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HOW TO APPLY

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Writing on Computer_edited.jpg

OUR CODES

We offer provider led training places through the Northampton Teacher Training Partnership and School Direct (unsalaried) training places through Northampton School for Boys. Both routes lead to the same qualification which also includes a university validated Post Graduate Certificate in Education.  Applications must be made through the new DfE Apply for Teacher Training service.

When applying please search for training programmes with the Department for Education’s ‘Find postgraduate teacher training’ service. You can use the search engine to look for either ‘Northampton Teacher Training Partnership’ (N42) or, if there are no vacancies for your subject under that provider select the Lead school ‘Northampton School for Boys’ (16G).

For more information on our courses, please see the subjects page, or for a full list of all our course codes, please click here.

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who can train to teach?

Here at NTTP we are looking for dedicated, energetic applicants who have the desire and commitment to inspire young people of all abilities in the secondary age range.

 

We welcome applicants from a variety of backgrounds. Each year we have trainees who have come straight from university and others who are career-changers. This mix of trainees is seen as advantageous to the whole cohort, drawing from each other's experiences. 

We encourage applications from all spheres of the community regardless of age, race, disability, religion and gender. 

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Math Class_edited.jpg

what makes a great teacher?

  • Good communication skills - the ability to convey your knowledge to students in an engaging and understandable way.

  • Good listening skills - "If speaking is silver, then listening is gold" - teachers ask important questions and then actively, carefully and empathetically listen to what pupils have to say. Good teachers listen hard and then use what they have to improve the communication.

  • A depth of knowledge and understanding in the subject you teach - to build good foundations for learning and set developmental expectations for pupils.

  • Confidence in your ability to teach - the capacity to be a good role model even when under pressure.

  • Integrity - which enables pupils, colleagues and parents/carers to be able to trust you as a teacher.

  • An ability to relate to pupils and their parent/carers - promote good working relationships

  • Dedication, commitment and resilience - Good teachers reflect on their experiences and adapt their approach, constantly learning and improving.

  • Good preparation and organisation skills - teachers are often balancing many demands including pupil's needs, lesson preparation and assessments.

Graduation Celebration
Graduation Celebration

what qualifications do i need?

GCSE requirements

The basic requirements for GCSE grades if you want to train to teach are: 

  • GCSE level 4 / grade C (or overseas equivalent) in Maths and English to teach Secondary level

  • GCSE level 4 / grade c (or overseas equivalent) in Maths, English and Science to teach Primary

If you do not have the required GCSE's you should organise equivalency tests to gain the necessary qualifications or a part-time GCSE / Open Access course at your local further education college. You will need to cover the cost of any such course yourself.

Degree requirements

You need to have a degree or equivalent qualification to train on a postgraduate initial teacher training course. 

For equivalent qualifications, you will need to confirm your qualification is equivalent to a UK degree.  You can find more information on the UK ENIC website.

School Experience

School experience is not a requirement but if you would like to experience what life is like in the classroom, you can request school experience using the government's 'Get School Experience Service'.

Overseas qualifications

If you studied outside the UK, you can check the UK ENIC website to find out whether your qualifications are of an equivalent level to UK GCSE's, A levels and an Undergraduate degree. If you have non-UK qualifications, you will need a statement of comparability.

This can take some time, so we would advise you to start the process once you have submitted an application.

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TEACH FINAL.jpg

Where can i get more advice?

Teacher Training Advisors are a team of former teachers responsible for providing one-to-one support to potential ITT applicants. The team have a proven track record of navigating candidates through the barriers of applying to ITT. They offer free one-to-one support and can help with:

  • getting school experience

  • funding your course

  • choosing the right training

  • writing your personal statement

  • interview tips

The service is available through the Get into Teaching website.

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If you have any questions about our course or applying to us, please click on the button below to go to our contact us page. 

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Personal Characteristics

You will:

  • need to be flexible, motivated and resilient;

  • have consistently high standards of personal and professional conduct;

  • maintain high standards in ethics and behaviour both within and outside school;

  • uphold public trust in the profession;

  • be able to attend work and carry out tasks punctually in a regular and consistent manner.

  • have an easily recognisable yet realistic enthusiasm for working with children and young people, treating them with dignity, being able to build relationships rooted in mutual respect, whilst at all times observing proper boundaries appropriate to your professional position;

  • be tolerant and respectful of others’ actions and beliefs, upholding fundamental British values, such as democracy, the rule of law, individual liberty and mutual respect;

  • have the resilience to cope effectively with a variety of stressful situations and the energy and stamina to thrive in a challenging environment.

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Suitability

  • You will be subject to appropriate pre-selection or pre-employment checks. These will include, but are not limited to, an enhanced Disclosure and Barring Service (DBS) criminal records check and a children’s barred list.

  • Fee-paying trainees will be expected to undertake a pre-training health questionnaire according to the normal practice of the provider.

  • Where disabilities exist, you will be able to meet the role description, person specification and functional capacity with reasonable adjustment(s).

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Health and Physical Capacity

  • You will have the health and physical capacity to teach without constituting a risk to the health, safety or well-being of pupils. This includes:

  • the ability to communicate effectively with pupils, colleagues and individuals holding parental responsibility

  • possession of sound judgement and insight

  • the ability to remain vigilant and attentive at all times while supervising, assisting and supporting pupils and/or working in hazardous situations

  • the ability to respond to pupils’ needs in a timely and effective manner

  • the ability to manage classes/groups of pupils

  • planning and preparing lessons and learning sequences for pupils

  • delivering lessons and learning sequences

  • assessing pupils’ development, progress and attainment

  • reporting on pupils’ development progress and attainment.

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trainee teacher role description

  • The role of a trainee teacher during periods of school experience, acting within the statutory frameworks which set out a teacher’s professional duties and responsibilities, is to:

  • Act at all times in accordance with the statutory frameworks which apply to teachers, having proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of personal attendance and punctuality.

  • Recognise the need to safeguard pupils, in accordance with statutory provisions

  • Be tolerant of and show respect for the rights of others including those with different faiths and beliefs

  • Set high expectations which inspire, motivate and challenge pupils by establishing a safe and stimulating environment for pupils, rooted in mutual respect; setting goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

  • Demonstrate good subject and curriculum knowledge, with a secure knowledge of the relevant subject(s) and curriculum areas being taught; foster and maintain pupils’ interest in the subject, addressing their misconceptions and misunderstandings; take responsibility for modelling and promoting high standards of literacy, articulacy and the correct use of standard English:

  • Read, critique, assimilate and use research and other relevant theoretical information and guidance to inform and improve practice

  • Promote the value of scholarship and a love of learning by stimulating children’s intellectual curiosity and demonstrating consistently the positive attitudes, values and behaviour which are expected of pupils

  • Plan and teach well-structured lessons, taking into account the needs of all pupils, including those with special educational needs; those with English as an additional language; those with disabilities and imparting knowledge and developing understanding through effective use of lesson time; using distinctive teaching approaches which enable pupils to be taught effectively according to their physical, social and intellectual stage of development

  • Reflect systematically on the effectiveness of lessons and approaches to teaching; contributing to the design and provision of an engaging curriculum within the relevant subject area(s)

  • Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils are acquiring.

  • Promote and be accountable for good pupil progress, attainment and outcomes

  • Use relevant data to monitor pupil progress, set appropriate targets, and plan subsequent lessons; provide pupils with regular and timely feedback, both orally and through accurate marking, encouraging pupils to respond to the feedback they receive; reflect on the progress they have made and their subsequent emerging needs

  • Make accurate and productive use of assessment within relevant subject and curriculum areas, becoming confident in the application of statutory assessment requirements and use of formative and summative assessment to secure pupils’ progress

  • Manage behaviour effectively to ensure a positive and safe learning environment; establishing a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

  • Use behaviour management techniques which are appropriate to pupils’ needs in order to involve and motivate them; exercising appropriate authority and acting decisively when necessary whilst maintaining good relationships with pupils

  • Promote good and courteous behaviour both in classrooms and around the school in accordance with the school’s behaviour policy

  • Engage in wider professional responsibilities, making a positive contribution to the wider life and ethos of the school; developing effective professional relationships with colleagues and knowing how and when to draw on advice and specialist support

  • Deploy support staff effectively and take responsibility for improving teaching through appropriate professional development, including responding to advice and feedback from colleagues

  • Communicate effectively with individuals holding parental responsibility with regard to pupils’ achievements and well-being.

Employee meeting
Employee meeting

the interview process

The interview process involves:

 

A presentation, micro-teaching, a literacy and subject knowledge task and a formal interview.

 

You will meet the NTTP team, see the training room and have the opportunity to ask any questions.

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