYqjN2olKkLJ4/s1600/MD-2384+UTT+blog+header.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAb6L1WuWHvPK80l4DXHon-oBAqXI4iOt29VBVWMU9OJf5aBf3XTNj6i2mv5sY75iTl_i3_2nH4LDui9vjZEa-Oop300ni9NxVcPYBnzb_ZsJ8lP_iafv-S-IxrawuBRkYqjN2olKkLJ4/s640/MD-2384+UTT+blog+header.png" width="640" /></a></div>
Something inside you has persuaded you that becoming a teacher is your career choice; it could be that you have been a cub, brownie, guide or scout leader, working with young people. Gymnastics, swimming, dance, various sports all encourage young people to undertake coaching courses with the idea of sharing skills with young children. Leading or taking part in holiday schemes have led to the career choice. My favourite was a prospective candidate talking animatedly about helping children with disability to overcome fear and attempt to climb.<br />
<br />
It doesn’t have to be one of these routes. Many people enter teaching later in life, having had an initial career and seek greater job satisfaction; some will have had families. Often they have had a transitional route via a teaching assistant role or as a helping parent in school. This, in itself, sometimes leads to a school persuading them to pursue the route to becoming a teacher.<br />
Whatever the route, the process will have similar elements, which are worth considering, so that the application has the greatest chance of making an impression on the member of university, TSA or SCITT staff who has the responsibility of inviting candidates for interview.<br />
<br />
This puts special emphasis on the personal statement in support of the application. While the candidate might be writing the application through UCAS to a number of training places, there are some simple “rules of thumb” that might get that all important interview. At that point, you will have the chance to talk more about yourself and your personal statement will be a guide to the interviewer to develop their questions.<br />
<br />
<ul>
<li>Write a rough draft of any personal statement, then work on it to ensure it is as clear as possible. Have someone proof read it to offer additional ideas and identify grammatical and spelling errors.</li>
</ul>
<ul>
<li>This personal statement is about you and you, as a person, should come through. Remember, the person reading it only has the words to go on. You need to shine through. Communication is a key teacher skill and the written word should how your ability in that area.</li>
</ul>
<ul>
<li>Before your interview, you will need to show that you have had some experience in a school setting – this will vary between training programmes so check the requirements. This could be spread over time, or could be a couple of weeks. What did you learn from this experience? </li>
</ul>
<ul>
<li>Why did you choose your particular A levels, BTEC or first degree? How do these subjects, or maybe the teachers, impact on your decision to become a teacher?</li>
</ul>
<ul>
<li>Why have you chosen a particular subject specialism for teacher training? Why does it particularly interest you?</li>
</ul>
<ul>
<li>Consider the specific event that made you think about becoming a teacher. How do you see yourself in a teacher role?</li>
</ul>
<ul>
<li>What do you do that will show yourself in a broader light? Do you have specific interests or hobbies? Do you visit galleries or museums, or perhaps your interests are in conservation, walking, camping, playing music or travelling? Do you do volunteer activity for charity? Everything is important to create a rounded a picture of you.</li>
</ul>
<ul>
<li>Have you had responsibility in school, college or work experience? Describe and unpick how this might relate to a teaching role.</li>
</ul>
<ul>
<li>Beyond becoming a teacher, how will this role enhance your view of yourself in the future?</li>
</ul>
<ul>
<li>Reread everything that you have written and share it with a teacher, lecturer or, if you’re working in a school, the head teacher. </li>
</ul>
<br />
How you think, how you talk and how you reflect should come through your application. It is a first step. The interview awaits. <br />
<br />
Chris<br />
<br />
Over a 40-year career in education, Chris Chivers has worked as a teacher, head teacher, university tutor, assessor and adviser. Chris now uses his experience to support developing teachers. A regular blogger at <a href="http://chrischiversthinks.weebly.com/blog-thinking-aloud">Chris Chivers (Thinks)</a>, you can find also him on Twitter <a href="https://twitter.com/ChrisChivers2">@ChrisChivers2</a><br />
________________________________________<br />
<b><br /></b>
<b>Ready to apply?</b><br />
<br />
Find out more about <a href="https://www.ucas.com/ucas/teacher-training/apply-and-track/filling-your-ucas-teacher-training-application">starting your application</a><br />
<br />
<br />UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com25tag:blogger.com,1999:blog-1369357024516536734.post-67380231856487434132017-02-15T16:25:00.001+00:002017-02-15T16:25:05.438+00:00Thinking of applying for teacher training programmes?<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAuXGrig0VTWNoQCNIR0AL02z3tZqZpUZtZz3xhxSNAYuENk0_j33zEfe6H_9TE1w2goAvmUeNarndLgi5Dcmechy_SBNYY8t52A9aTsCkFd_i_2U2-7nbqHdyMGjMtJS1t535Or1f12w/s1600/MD-2236-summer-social-images-800x800pxJoin-the-Class.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAuXGrig0VTWNoQCNIR0AL02z3tZqZpUZtZz3xhxSNAYuENk0_j33zEfe6H_9TE1w2goAvmUeNarndLgi5Dcmechy_SBNYY8t52A9aTsCkFd_i_2U2-7nbqHdyMGjMtJS1t535Or1f12w/s200/MD-2236-summer-social-images-800x800pxJoin-the-Class.png" width="200" /></a>Thinking of applying for <a href="https://www.ucas.com/ucas/teacher-training/ucas-teacher-training-getting-started">teacher training programmes</a>? There are lots of things to consider before you apply, and it can be quite daunting to know where to start.<br />
<br />
Here’s our top five places you should check out, full of advice on how to apply.<br />
<br />
<b>1.<span class="Apple-tab-span" style="white-space: pre;"> </span>Our website</b><br />
<br />
The first place to start is <a href="http://www.ucas.com/teacher-training">our website</a>. You’ll find out information on how to pick the<a href="https://www.ucas.com/ucas/teacher-training/getting-started/teacher-training-programmes/programmes-explained-%E2%80%93-0"> right programme</a> for you. Get in-depth information on which <a href="https://www.ucas.com/ucas/teacher-training/getting-started/routes-teaching">route into teaching</a> fits you.<br />
<br />
<b>2.<span class="Apple-tab-span" style="white-space: pre;"> </span>Video wall </b><br />
<br />
Our <a href="http://ow.ly/f6Zr308kNu0">video wall</a> is full of advice on many topics you’ll need to know about when applying for teacher training programmes. Need a hand filling in your application? Not sure how to prepare for interviews? We’ve got it covered on our <a href="http://ow.ly/f6Zr308kNu0">video wall</a>!<br />
<br />
<b>3.<span class="Apple-tab-span" style="white-space: pre;"> </span>Free UCAS Teacher Training pack</b><br />
<br />
Our <a href="http://web.ucas.com/ucas-teacher-training-signup">teacher training pack</a> is a must if you’re applying. It’s a free online pack, containing all the information and advice you need to apply, and what to expect after your application has been sent.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRg78SShkM1Fl3Iqkbu4pJzlb0r6m6wR9mi6N-UpOu6WZB9ND2wDjCMdjtx8U1sC8CX_8ZJY2MKgtFwajhXmpiK6pWeb4P2IljjYWQRstwbqy_YVYd3cPOCgsujrfKUe_OrftYerwQeP4/s1600/MD-2236_1200x628px_Free+teacher+training+pack.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="208" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRg78SShkM1Fl3Iqkbu4pJzlb0r6m6wR9mi6N-UpOu6WZB9ND2wDjCMdjtx8U1sC8CX_8ZJY2MKgtFwajhXmpiK6pWeb4P2IljjYWQRstwbqy_YVYd3cPOCgsujrfKUe_OrftYerwQeP4/s400/MD-2236_1200x628px_Free+teacher+training+pack.png" width="400" /></a></div>
<br />
<b></b><br />
<b><b></b></b><br />
<div style="display: inline !important;">
<b><b>4.<span class="Apple-tab-span" style="white-space: pre;"> </span>Our dedicated blog page</b></b></div>
<br />
<br />
We have a range of advice on our dedicated <a href="https://www.ucas.com/connect/blogs/user/UCAS%20Teacher%20Training">UCAS Teacher Training blog</a>. It covers subjects from advice on applying, to case studies from current teachers – to give you an insight into what to expect. <br />
<b>5.<span class="Apple-tab-span" style="white-space: pre;"> </span>Get into Teaching</b><br />
<br />
Finally,<a href="https://getintoteaching.education.gov.uk/"> register with Get into Teaching</a> for tailored advice and support. You can also follow them on <a href="https://twitter.com/getintoteaching">Twitter</a> for info on getting into teaching, and to keep up-to-date with any upcoming events or changes in the sector.<br />
<br />
If you have any questions about applying for teacher training programmes, get in touch with our advisers on <a href="http://www.facebook.com/ucasonline">Facebook </a>or <a href="http://www.twitter.com/ucas_online">Twitter</a> and they’ll do their best to help.<br />
<div>
<br /></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com11tag:blogger.com,1999:blog-1369357024516536734.post-29133192388268894902017-02-02T14:57:00.001+00:002017-02-02T14:57:19.170+00:00Gap year or study?<div style="background: white; margin-bottom: 10.3pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVL1mYYg9Lx7GxFHKVY77DYrnDowhj312M56B42Yar_u3po92KzyvjhaQiYvYcE9d0scyGlAcyxmsQTaAG4JcXDjPJDH8Uwg4QNJY9HGZanSK5MA9j-pvQ2RcKcFSS5kd12WuEZyaRwBI/s1600/gap-year-or-study.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVL1mYYg9Lx7GxFHKVY77DYrnDowhj312M56B42Yar_u3po92KzyvjhaQiYvYcE9d0scyGlAcyxmsQTaAG4JcXDjPJDH8Uwg4QNJY9HGZanSK5MA9j-pvQ2RcKcFSS5kd12WuEZyaRwBI/s320/gap-year-or-study.jpg" width="320" /></a><span style="font-family: Arial, sans-serif;"><span style="font-size: 14px;"><b>Can't choose? Here's how to do both...</b></span></span></div>
<div style="background: white; margin-bottom: 10.3pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">If you haven’t yet made plans for the next academic year,
consider this – you already have everything you need for
a unique, fulfilling gap year, right there in your rucksack.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">In today’s super-connected world, there is a wealth of knowledge
at our disposal. Whether it’s watching YouTube videos, listening to a podcast,
or reading a blog, we can now learn almost anything online. All it takes is a
laptop, tablet, or smartphone, and an internet connection.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">So instead of spending thousands of pounds on an expensive
gap-year package, some school leavers are deciding to simply spend that time
learning – their way, their rules.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">Thanks to sites like edX and Coursera, the doors of the world’s
best universities are now open to us all. Offering free online courses known as
MOOCs (massive open online courses), schools such as Harvard, Berklee, the
University of London, and the Sorbonne, provide classes that include lectures,
reading materials, a student community, and assessment (if you wish),
all for free. You choose the classes, and you choose when you learn.</span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">These are just two of the many websites that provide classes on
almost anything you can think of. Other examples are Tuts+, which teaches
skills including coding, illustration, photography, and web design, and the BBC
Academy which features online learning resources in journalism and media
production. The more you look, the more you will find.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">And don’t forget the real world. Many of the bigger online courses
organise meet-ups to bring people together. You may also choose to supplement
your online learning with a local community class – there are some fantastic
ones out there.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">From art to business, a growing number of professionals offer
advice – you can create your own degree! One American artist has
even taken the time to write up his guide to an alternative to art
school, at a fraction of the $200,000 many US students pay for a college
degree.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">Taking time to really explore what you’re interested in might be
one of the best investments you’ll ever make. You might realise the expensive
course you thought you wanted to do isn’t quite your bag after all, or find
yourself heading in a whole new direction.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">Of course, for some of the more traditional professions, such as
law and medicine, you can’t get around the requirement of a university degree.
Even so, a year of self-guided study will help you build up knowledge and
skills that will help you once you undertake formal training, as well as nail
down the areas you’re most interested in.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">If this sounds interesting, but you’re getting cabin fever at the
mere thought of spending any more time in your bedroom, there’s a solution –
creative co-working spaces.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">Also known as 'hot desking', you rent a desk to work or
study, mix it up and meet other like-minded people. East London’s Hatch is a
great option, and at only £12 a day, it won’t break the bank. There are similar
outfits all over the UK.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">Spending a year exploring and learning doesn’t have to mean you
can’t travel the world as well. If you’ve got some money saved, you could rent
a room abroad and live like a local in another city. Or you might go with a
cheap hostel and hot desk option. Explore by day, feed your brain by night
– you decide.<o:p></o:p></span></div>
<div style="background: white; box-sizing: border-box; margin: 0cm 0cm 10.3pt;">
<span style="font-family: Arial, sans-serif; font-size: 10.5pt;">Now more than ever, you’re in the driver’s seat when it comes to
designing your education. Whether your passion is applied mathematics or circus
arts, law or industrial design, you’re in creative control, and the tools
you need are just a click away...</span></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com5tag:blogger.com,1999:blog-1369357024516536734.post-15901673426929365272017-01-30T12:05:00.002+00:002017-01-30T12:05:15.841+00:00Is work experience important?A recent survey showed two thirds of employers look for graduates with relevant work experience because it helps them prepare for work and develop general business awareness. Importantly, one third of employers felt that applicants did not have a satisfactory level of knowledge about their chosen career or job.<br />
<br />
To gain a better understanding of a career, organise some work experience or a few days’ work shadowing with an employer. It may not give you time to develop job-specific skills, but it can give you insight into the work involved. It also shows you have motivation and commitment. Some schools, colleges, and universities may be able to organise this for you but if not, research and contact companies yourself.<br />
<br />
Alternatively, you could gain relevant work experience as part of a vocational programme, such as a BTEC diploma or apprenticeship. You could also consider an internship, a higher education course which offers a work placement (a sandwich course), or a foundation degree.<br />
<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Internships </b>can last from a few weeks to up to a year, and could be something you organise for a summer holiday or a gap year. Depending on the type of contract, you may or may not receive a wage. Internships are available in many sectors and industries such as business, law, marketing, engineering, and hospitality, and can give you the opportunity to gain more career-specific skills and knowledge. They are very popular and competition for places is high, so you’ll need to apply as early as possible.<br />
<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Sandwich degrees</b> normally last four years and include a year working in industry with an employer. Most placements offer a salary and they are a great opportunity to gain in-depth experience of work in your chosen field.<br />
<br />
<b>•</b><span class="Apple-tab-span" style="white-space: pre;"> </span><b>Foundation degrees</b> are vocational/work-related degrees. They combine academic skills and knowledge with workplace performance and productivity. They focus on a particular job role or profession and are designed in conjunction with employers.<br />
<i><br /></i>
<i>“The first thing to look for when searching for a great employee is somebody with a personality that fits with your company culture. Most skills can be learned, but it is difficult to train people on their personality. If you can find people who are fun, friendly, caring, and love helping others, you are on to a winner. Personality is the key.” </i><br />
<i><br /></i>
<i>"One area that many young people underestimate is their inherent digital expertise. Having grown up in the digital world, many tools and technologies are second nature to them. Now is the time to capitalise on these skills and show potential employers exactly how valuable they can be."</i><br />
<br />
<b><br /></b>
<b>Want to find out more? </b> Here are some reports and surveys which give detailed insight into the careers of the future:<br />
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<a href="https://www.cipd.co.uk/Images/employment-top-tips-and-guidance-from-the-people-who-recruit_2013_tcm18-10309.pdf">Top tips and guidance from people who recruit</a> – a great guide produced by CIPD. It’s packed full of advice directly based on what recruiters say – what they look for when they pick out the best job applications, the kinds of questions they ask at interview, and how they choose who to give the job, apprenticeship, or work experience opportunity to. You’ll also find a section on what to do if you haven’t got any work experience, including information on volunteering and how it can boost your chances of finding a job.<br />
<br />
<a href="https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students/">What are the 21st century skills every student needs?</a> An insightful article from the World Economic Forum about the skills needs of the future, with references to key research and reports.<br />
<br />
<a href="https://www.gov.uk/government/publications/uk-labour-market-projections-2014-to-2024">Working Futures (UKCES)</a> – based on detailed labour market information, this report offers a forecast for job opportunities in the UK up to the year 2024, based on past behaviour and performance. The report isn’t intended to offer precise predictions, but an indication of which industries might expand, which might contract, and on what scale.<br />
<br />
<a href="https://www.gov.uk/government/publications/jobs-and-skills-in-2030">Careers of the Future and the Future of Work: jobs and skills in 2030 (UKCES) </a>– a piece of research exploring the future of work, and how jobs and the skills needed in the workplace will change by 2030.<br />
<br />
<a href="https://www.gov.uk/government/collections/ukces-sector-insights-reports-2015">Sector Insights (UKCES)</a> – a collection of reports that look at particular sectors in the UK to identify the outlook for jobs and skills, identify major trends affecting each sector, and how the mix of skills needs is likely to change over the next decade. These reports also investigate employers’ perceptions of the skills needs of specific occupations, and the challenges employers have in meeting those needs.<br />
<br />
<a href="http://www.cbi.org.uk/cbi-prod/assets/File/pdf/cbi-education-and-skills-survey2016.pdf?mc_cid=dce980549f&mc_eid=6be1e9feb5">Education and skills survey 2016 – the Right Combination (CBI/Pearson) </a>– this report provides useful insight into the skills employers are looking for, based on the results of a survey of nearly 500 organisations in the UK.<br />
<br />
<a href="http://www.oecd-ilibrary.org/education/skills-matter_9789264258051-en;jsessionid=3l143k0ll4741.x-oecd-live-03">Skills Matter (OECD report)</a>: – a survey of adult skills in 28 OECD countries. It was developed to provide a picture of the match between the supply and demand for skills, how labour markets are changing, and how well equipped their citizens are to participate in and benefit from increasingly knowledge-based economies.<br />
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UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com15tag:blogger.com,1999:blog-1369357024516536734.post-23274342739182801152017-01-30T12:02:00.004+00:002017-01-30T12:02:29.471+00:00Social enterprise – the stuff dreams are made ofIf you’re motivated by your values, have an idea, and want to make the world a better place, social enterprise could be for you.<br />
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<div style="text-align: center;">
VIDEO BOX: to include variety of case study vids – <a href="https://www.youtube.com/watch?v=VAuZWGnfW6s">here’s an example</a>.</div>
<div style="text-align: center;">
<br /></div>
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Social enterprises are businesses or projects people set up to focus on tackling social problems, improve communities, or create opportunities to improve people’s lives.</b> There are various definitions of social enterprise, but a key feature is that they have a social or environmental objective – they’re driven by values.<br />
<br />
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>You may recognise these examples of social enterprises</b> – The Big Issue, One Water, the Eden Project, Divine Chocolate, and Jamie Oliver’s ‘Fifteen’ restaurant.<br />
<b><br /></b>
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>They make a profit and make a difference. </b>Yes, they need to succeed and make money, but a key feature of many social enterprises is that half or more of the profit they make is reinvested into sustaining or growing the business. They often receive income from grants and donations, but also generate income from trading or delivering their service.<br />
<b><br /></b>
<b>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Social enterprise is growing in the UK</b> – according to government statistics, in 2014:<br />
<br />
<ul>
<li><b>there were an estimated 741,000 UK social enterprises</b> – an increase of around 58,000 since 2012. The majority were small or micro businesses, employing 2.27 million people (an estimated 300,000 increase since 2012)</li>
<li><b>women and those from minority ethnic groups</b> are more likely to lead social enterprises</li>
<li><b>higher education is actively involved</b> – as well as offering courses to develop the knowledge and skills to become a ‘social entrepreneur’, hundreds of universities and colleges support social entrepreneurs. <a href="https://unltd.org.uk/wp-content/uploads/2014/01/SEE-Change-Case-Studies-Booklet.pdf">These social enterprise case studies</a> give you a taste of how some of the UK’s universities and colleges are supporting students and staff in an inspiring range of social ventures. <a href="http://search.ucas.com/search/providers?CountryCode=&RegionCode=&Lat=&Lng=&Feather=&Vac=1&AvailableIn=2017&Query=entrepreneurship&ProviderQuery=&AcpId=&Location=&IsFeatherProcessed=True&SubjectCode=">Find entrepreneurship courses on UCAS’ search tool</a>.</li>
</ul>
<br />
<b>Where to find out more<span class="Apple-tab-span" style="white-space: pre;"> </span></b><br />
<a href="http://www.socialenterprise.org.uk/about/about-social-enterprise">Social Enterprise UK</a> – a national membership body for social enterprise, with lots of useful information and FAQs on its website.<br />
<br />
<a href="https://unltd.org.uk/news/resources/">UnLtd</a> is the Foundation for Social Entrepreneurs and a leading provider of support and access to funding social entrepreneurs in the UK. It also works with universities and offers a range of resources where you can find out more.<br />
<br />
<a href="http://yearhere.org/live/">Year Here </a>offers a course for graduates in social innovation. There’s lots of information on their website and in their <a href="http://yearhere.org/wp-content/uploads/2016/08/Year-Here-2017-Prospectus.pdf">2017 prospectus</a>.<br />
<br />
<a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/507236/SOCIAL_ENTERPRISE-_MARKET_TRENDS_2015.pdf">Social Enterprise Market Trends 2015</a> – you can find more of the most recent government statistics in this Cabinet Office report.<br />
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<a href="http://www.nacue.com/">Association of College and University Entrepreneurs</a> – find out how university and college students are setting up and growing their own social enterprises.<br />
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UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com12tag:blogger.com,1999:blog-1369357024516536734.post-76487059120375683152017-01-19T15:48:00.002+00:002017-01-19T15:48:30.552+00:00Five money tips every international student should know<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK3mGLwDcmGB0B5f2-0F1Z6x_0gt9OZymuXyNxx-Nol9Pw8ICM9t2dI0hRIQcy-lLPTD0qgyyWDDFwe6-B334qkkEATZefSqCXkNmsxMARcscpFgEYKhW_F9bYDOtfQ7h4twnYmwDhfkk/s1600/money.co.uk.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK3mGLwDcmGB0B5f2-0F1Z6x_0gt9OZymuXyNxx-Nol9Pw8ICM9t2dI0hRIQcy-lLPTD0qgyyWDDFwe6-B334qkkEATZefSqCXkNmsxMARcscpFgEYKhW_F9bYDOtfQ7h4twnYmwDhfkk/s1600/money.co.uk.jpg" /></a></div>
Studying for a qualification in the UK could be the start of a fantastic adventure, but there are a few things you need to sort out first. Here are five financial tips to help you make the most of your studies.<br />
<br />
<b>1. Set up a bank account</b><br />
Setting up a UK bank account gives you more security and control over your money. You can still spend it when you like, and<br />
it’s much safer than keeping it in your pocket or hidden under your mattress.<br />
<br />
When you open a bank account, you’ll need to show the bank or building society two types of identification:<br />
<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>your passport<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>proof of your address in the UK<br />
<br />
Depending on the bank or building society you choose, the proof of address you need could differ – so ask before you apply.<br />
<br />
<b>2. Make a budget</b><br />
Don’t spend all your money in one go; plan how much you can afford to spend each month and stick to it.<br />
<br />
Your rent and bills should be your top priority, so always have the money in your account to cover these each month before you pay your other bills. Here is a <a href="http://www.money.co.uk/guides/the-ultimate-student-budget-planner.htm">checklist of the expenses</a> you might face as a student.<br />
<br />
If you create a budget, you know how much to set aside each month to cover your essential outgoings, and you’ll know how much you can spend on everything else.<br />
<br />
If you have applied for student finance support, then work your budget around that. You can learn more about the <a href="https://www.nus.org.uk/en/advice/money-and-funding/im-an-international-student-and-i-want-to-study-in-the-uk--what-higher-education-funding-can-i-get/">types of student finance available to international students</a>.<br />
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<b>3. Look out for deals and bargains</b><br />
Try to avoid buying your weekly shopping from small independent shops, as they often charge more for day-to-day items like milk, bread and toiletries.<br />
<br />
Supermarkets often advertise deals throughout the year, like half-price washing powder, or buy one get one free on a pack of toilet roll.<br />
<br />
If you know you’ll need these things throughout the month or year, you could save money by buying them when they’re on offer.<br />
<br />
Most supermarkets also reduce some food at the end of each day. This could include meats, cheese, or any food that is due to go out of date on that day.<br />
<br />
This happens because supermarkets need to get rid of the stock before the day ends for food regulation reasons, although the food is still safe to be eaten the same day.<br />
<br />
<b>4. Shop online to save money</b><br />
Even if you don’t have the internet set up at your address, you can use the university internet to grab yourself a bargain on most household items.<br />
<br />
You could save money by buying things like toiletries and cleaning supplies online, just watch out for any delivery charges.<br />
<br />
<b>5. Shop around for books</b><br />
You will be asked by your university to buy books from a reading list to help support your studies.<br />
<br />
These books can be expensive, especially when you have to buy several of them at once.<br />
<br />
Most universities re-use their reading lists, which means that previous students might be selling the books you need.<br />
<br />
To help you find a reduced copy of the books you need, try looking in second hand shops, or online at retailers like <a href="https://www.amazon.co.uk/">Amazon</a> or <a href="http://www.ebay.co.uk/">eBay</a>.<br />
<br />
source: <a href="http://money.co.uk/">money.co.uk</a><br />
<br />UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com19tag:blogger.com,1999:blog-1369357024516536734.post-6151909350361208482016-12-22T10:19:00.001+00:002016-12-22T10:19:25.868+00:00How to look after your finances as a postgraduate Taking on a postgraduate course is a big commitment, for both your time and your bank balance. But being smart with your money can make life much easier.<br />
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<b>How much will it cost?</b><br />
Not all postgrad courses cost the same, but the average is between £16,000 and £23,000 a year. How much it costs depends on:<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>which course you choose<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>where you study<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>whether your course is full time or part time<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>how much you spend on rent, bills, and entertainment<br />
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Postgraduate certificates and diplomas tend to be the cheapest, while master’s degrees and PhDs are the most expensive. Think about your reasons for studying and try to pick a route that won't leave you out of pocket.<br />
<br />
<b>Decide how you're going to study</b><br />
If you dream about a care free student life, where you go out every night and wake up at midday, then think again. Be prepared to work hard and save.<br />
<br />
You can normally choose between studying full-time, part-time or distance learning. A full-time course could be cheaper, but limits how much free time you have.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGFESiG5L_0f-Vhwkv_k_abT3mqXdsISoniFyEK_oG1CepSMM1w6BwM_kumeu6PsPdqB-wzXHeCpOLo5fiJsouwCk8mDvL8COGNwTOh2cu6A8_ZUbE0NzvMNHyE2iwvdws3hhVKXaC9jg/s1600/money.co.uk.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGFESiG5L_0f-Vhwkv_k_abT3mqXdsISoniFyEK_oG1CepSMM1w6BwM_kumeu6PsPdqB-wzXHeCpOLo5fiJsouwCk8mDvL8COGNwTOh2cu6A8_ZUbE0NzvMNHyE2iwvdws3hhVKXaC9jg/s1600/money.co.uk.jpg" /></a>A part-time course lets you mix your home life with your studies, and you can continue earning by working while you study. However, you'll miss out on uni life and may end up paying more because your course will last longer.<br />
<br />
<b>Pick your course wisely</b><br />
Postgrad courses can cost anything from £4,999 to £30,000 a year, so make sure you know what you're signing up for. Check tuition fees before you apply for courses and make sure they're within your budget.<br />
<br />
Check to see if your old uni offers discounts for former students wanting to come back to study. Also, look for universities near home, as this could cut down on your living costs.<br />
<br />
Avoid choosing a uni-based on its reputation without researching it properly first. Lots of leader boards are only based on undergrad studies, and may not offer what you want from a postgrad course.<br />
<br />
<b>What help can you get?</b><br />
There’s a new government backed <a href="https://www.prospects.ac.uk/postgraduate-study/funding-postgraduate-study/masters-loans">postgraduate loan</a> that offers up to £10,000 to help students cover their tuition fees and living costs. They’re available to most students starting their course after August 2016.<br />
<br />
This new loan gets paid straight into your bank account and you can use it for anything, not just your tuition fees. This gives you more flexibility, but make sure you spend it wisely. Most universities ask you to pay fees up front, so having the cash in your account could save you from having to put it on a credit card.<br />
<br />
Part-time and distance learners can get the loan, but only if your course is less than four years, and you'll only get paid for the first two.<br />
<br />
<a href="http://www.scholarship-search.org.uk/">Some universities also offer scholarships</a>, so check if you're eligible when you apply. Charities and trusts also offer <a href="http://trustfunding.org.uk/default.aspx">grants and funding</a>, so research what you can get and apply if you're eligible.<br />
<br />
<b>Set a budget</b><br />
You'll need to start saving as soon as you've decided you want to do a postgrad course, especially if you're going to study full-time. You might get the government loan, but it's unlikely to cover everything you need.<br />
<br />
If you're studying full-time, use this <a href="http://www.money.co.uk/guides/the-ultimate-student-budget-planner.htm">ultimate student budget planner</a> to work out your budget for the year. Once you get your timetable, see if you'll have time to get a part-time job. Having a regular income will come in handy when funds start to run low.<br />
<br />
If you study part-time, you may be able to continue your career although you might need to cut your hours. Start saving before you begin your course, so you have some money to fall back on if you can't work full-time.<br />
<br />
<b>Make sure you've got your money sorted</b><br />
Full-time students can often get the same student current accounts as undergrads. They come with a range of benefits, like fee free overdrafts and other perks.<br />
<br />
If you’re a part-time student, you’ll probably have to make do with a normal current account. Compare accounts and try to find one with an interest free overdraft, if you think staying out of the red will be an issue.<br />
<br />
Avoid relying on credit cards if possible, but shop around to find one that's right for you if you need one as a safety net. If you don’t think you’ll be able to pay at least the minimum monthly repayments, don’t get one.<br />
<br />
Things to check:<br />
<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Interest rates<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Added extras<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Credit limits<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Fees<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Top money saving tips for postgrads<br />
<br />
Spend wisely – books can be expensive, so <a href="https://www.amazon.co.uk/">buy second hand</a> where you can. Get a student rail card or coach card, to save on the cost of travelling. And cook at home rather than going out for food.<br />
<br />
Save on your food shop – shop in the evenings or early hours of the morning, and get food that's been reduced for a quick sale. Bulk buying with your housemates can also be cheaper than buying for one, and you'll probably waste less food.<br />
<br />
Shop around for utilities – don't just go with the provider that your landlord is using when you move in. Compare broadband and energy deals, to make sure you save money.<br />
<br />
Check for student savings – you can get discounts on everything from your <a href="https://www.gov.uk/council-tax/discounts-for-full-time-students">council tax</a> to your weekly shop. Get an <a href="https://www.nus.org.uk/en/nus-extra/">NUS card</a> and you can save money on eating out, TV subscriptions, gym memberships and in loads of high street stores.<br />
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<i>source: <a href="http://www.money.co.uk/">money.co.uk</a></i></div>
UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com3tag:blogger.com,1999:blog-1369357024516536734.post-64905478181054089972016-12-14T16:02:00.003+00:002016-12-14T16:02:41.536+00:00Get to know the university you could be studying at<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvyl5eJTF4f5qGyQKna0u4ANHfOTbEcU9wG3dZVpXwaJ8Q5rKw1lW9MsTKRszIdJ7S8dXkObrQPd-8COpKXqEpyhLN6X1TAtqmTTfWNlGOJ55UryLX0LwwOjpkq4AT-PVtmCtIQbmVEXQ/s1600/gettoknowtheuni.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvyl5eJTF4f5qGyQKna0u4ANHfOTbEcU9wG3dZVpXwaJ8Q5rKw1lW9MsTKRszIdJ7S8dXkObrQPd-8COpKXqEpyhLN6X1TAtqmTTfWNlGOJ55UryLX0LwwOjpkq4AT-PVtmCtIQbmVEXQ/s1600/gettoknowtheuni.jpg" /></a>Now you’ve accepted a conditional offer, it’s a good idea to get to know your prospective university better, and see where you could be studying in the not-too-distant future. Getting to know the place now will help you to feel more at home if you start studying there, as you’ll already be familiar with the place and the people.<br />
<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Now’s the perfect time to<a href="https://www.ucas.com/ucas/undergraduate/find-course/events-and-open-days"> head to an open day</a> at the uni you could be studying at, even if you have already been to one. Open days are a great way to explore the facilities, see where you could be living, and talk to current staff and students.<br />
<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Can’t get to an open day? Take a look at our <a href="https://www.ucas.com/ucas/undergraduate/getting-started/events-and-open-days/virtual-tours">list of virtual tours</a> to see what the university is like from the comfort of your own home.<br />
<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Get to know your chosen university or college by following them on social media – keep up-to-date with what’s happening on campus, ask questions, and see what uni life is like!<br />
<br />
If you’ve got any questions about your application, check out our info on <a href="http://www.ucas.com/">www.ucas.com</a> or get in touch with our advisers on <a href="http://www.facebook.com/ucasonline">Facebook</a> or <a href="http://www.twitter.com/ucas_online">Twitter</a>.<br />
<br />UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com3tag:blogger.com,1999:blog-1369357024516536734.post-28470721546737369992016-12-14T16:00:00.001+00:002016-12-14T16:00:08.940+00:00 Making the most of your time now you’ve accepted an offer<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP_L1qKPNm7KpxURhUnJLEDii5ar8l6bIF4EZHBuSqavtnMk1lr43rSHBnNLWFgNCFLDcfHyXMOUlNVU5vJZcbosn9FBuZ_TRrjvtJIBGTtQpU9nqpqnvqrzBYuM4cv_xUQIZFiSL27Zo/s1600/Makethemostofyourtime.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP_L1qKPNm7KpxURhUnJLEDii5ar8l6bIF4EZHBuSqavtnMk1lr43rSHBnNLWFgNCFLDcfHyXMOUlNVU5vJZcbosn9FBuZ_TRrjvtJIBGTtQpU9nqpqnvqrzBYuM4cv_xUQIZFiSL27Zo/s320/Makethemostofyourtime.jpg" width="320" /></a>The wait to find out if you’ve met the conditions of your offer can seem like it goes on forever. To take your mind off it, here are three things you can be doing right now.<br />
<br />
<b>1. Check your status in Track</b> – find out <a href="https://www.ucas.com/ucas/undergraduate/apply-and-track/results/what-your-results-mean">what it means and what you should do next</a>. It may change over the coming months, so make sure you know what each status means and what you need to do.<br />
<br />
<b>2. Familiarise yourself with Clearing and Adjustment</b> – if you’re waiting for results, they may be better than expected, or they might not be quite what you were hoping for. <a href="https://www.ucas.com/ucas/undergraduate/apply-and-track/results/no-offers-use-clearing">Clearing</a> and <a href="https://www.ucas.com/ucas/undergraduate/apply-and-track/results/adjustment-%E2%80%93-if-you%E2%80%99ve-done-better-expected">Adjustment </a>are our services to help you find another place in either circumstance – understanding how they work now will make the process much smoother if you need it on results day.<br />
<br />
<b>3. Sort out finance</b> – you’ll need somewhere to live and money to pay for it! We don’t arrange student finance, but we do <a href="https://www.ucas.com/ucas/undergraduate/finance-and-support/undergraduate-tuition-fees-and-student-loans">explain the process</a> and point you in the right direction to apply for student loans.<br />
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If you’ve got any questions about your application, check out our info on <a href="http://www.ucas.com/">www.ucas.com</a> or get in touch with our advisers on <a href="http://www.facebook.com/ucasonline">Facebook</a> or <a href="http://www.twitter.com/ucas_online">Twitter.</a><br />
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UCAShttp://www.blogger.com/profile/11525273330908994850noreply@blogger.com5