Liverpool John Moores University
The programme aims to enable applicants to teach the subject of study. You will undertake a significant amount of independent study and preparation to support your course assignments and school-based work and should be prepared to work some evenings and weekends. Tutorial support is an important part of the learning process and you will receive a personalised service that will enable you to set targets and achieve your potential. Your personal tutor will support your academic and professional development and will meet with you formally six times during the year. You will also be allocated a teacher mentor who will organise and supervise your school-based training. Your mentor will be supported by your LJMU tutor who will visit your school several times to monitor your progress. Study includes a full time block of 3 weeks at the start of the course; one day per week until January; four, week-long, full time study blocks between January and June and a number of conference days. Successful completion of the course confers a recommendation for qualified teacher status (QTS).
A minimum 2.2 Honours degree (or recognised equivalent) with at least 50% content in your chosen subject area. A minimum grade C GCSE (or equivalent) in mathematics and English language. Passes in numeracy and literacy tests. A minimum of 10 days work experience in a UK secondary school (the university can help to arrange this for successful applicants. An enhanced disclosure and baring service (DBS) check, the cost of which will be met by the university.
All years: Professional practice; developing reflective professional practice; subject pedagogy in chemistry; pedagogy in practice; learning teaching and assessment; inclusion.
Course assessment methods include: critical reflections on practice, a literature review, small scale research projects, the design and analysis of learning experiences and a portfolio of professional activities. A final assessment of your achievement of the standards required will be based on observation of your teaching practice and the evidence base that you develop during training.
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