Entry Criteria

Entry Requirements

Minimum degree required

You should be a graduate, preferably with a 1st, 2:1 or 2:2, though we are willing to consider applicants who have a 3rd degree who can demonstrate a real aptitude for teaching, dependent on the subject/specialism. For Secondary trainees, your degree should be in a subject that is closely related to the subject you intend to teach. 

GCSE

All candidates must have at least a C grade (grade 4) (or equivalent) for GCSE Maths, English (and for Primary a Science subject.)

A level

3 A’ levels (or equivalent) at C or above would be desirable, but not essential for some subjects/specialisms.

For PE with an EBacc subject, an A'level or equivalent at C or above in the EBacc subject is required. 

Higher degree

A higher degree would be desirable, but not essential.

Subject Knowledge Enhancement (SKE) courses are offered in certain subjects - see https://getintoteaching.education.gov.uk/subject-knowledge-enhancement-ske-courses for details. These courses are for candidates whose degree included an element of the subject they intend to teach or who have extensive experience in the subject, but a degree in a different subject. They are designed to enable candidates to develop the level of specialist knowledge required to teach their chosen subject. If this may be of interest, you should apply for a place to train as a teacher first, because having the offer of a training place is a prerequisite for being funded  on a SKE course. 

What We Are Looking For

Potential to teach

We are looking to recruit candidates who have the potential to become outstanding teachers. This will be demonstrated in a number of ways, including:

- Your specialist subject knowledge

- Your ability to communicate with enthusiasm about learning and about your subject/specialism

- Your ability to reflect on experiences of working with children and young people in schools or other settings

- Your knowledge of the school curriculum and current educational issues

- Your commitment to securing relevant experience and knowledge to support your application

Experience

Prior experience in a school is not required, and lack of school experience is not a reason for rejecting an otherwise suitable applicant. 

However, some experience of working with children, for example helping with a sports team, drama group, or youth club, is beneficial.

For Salaried places, at least one year's relevant work experience is desirable.  

Personal and Professional Skills and Attributes

Essential requirements:

- Fundamental English and maths skills

- Skills and attributes demonstrating suitability to train to teach

- Ambitious to teach at a good or outstanding level at the end of the training year

- Highly motivated and enthusiastic

- High professional standards

- Understanding of the need to safeguard students

- Understanding of the requirement to uphold public trust in the profession

- Tolerance and respect for others' actions/beliefs; upholding fundamental British values eg mutual respect, democracy

- Aware of need for high expectations of students in terms of behaviour and achievement

- Ability to work effectively as a member of a team

- High quality organisational skills

- Ability to motivate students

- Ability to self reflect and set appropriate targets

- Willingness to engage in development activities

- Willingness to play a part in the wider life of a school

- Good personal communication skills

Desirable requirements:

- Potential to write at Masters level

- Ability to teach up to A level in your subject (for Secondary trainees)

How We Select Our Trainees

In your application, you need to clearly demonstrate how you meet our person specification, as detailed in the 'Entry Requirements', and 'What we are looking for' sections.

Please note that in the current circumstances our selection process will consist of one 'remote' interview via Google Hangouts, plus subject tests. 

The usual selection process would be as follows: 

Candidates should apply via UCAS to their preferred Astra SCITT Hub, which will then coordinate the recruitment process. If your application is shortlisted, you will be invited for a first stage interview at one of our Hub locations. The application and interview process for each Hub is identical and is quality assured by Astra SCITT. Stage 1 will consist of a panel interview, delivery of a short presentation, and some written tasks, including testing your fundamental Maths and English skills. If successful at this stage, you will be invited to visit your potential main placement school to be observed leading a teaching activity with a small group of students (Stage 2); you will be told in advance about the content of the lesson you will need to plan, and the age group you will be teaching. If you are successful at interview, a conditional offer of a place will be made. The conditions will include sufficient school experience, and providing proof that you have met the eligibility conditions for Initial Teacher Training, including passing your Skills Tests, a criminal record check (DBS) and an occupational health assessment. Further conditions may be discussed with you at interview. Please note that applicants for salaried positions may be asked to teach a full lesson and/or complete other tasks which the employing school may specify. 

If you accept the offer of a place, you will be required to attend an Induction and Needs Assessment session with the Astra SCITT. This will be an opportunity to meet your subject tutor and key SCITT staff, who will help you prepare an Opening Position Statement and a Subject Knowledge Audit, to inform your training programme. 

Fundamental Maths and English Skills

Trainees are required to have fundamental Maths and English skills. At Astra, we will assess these skills prior to the start of the course, and any trainees who need further development will be expected to work through a development programme whilst on the course. Some information about what these skills are can be found here

Safeguarding is at the forefront of all our selection processes and decision-making.