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I have an interview to join the SCITT programme

Discussion in 'Thinking of teaching' started by jet1990, Jul 24, 2020.

  1. jet1990

    jet1990 New commenter

    Hi All,

    I have an upcoming interview to join a SCITT program this sep in teaching DT. I have a degree within product design along with 8 years post university industry experience.

    I guess I'm hoping for people to chime and answer a few questions as I've been reading loads of posts on here and i see a lot conflicting opinions.

    I applied relatively late into the process as i was facing redundancy at work so i haven't had a chance to do any school experience days.

    I do teach martial arts to children and adults and have been doing so for 7 years & that is a passion of mine so teaching secondary children another one of my passions which is design seems like a logical next step to me. Plus my current industry is very volatile with a lot of companies going under so we never have job security.

    Is it true that as a teacher you're expected to be putting 60-70hrs in per week?

    By doing the SCITT program i would be taking a significant wage cut by approx 15k which as you can imagine is quite a lifestyle change. What are the career options and pathways like nowadays ( i studied GCSEs 15 years ago so schools have changed a lot since then i think). I don't want to make it all about money but i consider myself quite ambitious so would like to have progression.

    I also have a level 3 in personal training so i would like to get involved in extra curricular activities within school or maybe helping to teach other subjects.

    thanks in advance
     
  2. blueskydreaming

    blueskydreaming Lead commenter

    If you haven't already, Google the national curriculum for D&T for key stage 3, and the GCSE and AS/A-level specifications, to see what content you'd be teaching. I presume you'd also teach food and nutrition, because these are part of D&T. Know what you're getting yourself into, and do a knowledge audit.

    I'm an English teacher. It's a core subject, so everyone does it for key stage 3 and GCSE. I might have 34 students per class, 7 or 8 classes overall; if classwork and homework are written tasks, that's a lot to mark, right? Half-termly assessments also need marking, mocks, end of year exams and so on. Not to mention planning lessons. This is where all your time goes. I don't know about your subject though, and whether there's much writing, or if it's more a case of planning, designing, and making things.

    You also have to plan schemes of work, create teaching materials, attend weekly meetings, training sessions, parents' evenings etc.

    During the PGCE you'd also have essays to write, and you have to collect evidence to show you're meeting the teacher standards.

    Depending on your school and location, there can be lots of students who are not engaged in education, exhibit poor behaviour in lessons, have poor attitudes to learning, and so on. That can be hard to deal with, and it disrupts your lessons.

    As D&T isn't a core subject, you'd probably have to teach something else to make up your hours. If you have some specialism then your Headteacher might take that into account, but it's their school and they can tell you to teach anything. I was horrified to be told I'd be teaching RE in my first year.

    As for progression, each year you'll be given targets, and if you meet them can go up the pay scale. You can work your way up to head of department, or go down the pastoral route to head of year, or get involved in teaching and learning. There are lots of options, but I wouldn't say they'd increase your salary much, and I think schools always have favourites who get the promotions,
     
  3. br0wnsugar

    br0wnsugar Occasional commenter

    I would say that this post is spot on in the main but you also have duties maybe once or twice per week, shortened lunches/maybe a minimum of 30 mins for lunch/lots of admin at tutor time and of course parent evenings and school open eves etc.
    I, too am an English teacher and can safely say that the amount of work can be immense with data drop deadlines quite close together but as 'blueskydreaming' has said, it depends on the leadership and department needs etc.
    The latter part of 'BSD' is right on the money - if your face fits you are likely to be approached to consider climbing the educational ladder of promotion and this also constitutes, in a few cases, friends of friends get jobs then promoted, appraisals are often a tick box exercise but again depends on the leadership team that you are working with and CPD opportunities may be restricted to in school only and depending on the experienced/trainee teacher ratio of staff tailored mostly to trainees only. Read up on how DT is taught at secondary and get some advice from university, as it is a course where you will have a rotating system of different classes every 6 weeks at KS3 and yes, may also be asked to teach another subject to fill timetable and at GCSE level your subject can be seen as 'less' important than core subjects when students are getting prepared for exams.
     
    Last edited: Jul 25, 2020
  4. br0wnsugar

    br0wnsugar Occasional commenter

    Teaching is a great profession if you can develop your craft, fine tune the needs of students and enjoy working with teenagers as days can be brilliant but also mixed with poor behaviour issues and an ineffective policy of how to deal with the problem. However, I would say to you to try and get experience in a secondary school and get a feel for the hustle and bustle of working in the sector. You can postpone the course and start later.

    *I meant to say that in the school timetable, you are likely to have rotating classes at KS3, not the course at Uni. (In previous post).
     
    Last edited: Jul 25, 2020

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