Last updated 11:50, Monday, 08 December 2008

Your guide to a career as a Primary School teacher

THE role of primary school teachers primarily focuses on enabling and encouraging learning by establishing a relationship with pupils by organising learning resources and a positive learning environment in a classroom.

They develop work and lesson plans in line with curriculum objectives.

Primary school teachers develop the appropriate skills and social abilities to enable the development of children, according to age, ability and aptitude. They assess and record progress and prepare pupils for SATs.

They link pupils’ knowledge to earlier learning and develop ways to further encourage it and challenge and inspire pupils to help them deepen their knowledge and understanding.

Primary schools in England and Wales are usually divided into two stages, known as lower primary or infants (Key Stage 1, ages five to seven) and upper primary or juniors (Key Stage 2, seven to 11). In England there is sometimes a middle tier, so that children go to a primary school from the age of five to eight or nine, transfer to a middle school from the age of eight or nine to 12, and then move to a secondary school.

Typical activities are broadly the same for all primary school teachers and include:

l teaching all areas of the primary curriculum

l taking responsibility for the progress of a class of primary age pupils

l organising the classroom and learning resources to create a positive learning environment

l planning and presenting lessons that cater for the needs of the whole ability range within their class

l motivating pupils with enthusiastic, imaginative presentation

l maintaining discipline

l preparing and marking to enable positive pupil development

l meeting requirements for the assessment and recording of pupils’ development

l providing feedback to parents

l coordinating activities and resources within a specific area of the curriculum

l staying up to date with changes in the structure of the curriculum

l taking part in school events and activities which may take place at weekends or in the evening

l working with parents and school governors to maximise their involvement in the school.

New entrants start on the main salary scale, which rises from £20,627 to £30,148. In Scotland, the new entrants’ starting salary is £20,427, rising to £32,583.

Pay scales are reviewed annually. Details are available from the teaching unions and TeacherNet.

After gaining experience and expertise, teachers can apply to go onto an upper scale, which rises to £35,121. Particularly skilled classroom teachers may go on to become advanced skills teachers (ASTs). Other teachers may move into management positions.

These roles attract considerable salary increases: ASTs earn from £35,794 to £54,417.

Experienced classroom teachers undertaking additional responsibility may receive teaching and learning responsibility (TLR) payments.

Most teachers work long hours during term time, often over 50 hours per week. They are regularly in school before the school day starts and stay after the pupils have gone home.

Marking and preparation are usually done at home.

Teachers have up to 12 weeks per year away from the classroom, but most do work on marking, planning and preparation during this time. Parents’ evenings, school concerts, clubs, after-school activities and preparation for school inspections all take up extra hours.

Primary teachers are usually based in their own classrooms, although they may teach elsewhere in school to cover for staff shortages or because of their specialist subject area.

Teaching posts are available in all areas, although there are more jobs in towns and cities than in rural areas.

Part-time and temporary work is freely available. Career breaks are possible, after which returner courses are offered.

A very high proportion of primary school teachers are women and increasing numbers of women now hold senior posts.

The Training and Development Agency for Schools (TDA) is encouraging more men, people from ethnic minorities and people with disabilities into teaching.

Unless your first degree is a Bachelor of Education (BEd) or BA/BSc with qualified teacher status (QTS), it is essential to gain QTS in order to teach in the maintained or local authority sector. Independent schools are permitted to employ teachers without QTS, but in practice this is uncommon.

QTS may be gained through one of the following routes:

l a Postgraduate Certificate in Education (PGCE) - available at many universities and colleges of higher education

l a Graduate Teacher Programme (GTP) England and Wales only - an employment-based scheme for which you usually need considerable professional or classroom experience. In most cases, candidates will only be accepted if they have found a school willing to offer them employment

l the School Centred Initial Teacher Training (SCITT) programme in England and Wales only, offered by consortia of schools

l the Registered Teacher Programme (RTP), for candidates who do not have a degree but who have successfully completed two years of higher education. This is an intensive two-year programme combining classroom work and the completion of a degree. There are relatively few places available and trainees are usually already working in the school in which they intend to train.

Primary teacher training is open to graduates in all subjects, but a degree in a curriculum subject area such as English, science, or mathematics, increases your chances. Some disciplines, in sociology, media studies and psychology for example, are scrutinised for relevance to the curriculum and your pre-university education may be taken into account.

Most applications for PGCE courses are made through the Graduate Teacher Training Registry GTTR in the autumn before training commences. Competition for places is high and early application is advised.

The Overseas Trained Teacher Programme (OTTP) is available for teachers who have qualified in other countries and wish to teach in the UK. Contact the National Recognition Information Centre (NARIC) to find out whether your qualifications are equivalent to a UK degree.

Classroom experience is essential for entry to all training routes. Arrange to visit schools to observe and talk to teachers. Become familiar with the primary curriculum. Ask if you can help a teacher with non-teaching duties on a regular basis. Try to do this over an extended period, rather than just before you apply for a PGCE. A post as a teaching assistant could give you valuable experience.

Visit open days and try to attend a taster course. Ask your careers service or check with the Training and Development Agency for Schools (TDA) whether your institution runs the student associates scheme, which provides opportunities to work in a school in exchange for a bursary.

Get experience of working with children in other ways too such as with summer play schemes, summer camps, Brownies, Sunday schools, supplementary and mother-tongue schools.

Candidates will need to show evidence of:

l excellent communication and interpersonal abilities

l good organisational and time-management skills

l energy, enthusiasm, stamina, patience, dedication and self-discipline

l initiative, leadership and supervisory skills and teamworking abilities

l imagination, creativity and a sense of humour

l good judgement and an analytical mind

l satisfactory health record and criminal record check through the CRB.

Extra skills in music, art, IT, drama, sport, community and modern languages, can be an advantage.

Full details of routes into initial teacher training (ITT), PGCE courses, taster courses, fees and the financial incentives can be found on the TDA website.

Newly qualified teachers throughout the UK must serve an induction or probationary period, normally of one year. They are monitored and supported, have a reduced timetable and a designated mentor and work on areas identified for development during their initial teacher training.

In-service training is available and teachers are encouraged to pursue continuing professional development relevant to their own responsibilities and the development needs of the school.

Training takes place in-house on teacher training days or at regional training centres run by local authorities covering a wide range of topics, such as curriculum issues, target setting and assessment, special needs, subject leadership, pastoral care, new initiatives and technology.

Some teachers study on a part-time basis for higher qualifications related to their subject specialism, or take Masters degrees in education or business administration depending on their career aims.