Please find below information about The Grand Union Training Partnership's Recruitment and Selection procedures.

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Guidelines for applicants Download

How to Apply

If you wish to apply The Grand Union Training Partnership you can do so through the Gov.UK https://www.gov.uk/find-postgraduate-teacher-training-courses  

Alternatively, or whilst you are completing your 'Find Postgraduate Teacher Training' application, you could complete our eligibility Application Form and return it to us at . This form will enable us to establish if you meet our entry criteria and may lead to an interview.

If you are applying via the 'Find Postgraduate Teacher Training' route use the Department for Education’s, “Find postgraduate teacher training,” to select either ‘The Grand Union Training Partnership’ (G60) or, alternatively, if there are no vacancies for your subject under that provider select our Lead school ‘Sponne School’ (1PJ). Please note that there is a fee attached to applications via 'Find Postgraduate Teacher Training'.

We require applicants to have a GCSE grade C or Level 4 or above in Maths and English. In exceptional circumstances there is the opportunity for applicants to sit an equivalency test. It is also a requirement to have a degree in a relevant subject at 2:2 or above. Assessment Only applicants must also have a GCSE grade C or Level 4 or above in a Science. The course tuition fees have been set at £9,250 and you may apply for a Student Tuition Fee Loan which will cover the cost of your tuition fees plus you can also apply for a Student Maintenance Loan. You may be entitled to a bursary depending upon the subject you are training to teach and your degree classification.

A Fundamental literacy and numeracy test will also be part of our recruitment process.

If you need further information, please do not hesitate to contact us.

When making an application, you may want to consider the below Teacher Trainee Expectations and Trainee Teacher Specifications.

Trainee Teacher Expectations

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, both in person and online, 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 current 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 attention in the application of statutory assessment to secure pupil’ 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.

Trainee Teacher Specification

Qualifications:

  • You will have achieved a standard equivalent to a grade 4 GCSE in English and maths
  • You will hold a first degree (honours) of a United Kingdom higher education institution or equivalent qualification at 2:2 or above.

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 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.

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.
  • 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).

Personal Characteristics:

You will:

  • Need to be flexible, motivated and resilient;
  • Have consistently high standards in ethics and behaviour both within and outside school;
  • 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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Contact Information

The Grand Union Teacher Training Partnership

c/o Sponne School

Brackley Road

Towcester

Northamptonshire

NN12 6DJ

Tel: 01327 350284 ext 253

GUTP Map

UCAS/Find Course Codes

Below is a list of the course codes to select from when submitting an application on UCAS or Find.

Both G60 Core places and Sponne School 1PJ School Direct trainees are recruited and trained by The Grand Union Training Partnership in exactly the same way (different codes are only used to help with the data analysis undertaken by UCAS).

NB: The UCAS system also allows you to pick one of our partnership schools with a campus code. This does not mean that you will be placed at this school, as the GUTP arranges the placements for all successful applicants.

 

Apply Now

Course Name

GUTP (G60) Core places

Sponne (1PJ) School Direct

Biology

2CKD

237N

Business

2CKG

236D

Chemistry

F2X1

237R

Computer Science

2H5K

2LRV

Design and Technology

  AT49

English

Q3X1

236N

French

R1X1

237F

Geography

2H5D

2LRW

German

R2X1

2374

History

V1X1

236T

Maths

G1X1

236Y

Physics

F3X2

237S

Physical Education

Q243

237W

Spanish

23BN

237K

     
   

 

 

 

 

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