International Pathways Guide 2018/19 the College, Swansea University 2018/19
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Routes Into Teaching
1 Routes into teaching For more information about how to get into you'll need to build up a portfolio of evidence to persuade the head teacher you are able to teach a different age range. teaching, see our print product TARGETjobs If you would like to teach children aged 0–5, you can Teaching. Visit each article online for pursue a course of early years initial teacher training, leading to early years teacher status (EYTS). Teachers with further references and useful links. EYTS specialise in early childhood development and may be employed in any early years setting including private, voluntary, maintained and independent establishments, as The steps to becoming a teacher well as primary and nursery schools, free schools and academies in England that deliver the early years targetjobs.co.uk/career-sectors/teaching-and-education/advice/ foundation stage. 468042-how-do-you-become-a-teacher What subjects can you teach at primary level? n England and Wales, to work as a teacher of children The national curriculum sets out the subjects taught in I from age five to sixteen in state maintained schools state-maintained schools in England. Primary schools cover (excluding academies and free schools) you need to have KS1 (5–7 year olds) and KS2 (7–11 year olds). In general, professional qualified teacher status (QTS). To be awarded you'll need to feel confident about teaching the wide range QTS by the Teaching Regulation Agency (England) or the of national curriculum subjects, which include the following Education Workforce Council (Wales) you must complete a compulsory subjects: period of training. -
BD22 Neath Port Talbot Unitary Development Plan
G White, Head of Planning, The Quays, Brunel Way, Baglan Energy Park, Neath, SA11 2GG. Foreword The Unitary Development Plan has been adopted following a lengthy and com- plex preparation. Its primary aims are delivering Sustainable Development and a better quality of life. Through its strategy and policies it will guide planning decisions across the County Borough area. Councillor David Lewis Cabinet Member with responsibility for the Unitary Development Plan. CONTENTS Page 1 PART 1 INTRODUCTION Introduction 1 Supporting Information 2 Supplementary Planning Guidance 2 Format of the Plan 3 The Community Plan and related Plans and Strategies 3 Description of the County Borough Area 5 Sustainability 6 The Regional and National Planning Context 8 2 THE VISION The Vision for Neath Port Talbot 11 The Vision for Individual Localities and Communities within 12 Neath Port Talbot Cwmgors 12 Ystalyfera 13 Pontardawe 13 Dulais Valley 14 Neath Valley 14 Neath 15 Upper Afan Valley 15 Lower Afan Valley 16 Port Talbot 16 3 THE STRATEGY Introduction 18 Settlement Strategy 18 Transport Strategy 19 Coastal Strategy 21 Rural Development Strategy 21 Welsh Language Strategy 21 Environment Strategy 21 4 OBJECTIVES The Objectives in terms of the individual Topic Chapters 23 Environment 23 Housing 24 Employment 25 Community and Social Impacts 26 Town Centres, Retail and Leisure 27 Transport 28 Recreation and Open Space 29 Infrastructure and Energy 29 Minerals 30 Waste 30 Resources 31 5 PART 1 POLICIES NUMBERS 1-29 32 6 SUSTAINABILITY APPRAISAL Sustainability -
Extended Relevant Representations. Neath Port Talbot Country Borough
Extended Relevant Representations. Neath Port Talbot Country Borough Council considers that the project has the potential to have significant effects both positively and negatively upon this complex and highly dynamic coastal environment, as well as the associated communities, biodiversity and economic interests associated with it. As such, the Authority would wish to see the following relevant issues appraised through the examination process: 1) Coastal Processes and Biodiversity: These are extremely complex issues, with the project having the potential to impact directly and indirectly upon both the terrestrial and marine environments, as well as commercial and tourism economies of the area. Concerns remain about the potential uncertainties within the applicant’s submitted assessments, proposed monitoring and potential mitigation measures. Adverse impacts due to coastal processes could affect the navigable status of the River Neath through the potential requirement for addition dredging, erosion of sands from Aberavon, Port Talbot and Margam beaches, as well as the potential impacts upon the protected habitat areas of Crymlyn Burrows (SSSI) and Kenfig (SSSI, SAC and NNR). 2) Sewerage Outfall: We are concerned about the potential associated risks with the developer’s apparent preferred option to retain the sewerage outfall within the confines of the lagoon. Any failure of the proposed system would adversely impact upon water quality, but could also irreparably damage the reputation of Swansea Bay as a tourism destination. In addition such potential events would jeopardise the lagoons chances of becoming a regional resource for water sports, tourism and leisure activities as well as the proposed use of the area for shellfish farming. -
Teaching Tomorrow's Teachers
TEACHING TOMORROW’S TEACHERS Options for the future of initial teacher education in Wales A Report to Huw Lewis, AM, Minister for Education and Skills JOHN FURLONG ITT Adviser to the Welsh Government March, 2015 UNIVERSITY OF OXFORD DEPARTMENT OF EDUCATION 15 Norham Gardens, Oxford OX2 6PY From: Emeritus Professor John Furlong March 2015 Dear Minister, In his 2013 review of Teacher Training in Wales, Professor Ralph Tabberer suggested that the Welsh Government appoint an ITT Adviser in order to help raise standards within the sector. In March 2014 you asked me to take on that role for two years – an invitation that I readily accepted. During the course of the last year I have tried to build on Professor Tabberer’s Report by gathering a range of evidence about the current strengths and weaknesses of teacher education and training in Wales. I have talked to senior colleagues in each of the three ITT Centres, to regional Consortia, to schools and representatives of all of the national bodies that have a stake in current provision. I have also drawn extensively on evidence of what constitutes high quality teacher education and training in other parts of the UK and internationally. Finally, in looking to the future, I have talked in detail to Professor Graham Donaldson about the implications of his recent Review of Curriculum and Assessment for the future of initial teacher education and training in Wales. As a result of this work I am now in a position to bring forward a preliminary report for you to consider. The report is in two parts, each of which focuses on the need for change in the current system. -
X1 Bus Time Schedule & Line Route
X1 bus time schedule & line map X1 Swansea - Bridgend via Briton Ferry, Baglan & Port View In Website Mode Talbot The X1 bus line (Swansea - Bridgend via Briton Ferry, Baglan & Port Talbot) has 5 routes. For regular weekdays, their operation hours are: (1) Bridgend: 6:35 AM - 6:45 PM (2) Margam: 9:50 AM - 5:50 PM (3) Port Talbot: 5:50 PM - 8:00 PM (4) Port Talbot: 6:15 PM (5) Swansea: 7:15 AM - 5:20 PM Use the Moovit App to ƒnd the closest X1 bus station near you and ƒnd out when is the next X1 bus arriving. Direction: Bridgend X1 bus Time Schedule 45 stops Bridgend Route Timetable: VIEW LINE SCHEDULE Sunday Not Operational Monday 6:35 AM - 6:45 PM Bus Station G, Swansea Garden Street, Swansea Tuesday 6:35 AM - 6:45 PM Sainsbury'S, St Thomas Wednesday 6:35 AM - 6:45 PM Quay Parade, Swansea Thursday 6:35 AM - 6:45 PM Union Inn, Port Tennant Friday 6:35 AM - 6:45 PM Vale Of Neath, Port Tennant Saturday 6:35 AM - 6:45 PM Bevan's Row, Swansea Bay Campus, Jersey Marine Jersey Marine, Crymlyn Burrows X1 bus Info Direction: Bridgend Roundabout, Briton Ferry Stops: 45 Trip Duration: 67 min Pinewood Terrace, Baglan Line Summary: Bus Station G, Swansea, Sainsbury'S, St Thomas, Union Inn, Port Tennant, St Catherine`S Church, Baglan Vale Of Neath, Port Tennant, Bay Campus, Jersey Church Crescent, Baglan Community Marine, Jersey Marine, Crymlyn Burrows, Roundabout, Briton Ferry, Pinewood Terrace, Baglan, The Nurseries, Baglan St Catherine`S Church, Baglan, The Nurseries, Baglan, Dinas Baglan Road, Aberavon, The Elms, Dinas Baglan Road, Aberavon Aberavon, -
Bishop Grosseteste University ITE Partnership Initial Teacher Education Inspection Report Inspection Dates Stage 1: 15 June 2015 Stage 2: 30 November 2015
Bishop Grosseteste University ITE Partnership Initial teacher education inspection report Inspection dates Stage 1: 15 June 2015 Stage 2: 30 November 2015 This inspection was carried out by Her Majesty’s Inspectors and Ofsted inspectors in accordance with the ‘Initial teacher education inspection handbook’. This handbook sets out the statutory basis and framework for initial teacher education (ITE) inspections in England from September 2015. The inspection draws on evidence from each phase and separate route within the ITE partnership to make judgements against all parts of the evaluation schedule. Inspectors focused on the overall effectiveness of the ITE partnership in securing high-quality outcomes for trainees. Inspection judgements Key to judgements: Grade 1 is outstanding; grade 2 is good; grade 3 is requires improvement; grade 4 is inadequate Early Primary Secondary ITE in FE years QTS QTS ITT (EYTS) Overall effectiveness How well does the partnership secure 2 2 2 3 consistently high quality outcomes for trainees? The outcomes for trainees 2 2 2 3 The quality of training across the 2 2 2 3 partnership The quality of leadership and management across the 1 2 2 3 partnership Overview of the ITE partnership The overall effectiveness of the ITE provider is good in early years initial teacher training (ITT) and in primary and secondary, but requires improvement in further education. This is because, although leaders of the further education provision have implemented a number of necessary changes to enhance training provision, these improvements are yet to raise outcomes for trainees. The outcomes for trainees in the other three routes are all good due to good training and leadership and management. -
Assessment Only Route to Qualified Teacher Status (QTS) Guidance Notes
Assessment Only Route to Qualified Teacher Status (QTS) Guidance notes Introduction Nottingham Trent University provides an Assessment Only route (AO) to Qualified Teacher Status (QTS) designed for those currently working as unqualified teachers and who wish to gain QTS in either Primary or Secondary phases. It is appropriate for very experienced graduates with substantial successful teaching experience. They must demonstrate that they are able to meet all of the Teachers’ Standards. The route allows candidates to demonstrate that they already meet all the QTS standards. It is only suitable for those who do not require training. An Early Years Initial Teacher Training (Assessment Only) option is also available. The selection process will include: • Online application which will include the following: o Relevant and recent experience of teaching for a minimum of two years, in at least two schools/colleges o Personal statement o Confirmation of 50% or more current teaching timetable across two consecutive key stages and evidence of the wider role of the teacher in current school o Reference from current employing school or college who support the application • Initial assessment visit which will include the following: o Presentation of comprehensive and detailed portfolio of evidence to show how the candidate meets the Teachers’ Standards for QTS o Observation and assessment of their teaching in a school / college o Evidence that the Professional skills tests have been passed o Evidence of DBS (formerly CRB) enhanced disclosure clearance and appropriate medical checks have been completed o Development of subject knowledge through training by school / college o Evidence of wider professional role training o Demonstrated ability to read effectively and have good verbal and written communication skills in Standard English. -
Lecturer (Tertiary Colege and University)
Internal Caseworker Guidance LECTURER BACKGROUND INFORMATION Lecturers, in either Further Education or Higher Education, teach students normally aged 16 plus. Lecturers have specialised knowledge of the subject area they lecture in. They lecture to groups of students, hold seminars and tutorials, give practical demonstrations, manage student work placements, set tests, mark assignments and interview prospective students. Further Education Lecturers Further Education Lecturers deliver a range of courses to students. This can include: GCSEs, AS and A levels, GNVQs and H grades, vocational courses such as NVQs/SVQs, entry level courses, access courses and leisure and special interest courses. Lecturers may be employed by further education colleges, community colleges, agricultural colleges, private colleges, adult education centres, educational outreach centres, the armed forces, prisons, schools in Scotland. Higher Education Lecturers Higher Education Lecturers deliver a range of courses to students, for example, BTEC and SQA higher national courses, degrees, post graduate courses and professional qualifications. In addition, lecturers may act as personal tutors to students and undertake academic research, publishing papers on their work and attending academic conferences to give talks on their findings. Workers are employed in universities and higher education colleges. INDUSTRY REQUIREMENTS Further Education Lecturer There is no age limit for entrants to this occupation, though workers will need to have had time to gain the qualifications and experience to do the job. Lecturers need a strong background in the subject, discipline or vocational area they wish to teach in, appropriate academic, trade or professional qualifications and relevant work experience. A national qualification at level 3 or above of the National Qualifications Framework (NQF) is normally required. -
The Assessment of Students at Levels 4, 5, 6, 7 and Taught Provision at Level 8
HANDBOOK F TO ACCOMPANY THE PRINCIPLES AND REGULATIONS: THE ASSESSMENT OF STUDENTS AT LEVELS 4, 5, 6, 7 AND TAUGHT PROVISION AT LEVEL 8 2011 – 2012 1 CONTENTS Page 1. INTRODUCTION 2. OPERATIONAL REQUIREMENTS TO BE OBSERVED BY EXAMINERS AND EXAMINEES IN THE COURSE OF THE PROCESS OF ASSESSMENT 3. MITIGATING CIRCUMSTANCES 4. REQUIREMENTS FOR THE MARKING OF ASSESSED WORK 8. REQUIREMENTS FOR THE DISCLOSURE OF ASSESSMENT RESULTS 9. REQUIREMENTS FOR REASONABLE ADJUSTMENTS TO ASSESSMENT 10. REQUIREMENTS FOR EXCESS WORD COUNT 11. EXTERNAL EXAMINERS 11.1 The Role of the External Examiner 75 11.2 Appointment Procedures 76 11.3 Criteria for Appointment 78 11.4 Non-Renewal of Appointment 81 11.5 Induction of new External Examiners 82 11.6 Mentoring system for colleagues new to external examining 82 11.7 Documentation to be provided to External Examiners 83 11.8 Rights and Responsibilities of External Examiners 83 11.9 The appointment of a Chief External Examiner 86 11.10 Annual Reports 87 11.11 Structure and format of Annual Reports 89 1. INTRODUCTION University of Chester has adopted a modular structure for the delivery of academic programmes, pathways and courses of study. The assessment of students registered for any module of study approved by University of Chester shall be conducted in accordance with the Principles and Regulations of University of Chester. In order to ensure that these Principles and Regulations are observed, the requirements set out below shall be adhered to in the assessment of all modules. These requirements derive their force from the said Principles and Regulations of University of Chester and shall be read in association with those Principles and Regulations. -
The Pontypool Deep Place Study
All Around Us The Pontypool Deep Place Study Dr Mark Lang 2016 Contents Page Executive Summary 3 1.0 Introduction 5 2.0 Theoretical Influences 7 2.1 Social Exclusion 9 2.2 Transition Theory 10 2.3 Total Place 11 2.4 Foundational Economy 12 3.0 Legislative Context 13 3.1 Well-being of Future Generations Act 13 3.2 Environment Act 15 3.3 Planning Act 16 4.0 Economic Context 16 4.1 The Context for Economic Policy Making in Wales 16 4.2 Welsh Economic Policy 18 5.0 Methodology 20 5.1 Selecting the Place 20 5.2 A Brief History of Pontypool 21 5.3 Methodology 23 5.4 Research Methods 23 6.0 Re-Localising Economic Activity 24 6.1 Torfaen Economic Approach 26 6.2 Tourism 28 6.3 Pontypool Town Centre 29 7.0 The Local Economic Sectors 39 7.1 Food 40 7.2 Energy and Energy Efficiency 43 7.3 Care 47 7.4 Environment 48 7.5 E-commerce and Employment 50 8.0 Breaking Down the Challenges 51 8.1 Health 54 8.2 Education and Skills 59 8.3 Housing 63 8.4 Transport 68 9.0 Conclusions 70 References 72 Appendix 1: List of Think Space Attendees 86 Appendix 2: List of Action Points 88 2 Executive Summary Undertaken with support from the Sustainable Places Research Institute at Cardiff University, this report sets out and further develops the Deep Place approach to sustainable place- making advocated in the Tredegar Study of 2014, and which has now been further applied in Pontypool. -
Becoming a Teacher in England: Education Or Training? (Doi: 10.12828/75801)
Il Mulino - Rivisteweb Anton Franks Becoming a Teacher in England: Education or Training? (doi: 10.12828/75801) Scuola democratica (ISSN 1129-731X) Fascicolo 3, settembre-dicembre 2013 Ente di afferenza: () Copyright c by Societ`aeditrice il Mulino, Bologna. Tutti i diritti sono riservati. Per altre informazioni si veda https://www.rivisteweb.it Licenza d’uso L’articolo `emesso a disposizione dell’utente in licenza per uso esclusivamente privato e personale, senza scopo di lucro e senza fini direttamente o indirettamente commerciali. Salvo quanto espressamente previsto dalla licenza d’uso Rivisteweb, `efatto divieto di riprodurre, trasmettere, distribuire o altrimenti utilizzare l’articolo, per qualsiasi scopo o fine. Tutti i diritti sono riservati. 1 Becoming a teacher in England: education or training? di Anton Franks 1. Context: education or training The status of teachers and school teaching as a profession in the UK has never been settled. At the centre of contention is whether becoming and being teacher is about acquiring sets of skills - the ‘know how’ technical aspects of subject matter and pedagogy - or whether teaching in schools can be regarded as an academic, intellectually led activity. Such ambivalence is discernible in the attitudes of educational policy-makers, in the nature of schools as institutions, in wider public attitudes towards teachers and teaching and, of course, towards universities and their involvement in ‘teacher education’, or ‘teacher training’. Tension between the concepts of a skill, or competence and school based model of teacher training and an academic approach to initial, or pre-service teacher education is reflected in terminology – whether, for example, to refer to prospective teachers as ‘trainees’ or as ‘students’. -
Becoming a Teacher Wales Nation Guide 2020
BECOMING A TEACHER NATION GUIDE: Wales 2021/2022 Page 1 This guide has been produced by Careers and Employability Services and the Business and Online Student Support of The Open University. The University wishes to emphasise that, while every effort is made to ensure accuracy, changes in regulations or in policy means you should not solely rely on the information in this guide. Please make sure you check all information carefully and regularly before making any final decisions. The Open University Walton Hall Milton Keynes MK7 6AA Phone: 01908 274066 Fax: 01908 653744 Website: www.open.ac.uk Copyright © The Open University 2021 Credits for Images: Cover: Wavebreak Media Ltd/www.bigstockphoto.com Page 15: morganlstudios/www.bigstockphoto.com Page 23: Alex Brylov/www.bigstockphoto.com. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilised in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher or a licence from the Copyright Licensing Agency Ltd. Details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Ltd of 90 Tottenham Court Road, London W1P 0LP. The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England and Wales and a charity registered in Scotland (SC 038302). The Open University is authorised and regulated by the Financial Conduct Authority in relation to its secondary activity of credit broking. Page 2 Contents 1. Introduction: Considering teaching as a career 4 What makes a good teacher? 4 Work experience will help you decide 5 What age range do you want to teach? 5 Availability of teaching posts & training places 6 So, you want to become a teacher? 6 2.