UCAS Teacher Training Application Criteria
All candidates must be graduated by the time they begin the course.
GCSE Maths English and a Science subject at grade 4 or C or above (or equivalent). BTEC/OCR qualifications must be at Merit or Distinction grade.
All candidates must pass the Professional Skills Tests in Literacy and Numeracy.
Acceptance to the course requires a criminal convictions self-disclosure, followed by a satisfactory enhanced Disclosure and Barring Service (DBS) disclosure (formally known as CRB). It also requires a medical check.
Other criteria used to select candidates for interview
Degree class – a good honours degree is expected, but candidates with a lower class degree who show otherwise exceptional qualities may be invited for interview. Higher degrees are common amongst candidates.
Degree subject(s) – Preference is given to subjects within Key Stage 1 of the National Curriculum and key areas of learning in the Foundation Stage curriculum.
A A/S Level and GCE/GCE O level profile (or equivalent qualifications) – We are looking for good grades here with a wide spread of subjects across the primary curriculum.
Letter of application on the UCAS Teacher Training form – We particularly look for insights into the philosophies of Early Years education, along with clarity of expression and grammatical correctness.
Reference(s) on the UCAS Teacher Training form – we particularly look for strong support and a referee’s evidence that a candidate has shown a commitment to Key Stage 1/Foundation Stage teaching. Personal qualities such as industry, dedication, punctuality, good attendance records and a sense of humour are viewed with favour.
Evidence on the UCAS Teacher Training form of a commitment to teaching primary age children – This takes many forms but successful candidates always show they have recently spent time in a Foundation Stage/Key Stage 1 classroom.
Other interests including PE and musical abilities – Schools are still willing to recruit NQTs with these strengths.
The interviewing procedure requires candidates to take part in three different and distinct experiences.
The written task requires candidates to read a text about the teaching of English and to provide a written response to several comprehension questions. This identifies your ability to read effectively, and also your ability to write in clear Standard English.
The second part requires candidates to answer a set question related to their recent experiences in Early Years settings. This enables you to update your experiences gain since application, and prepare a focused approach to the questions within the personal interview.
Candidates are also able, throughout this process, to identify areas where they have already made progress in reaching some of the Standards, and where they need to address those areas of target. This process of appraisal enables you to present your skills in self-evaluation. It also allows the reader to consider your higher order reasoning, and ability to address an academic task. The written task enables the interview panel to make judgements on your ability to meet the Standards within the required time limit.
Group interviews are focused on English and mathematics with consideration and evaluation of how these subjects are taught in an Early Years setting. The purposes of this section are to help all candidates relax, interact with each other, and show what you know about Early Years education.
This consists of a series of questions designed to gain information about your knowledge and understanding of Early Years Education, and of your reasons for wanting to be a teacher in this setting.