Flexible Route to QTSwith CTSNFrom September 2016

‘Committed staff provide a supportive andvery professional training experience which ishighly rated by trainees.’

Why train part-time?

Are you are striving to balance work, domestic and training commitments? Then our flexible STEM programme could be the answer.

‘I am hoping to continue working part-time while I train to teach. This will help to fund my training and ease the transition.’

‘Taking two years to train, will allow me to balance the needs of my family with the demands of changing career.’

‘Finishing my PhD and training to teach at the same time is the ideal situation for me and the part-time option should allow me to achieve this.’

Interested in knowing more about our flexible, part-time programme?

Contact usEmail: com-ittinfo@catrust.co.ukWebpage: www.camteach.org.uk

Our new salaried part-timetraining programme is availablefor prospective secondary school teachers of thesesubjects:

• Computer science• Mathematics• Physics

Ofsted 2014

www.camteach.org.uk

Why teach STEM - Science, Technology, Engineering and Maths - subjects?

We need teachers who can enthuse and inspire our students’ learning in these key subjects so that they can fulfil their potential. Nationally 62% of students eligible for free school meals fail to achieve a science GCSE at grade A*- C and 58% fail to achieve this in mathematics.

As a STEM teacher, you will share your passion for your subject and you will have the opportunity to make a positive difference. People with STEM qualifications are key to a successful workforce. Yet each year the UK is short of 40,000 STEM graduates and 95% of graduate employers have difficulty in recruiting these individuals.

Recruiting STEM teachers poses a real challenge to all schools.

Meet these career changers who have trained with us on our School Direct full-time programmes.

How will the part-time programme work?• It will be a bespoke package responding to your

needs• You will be employed by one main placement

school over two years, as an unqualified teacher • You will benefit from a blend of in-school

experience & other professional training with other trainees

In-school experience:• 120 days over two years, aiming for two days

each term-time week• Trained subject mentor to guide, monitor &

assess your progress• Negotiated second contrasting school placement

in year 2‘Great training with regular personalised feedback fromteachers in my school helped me improve my teaching.’(CTSN trainee, 2014)

Other professional training:• 0.5 day each term-time week, over two years:

professional studies programme• Four subject-specific support days over two years• Action research project in year 2, putting theory

into practice“My training with CTSN SCITT was an excellent mix of theory and experience in the classroom. it was a great taster for the realities of teaching, providing invaluable preparation for my NQT year” (CTSN trainee, 2013)

** UQT salary, Sept. 2015: £16,298 pro-rata

**

JohnStudied: Physics with Planetary & Space Physics, at the University of WalesWork experience: various technical, data analysis and managerial roles in an institute for scientific research, career break, teaching assistant in secondary mainstream schoolCurrently: full-time teacher of KS3 & 4 science, near Cambridge.

AmyStudied: Medical Biology at Brunel UniversityWork experience: scientific officer, biochemist, career break, TEFL teacher, teaching assistant in secondary mainstream schoolCurrently: full-time teacher of science, 11-16 school near Cambridge

‘ I joined the SCITT programme with a desire to use my experience and skills in a context that would make a positive difference to young people. I understand how a teacher can challenge and encourage a student to do their best, with customary patience and in a stimulating way. In my first post, I strive to share my own love of understanding ‘how things work’ and of science in general. I particularly enjoyed the school-based part of the training and benefitted from the excellent support and feedback from teachers in both my placement schools. ‘

‘My motivation to teach comes from a real passion for science which I amprivileged to share with the next generation of scientists. My training year was a challenging one, yet I feel this helped me prepare for the reality of teaching. I felt fully supported during my training, which included two full time placements at contrasting schools. With the support of in school mentors, professional studies sessions and regular meetings with subject specialists; I received excellent,personalised training which has provided a solid foundation to this career change.‘

NicStudied: Computing Systems at Nottingham PolytechnicWork experience: Software Engineer, IT consultant, career break then various voluntary roles in a primary school, librarian and teachingassistant in secondary mainstream schoolCurrently: part-time teacher of computer science, KS3 & 4, near Cambridge

‘I strongly believe that young people deserve the best possible grounding in computer science - understanding how computer systems work will open doors for them in terms of job opportunities and the ability to embrace change and innovation. I relish being part of the computer revolution in schools and know that the SCITT programme has prepared me for the challenges of being a teacher. As I spent many years in industry returning to university for a PGCE course was not my preference. Instead, I wanted to learn on the job with the addition of key input to steer me in the right direction. The programme’s weekly training days enabled a great deal of reflection regarding my practice which has been a key ingredient to enhancing my teaching skills. Following this course part-time would also have allowed me to have gone through this process in a less intense manner whilst still serving the same end goal.‘