Careers Perspectives – from the Bath careers service

Focus on your future with expert advice from your careers advisers

Topic: Sector Insight

Thinking about a Career in Teaching Part 2

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📥  Advice, Sector Insight, Tips & Hints, Uncategorized

Part 2 of our “Thinking about a Career in Teaching” blog focuses today on Schools Direct route (SCITT), Teach First, PGCE (FE), resources and support for potential teachers with a disability. LATEST NEWS! Find out about a scheme to reimburse student loan repayments!

Schools Direct – School-centred initial teacher training (SCITT)

A SCITT is an accredited body with links to the Dfe and where groups of schools get together to provide on the job training.  A SCITT will often offer every secondary subject if they can because of the scale of the operation. They also tend to target mature students if it is expensive to live in the area and difficult to attract young graduates. All trainees are called Associate Teachers to get the respect and all courses are registered on UCAS with salaried and non-salaried SCITTs available.

One important thing to check when looking for places is the actual number of places available as if a SCITT is advertising history or PE, they may only have the one place. For further information on SCITT see here.

Teach First

The Teach First route is now pretty well known and is fully funded and salaried and available in 11 different areas. It also has partnering organisations such as the Navy and PwC. Target areas are rural and coastal as these are the areas where it has been difficult to recruit teachers.  Teach First will cover Early Years, Primary and Secondary. On this programme you would be teaching curriculum subjects but the different to other schemes is that you do not necessarily need a degree in that subject as Teach First will also consider any relevant A Levels.

The advice for students with non-curriculum subject is to ring the TF admissions so for example if you are studying a humanities subject you may be advised to apply for English.

You will currently need a 2:1 and 300 UCAS points but UCAS points are likely to be dropped very shortly. It is hoped that this will encourage more students from widening participation backgrounds to apply who may have been taught in TF schools and are inspired to teach but may have lower grades. It’s important to note that although there is minimum criteria, no-one is told not to apply. The PGDE is fully funded by TF which is a school based programme, with some teaching days at a university. New recruits are also allocated TF mentors. This programme awards QTS after year 1 and then PGDE and NQT status the following year.

Whilst you are on the programme you have the opportunity to do Insight Days in partner organisations in the First Year, and in the Second Year –years 2 week internship offered with partner organisations.

If you are applying in your penultimate year of degree then it is possible to be offered 1st choice in location. Interesting statistics for the Teach First Scheme show that 60% stay on to teach and after 15 years 80% are back in teaching. Generally TF teachers will get promotion faster within their TF schools. For more information see Teach First. https://www.teachfirst.org.uk/

Teach First will be doing a presentation on 14th November and you can speak to them on the parade on the 9th and 14th November. Check www.myfuture.bath.ac.uk for more details.

PGCE (FE)

If you are considering teaching in an FE college you can take a PGCE which leads to QTLS but not QTS. Most students on this PGCE have a job or placement prior to doing the course. If not, help is given to find a placement. If you are interested in this qualification you would apply Direct and not through UCAS. Graduates who hold a third degree classification may be able to enter this course if they have a good reason for their final mark.

Concentration in FE colleges is on the 16-18 age group so you will not get experience of the 14-16 age group.  If you are considering maybe doing guest lecturers at an FE College in addition to another job then you won’t need a PGCE and can simply apply to do a six day course.

Psychology graduates have more opportunities to teach in FE. You would normally accept a lecturing post and then be trained.

It is important to note though that career prospects in FE are less well paid than a teacher and less secure.

Latest news - Bursaries and English Teachers Required

From September 2017 there will be more apprenticeship routes for students as Trainee Lecturers at the college or apprentice teachers. Bursaries available £9K for English. The reason behind this is that many 16 year olds have to redo English or Maths and therefore have to stay in education so there is a larger requirement for lecturers in this area.

Resources and Support for Potential Teachers with a Disability

There are 6.9 million disabled people of working age.  9% of teaching applications were from people declaring a disability, yet less than 1% of the teaching workforce has a disability.

Often students won’t declare on an application form and declare it afterwards to the admissions officer or personal tutor whilst on placement. However, students are really encouraged to declare any disability on the UCAS application form so that adaptions can be made for the interview if required, but also any reasonable adjustments when considering the teaching aspect and the placements.

There are specific forums to support disabled students such as the Disability Teaching Network Other resources produced by the Careers professional body AGCAS are available to support potential teachers with a disability. If you would like information on these then please do book to see a Careers Adviser by emailing careers@bath.ac.uk

International Students

International students can get on to PGCE courses. There are also cases of international students taking course in Independent schools. Perseverance pays off as there is a case of an international student convincing school that they could sponsor her and they did.

Scottish Students

If doing the PGCE in England, when they start, they need to contact the Scottish body so that they can do the QTS in Scotland afterwards.

Reimbursing Student Loan Repayments

The DfE have just announced details of a pilot programme for reimbursing the student loan repayments made by some teachers in the first ten years after they gain Qualified Teacher Status, with the intention of improving recruitment and retention is areas where this is most challenging.

In order to be able to claim reimbursements a teacher must meet these criteria:

·         Have been awarded QTS between 2014 and 2019

·         Be employed by a maintained secondary school, a special school or a secondary phase academy/free school

·         Have taught languages, physics, chemistry, biology or computer science for at least 50% of their contracted hours during the year they are claiming for

·         Be in a school within one of the 25 participating local authorities

·         Still be teaching when you apply for reimbursement

The participating authorities are: Barnsley; Blackpool; Bracknell Forest; Bradford; Cambridgeshire; Derby; Derbyshire; Doncaster; Halton; Knowsley; Luton; Middlesbrough; Norfolk; North East Lincolnshire; North Yorkshire; Northamptonshire; Northumberland; Oldham; Peterborough; Portsmouth; Salford; Sefton; St Helens; Stoke-on-Trent; Suffolk.

Full details are available here.

If you would like to discuss any of the teaching routes with a Careers Adviser do book an appointment through www.myfuture.bath.ac.uk

On a final note!

This blog was written with the latest information on teaching that is currently available. However, teaching routes and different schemes are constantly changing so if you are reading this blog several months after it was published then do remember to check out the government website for any future changes! Get into Teaching 

 

Thinking about a career in teaching - Part 1

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📥  Career Choice, inspire, Sector Insight, Tips & Hints, Uncategorized

Many students consider teaching as a career option during their time at University. In October we had a Getting into Teaching event so I thought it would be very timely to give a teaching update and what routes are available to get into teaching as there is a lot of choice out there! Many graduates choose to do a PGCE in Higher Education, but it’s worth investigating other routes into teaching. Last week for example we heard the news of the apprenticeship route into teaching.

As there are several routes to cover there will be two blogs – Part 1 and Part 2! Today’s blog will look at Bursaries, EYTS, Primary and Primary and Secondary PGCE and the new postgraduate apprenticeships. This blog will give you a quick overview on the different routes and a few key pointers on what to consider when making your decision from some teaching professionals. However, for further detail do check out the main government website on Getting into Teaching at https://getintoteaching.education.gov.uk/

Those entering teacher training remains fairly static. However, school led routes have grown now to around 56%. The Government has targets by subjects of number of teachers needed and as applications for Business Studies, Chemistry, music and PE are down were down in 2016, it is likely there will be a real push to increase more places in these subject areas.

So how many routes are there into teaching? Well, there are HEI led, School led, and Specialist routes and options within these.

HEI led
PGCE and PGDE
Also options to train in Early Years EYTS
School Led Routes
Teach First
School Direct (salaried)
School Direct (non-salaried)
HMC Teacher Training (2 year Independent private schools) leads to PGCE and QTS
School Centred IIT (SCITT)
Apprenticeships
Specialist Routes
Researchers into Schools (PhDs)
Assessment Only – must have good experience
Now Teach – London only – career changers – runs like Teach First – early stage
For HEI and School Direct routes apart from Teach First, you need to apply through UCAS

Applications will open 26th October 2017

https://www.ucas.com/ucas/teacher-training/ucas-teacher-training-apply-and-track

Bursaries available for training

To encourage applications from some shortage subjects bursaries have been in place since 2011. The large bursaries given for some subjects means for example that a student wanting to teach a shortage subject with a First Class Honours could be better off doing a School direct – non salaried and taking the bursary than doing a Schools Direct – salaried. So it’s very important to take into account the subject you are wanting to teach and the bursaries offered for different degree classifications.

The NCTL has announced details of the bursaries which will be available to trainees on postgraduate teacher training courses beginning their training in autumn 2018. For shortage subjects you could earn up to £28,000 whilst training for your PGCE! Check out https://getintoteaching.education.gov.uk/funding-and-salary/overview for further information.

To receive a bursary or scholarship trainees must be entitled to support under the Student Finance England criteria.

Early Years Teaching Status (EYTS)

An EYTS course covers 3month to 5 year olds. The curriculum will have more emphasis than the primary route on social, health care, child psychology and child development of this age group. It is important to note that EYTS status does not have Qualified Teach Status (QTS). However, it is structured around a PGCE course and you must be prepared to work across all age groups. You wont be able to get any funding if already have the EYPS. Graduates holding an EYTS can teach in a reception class setting.

Various routes within EYTS

PGCE birth to 5 Graduate EYTS £7,000 paid towards fees. A full time pathway
Professional certificate – part time work based. Bursary of £14,000 - £7K towards fees and £7K to employer
Assessment only pathway for more experienced practitioners. Will gain experience across the age groups. Assessment covers 5 days in Key Stage 1 and 5 days in key Stage 2. Assessment period altogether is 12 weeks and included a portfolio.
Many graduates go on to work in various locations including Disney – cruise ships, family centres, nurseries, and hospitals.

Primary PGCE

This route is again a university-led postgraduate teaching programme. Information can be found here. So I thought it would be useful to focus on what skills do you need for teaching in a primary school?

The main challenge teaching in a primary school is that you need to be an expert in all 11 areas of the curriculum. Universities offering Primary PGCE will normally offer seminars in all the different areas Maths, English, PE to get you up to speed. You will also need a good deal of resilience because teaching is hard, but the real X Factor of teaching is the need to be able to get along with children and establish a rapport. So, if you have some good experience of working with children then this will help you with an interview for this course. One additional point to mention is that modern languages have to be taught in primary schools now so it’s a real advantage if you have another language!

Other Useful information about this route!

9 month course with 5-11 age group pathway or 3-7 pathway. Both pathways lead to QTS.

Generally those on the course are 50% new grads and 50% previous career or sometimes women returners.

There are normally three large periods of school based work experience – 6 weeks,7 weeks, and then 8 weeks across all age ranges. You will also study pedagogy which is based on years of research.

The course includes 3 Masters level components leading to 60 credits and you can often complete the Masters at a later date.  It’s worth doing this as the Masters is becoming an important step forward if you want to be considered for promotion.

Working in Special Schools

The normal route is to do a PGCE and then specialise afterwards and do a Masters. Some courses will offer an option to specialise on your course. For example:

Perry Knight from the University of Bedfordshire who offer Early Years Teaching Status advises that those wishing to work in special schools or as an SENCO teacher can do one week in a specialist school on placement and if successful offered a full placement in that area. The student would then go on to do the Masters in Special Educational Needs.

PGCE Secondary School

There are many providers offering the PGCE Secondary and this is probably the best known route and a university-led postgraduate teaching programme. All applications are through UCAS.  Further information can be found on the link above on primary.   A key piece of advice here is to make sure you check out the teaching experience you will get on your selected course. For example, Nigel Fancourt – Acting Director PGCE Course Oxford works only with non-selected schools and not even grammar schools as he feels that students needs a wide experience of different schools.

There is still a shortage of teachers in secondary education particularly in Physics and Chemistry. However, Biology remains oversubscribed.

If you are a Psychology graduate and interested in teaching, then its important to demonstrate enough knowledge of chemistry and maths/stats to get in. Again, those graduating in Engineering may be able to gain a place on a PGCE course if enough Maths can be demonstrated

As in the PGCE primary, the pedagogy taught is key in drawing on wider context and research. 60 Credits are also gained towards a Masters which Fancourt stressed was needed for leadership positions. Its worth noting that for the future research informed practice is likely to be the main model  and possibly a 2 year teacher training postgraduate course incorporating a Masters

Latest News! Postgraduate Teacher Apprenticeships

The DfE announced last Thursday a new post-graduate apprenticeship route into teaching.  The post-graduate teaching apprenticeship is a school-led initial teacher training (ITT) route, enabling schools to use their apprenticeship levy to support the training of new teachers.

Entry requirements are the same as for existing PG ITT routes.  The apprenticeship combines work with on and off the job training and on successful completion, apprentice teachers will be awarded Qualified Teacher Status.  Apprentices will be paid at the rates applicable to unqualified teachers.  Schools may receive further financial support from the government for apprenticeships in the shortage subjects and also to a lesser extent for general  primary. This route is available for candidates starting their apprenticeship in 2018.  Applicants will apply for school-led places listed on UCAS and potentially convert their place to an apprenticeship at a later date. For further information click here.

Tomorrow’s blog will look at PGCE (FE), Teach First, SCITT and resources and support for potential teachers with a disability.

 

 

Careers in the Civil Service

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📥  Advice, Career Choice, Careers Resources, Commercial Awareness, Finding a Job, Graduate Jobs, Internships, Sector Insight

Careers in the Civil Service


This blog post was originally posted by Sue Briault, but has been updated to include current information and links. For up to date news and information about Civil Service Fast Stream and for the chance of interacting with current fast streamers, make sure to like Civil Service Fast Stream Careers on Facebook


About the Civil Service

The Civil Service does the practical and administrative work of government. More than half of all civil servants provide services direct to the public. If you want to know more about the Civil Service and it's purpose then go here. If you are interested in the work of the more than 60 government departments and over 100 agencies then these can easily be found on the GOV UK website where every department and agency has a space.

Jobs within the Civil Service can range from administrative positions within departments to embassy posts with the Foreign and Commonwealth Office (FCO).  There are also a number of professions employed within the Civil Service including economists, statisticians and scientists . Staff may work anywhere in the United Kingdom and possibly overseas, although the majority involved in policy work are located in London. There are increasing numbers of opportunities within the devolved regions and some departments are based in locations such as Bristol, Leeds, Sheffield, Newcastle, Edinburgh and Cardiff.

When applying to jobs in the civil service it is important to research the Civil Service competencies, which sets out how the Civil Service want people to work. Research the competencies and write down examples from your academic background, work experiences and/or extra-curricular activities to see how they compare and fit with each competency.

Civil Service Fast Stream

This is the accelerated development programme for graduates. Applications opened in September and will close in October 2017, so if you are interested, apply now! This includes entry into the Diplomatic Service. It is also possible to apply to the Civil Service Fast Stream even though you are working within the Civil Service.  There are several different Fast Streams and you can find more information about the schemes on the Fast Stream website.

  • Analytical Options (AFS):

Government Economic Service (GES)
Government Operational Research Service (GORS)
Government Statistical Service (GSS)
Government Social Research Service (GSR)

  • Other Options:

Generalist
Human Resources
Diplomatic Service
Diplomatic Economic Scheme
Houses of Parliament
Science and Engineering (only open to postgraduates)
Commercial
Finance
Government Communication Service
Project Delivery
Digital, Data and Technology
Other Civil Service Graduate Schemes

Other Graduate Schemes

Graduate schemes run by individual departments can be hard to find out about so keeping an eye on the Civil Service Jobs website is important as not all have dedicated webpages available to see year round (see  section below).

It is also worth noting that many Civil Service graduate schemes make offers of jobs at the grade below to ‘near misses’. This happens in the Fast Stream too. Those that scored only a few points below the overall benchmark may be made an offer or an interview for a role at Executive Officer grade (the grade below the one Fast Streamers start on). This isn’t always well publicised because employers don’t want to raise candidate expectations but it is worth being aware that applications to the Fast Stream or other Graduate Scheme can be a good entry point into the Civil Service.

Other services who recruit graduates include MI5, MI6 and GCHQ.

Other Civil Service Jobs

The place to look for all Civil Service vacancies is https://www.civilservicejobs.service.gov.uk. Create an account and you can then set up some preferences and then receive regular job updates by email. You will need to click "Show more" to be able to select Job Grade as a preference. Why should you look here? Because there are many jobs that would be suitable for graduates within the Civil Service that are not part of the Fast Stream or other Graduate Schemes.

Frequently spotted on Civil Service Jobs :

HMRC Social Researchers
Temporary Statistical Officers
Temporary Assistant Economists
Various individual Scientist Posts suitable for both undergraduates and postgraduates
Graduate Internships at Executive Officer level

Work Experience

There are two schemes available:

You will find that placements are available through your placement office in some government departments and others may be advertised through the Civil Service Jobs website mentioned previously. There is not a strong expectation that you will have gained experience within the Civil Service before applying for a graduate job there. Think about the competencies that they recruit against and develop your experience to demonstrate these.

Nationality Requirements

There is strict criteria regarding nationality for entry to the Civil Service and comprehensive guidelines are available here. Any job in the Civil Service is open to applicants who are UK nationals or have dual nationality (with one being British). About 75% of Civil Service posts are also open to Commonwealth citizens and nationals of any of the member states of the European Economic Area (EEA), although at some point this latter group will have their status changed once the UK's exit from the EU is settled. I am advised that the Civil Service is not a Tier 2 sponsor.

 

Graduate skills in the world of the future

📥  Advice, Career Choice, Career Development, Careers Resources, inspire, Labour Market Intelligence, Sector Insight

Hardly a day goes by without a news report on robots either taking over our jobs or revolutionising our lives. I recently attended The World of Work Conference at Henley Business School where the message was loud and clear: THE ROBOTS ARE COMING and we all need to adapt and ready ourselves for this new world of work.

It is inevitable, technology gives birth new career paths and along the way some jobs disappear as machines can do them faster. According to the BBC, approximately 35% of current jobs in the UK are at risk. Nesta have put together a handy quiz which assesses the probability of a robot taking over your job. While Transport for London is embroiled in a row with Uber, driverless cars pose a threat to the whole industry (ok..I'm saying this for dramatic effect).

Truth is technological innovation has given birth to new industries. In May this year, the Tech Trends Report, now in its 10th year, provided a fascinating insight into emerging technologies that are on a growth trajectory. They identified 150 trends across a wide range of sectors from Artificial Intelligence, Big Data, Bitcoin to Genomics. The one that caught my attention was the development of Invisibility Cloaks. Researchers at Queen Mary - University of London are experimenting with electromagnetic and audio waves, tiny lenses that bend light and reflective materials to hide objects in plain sight.

In a report by Microsoft 65% of school students in university today will take up jobs that don’t exist yet. So what does all this mean in practical terms? If you are embarking on your graduate career, I think it is important to stay focused on sectors and trends with potential for future growth. This awareness will make your career progression easier and potentially offer greater job security. In his book 'What to do when machines do everything' the message is clear - work on developing personal skills such as empathy and creativity (essentially the stuff robots aren't good at - yet). Below are the top 10 skills needed in 2020 (that's round the corner).

Over the next few weeks we are going to blog about careers in emerging industries such as Big Data, Synthetic Biology, Robotics and Regenerative Medicine. So stay tuned....!

 

Opportunities in Government for scientists and engineers

📥  Advice, Career Choice, Careers Resources, Event, For PhDs, For Taught Postgraduates, inspire, Sector Insight, Subject Related Careers

I went to a fascinating talk a couple of weeks ago, organised by the Bath Institute for Mathematical Innovation,  by the Government Office for Science about career opportunities for scientists and engineers in the Civil Service. Go-Science provides policy advice and support to the Government Chief Scientific Adviser in carrying out his role in advising the Prime Minister and Cabinet on a wide variety of areas including Risk and Resilience, Infrastructure, Trade and Finance, Energy and Climate Change, Cities, and Data and Analytics. The Government Chief Scientific Adviser is also the Head of the Science and Engineering profession for around 10,000 scientist and engineers who work in government in a variety of roles from specialist to policy as part of the Government Science and Engineering (GSE) profession.
This YouTube video provides a useful overview of the Government Science and Engineering Profession.

We heard from three recent science graduates working for Government; as you read their stories you’ll see that they moved around a bit after they graduated, a timely reminder for those uncertain about their next step is that where you start isn’t necessarily where you’ll end up, and our interests and career plans often change and develop over time:

Jenni completed a Masters degree in Meteorology at the University of Reading and worked as a weather forecaster in Singapore for a number of years for oil and gas clients., She then returned to the UK and worked providing forecasts for media and film production companies. During this time she realised that she wanted to work at the science-policy interface within government. Jenni took an intern policy research role (which was fully paid) in the Government Office for Science before achieving a permanent position on promotion to her current role at Cabinet Office.

Alex is part of the Horizon Scanning Team, Government Office for Science. Her role involves advising government on the evidence and scientific basis for new technologies. Alex did a Biology degree and then a Masters in Marine Science. While working in a wildlife conservation start-up she became interested in technology, and saw an advert for an internship with the Government Office for Science; her paid internship was initially for six months, and following a successful review her contract has been extended for a further six months. Alex enjoys using her scientific knowledge to in way that has real world impact.

Jerome is currently doing the Science and Engineering Fast Stream. He did an undergraduate degree which included a year in industry and then a PhD in theoretical structural Biology. He realised during his PhD that he wanted to do science that was more applied and had more impact. His first role was working for the Engineering and Physical Sciences Research Council, where he was part of the research funding team, managing funding calls, visiting universities and working on Equality and Diversity policy. He realised that he wanted a career that made use of his intellectual capacities, and considered working for think tanks and consultancies before settling on the Civil Service. His current role involves writing briefings and speeches for ministers, and he has liaised with a wide range of groups including academic, the NHS and patients, and frequently gets to meet with very senior people in external organisations.

Some general insights and tips from the three graduates on working as scientists in the Civil Service:
- Roles can involve researching areas of science and technology that the government wants more information on – not necessarily from your own specialism.
- The analytical skills gained as part of your science degree can be put to good use outside of the lab in a range of jobs from understanding research reports, to commissioning new work.
- They were not expected to have particular areas of technical expertise, but rather to be have a broad knowledge, scientific training and interest in science and engineering which enables them to get to grips with new areas quickly.
- There are roles that do require particular technical skills and enable the development of specialist science and engineering careers in many organisations of the public sector such as Safety, Security, Defence (both military and civilian), Public Health, the Met Office and many, many, more- the role of Government scientist and engineers, as with all civil servants, is to support the priorities set by the Government of the day.
- Roles are varied and include real responsibility from the outset supported by induction, training, and development opportunities.
- To stay in touch with opportunities follow the GSE Blog: https://governmentscienceandengineering.blog.gov.uk/

Getting in to science policy
If you have a particular interest on working on science to inform policy or indeed the policy of science there are opportunities in the Civil Service, and scientific learned societies (e.g. Royal Society, Institute of Physics). Some entry level roles may requires a Masters or PhD. (https://wellcome.ac.uk/jobs/graduate-development-programme) has a graduate scheme. This article by Queen Mary, University of London Careers Service has a useful summary of organisations work in science policy and relevant events and training courses. If you’re wanting to get into science policy, think about getting some short-term experience (internships are sometimes advertised on the Campaign for Science and Engineering website, and there are internships for Research-Council funded PhD students to work in a range of policy organisations), keep up to date with scientific issues that affect public policy, and build your networks through sites like LinkedIn and our own Bath Connection.

For other ideas for non lab-based career options for scientists, take a look at our guide to Alternative Careers in Science.

 

Graduate Fair Blog Series: The many ways of getting into teaching!

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📥  Advice, Careers Fairs, Graduate Jobs, inspire, Sector Insight, Subject Related Careers, Tips & Hints

 

Teacher Facing Pupils In High School Science Class Infront Of A Whiteboard

This blog entry is a part of the Graduate Fair Blog Series introducing sectors and industries which will be present at the University of Bath Graduate Fair, Tuesday 25th April. Please go here for more information about the fair and the employers present.


I wanted to become a teacher once. I am from a family of teachers so that may have influenced me, but I also like to teach, to relay ideas, inspiration and motivation to an audience or work together with students to find solutions. Do you feel the same?

In the UK there are several ways to become a primary or a secondary teacher, and this blog entry will summarize the different ways and give you additional resources to research whether any one of these pathways is the right one for you. You can also get free help and support from Department for Education, such as one-to-one tailored support in the application process and getting you help with regards to finding work experience in schools. Take advantage of their expertise.


Department for Education will be present at the Graduate Fair. This is a great chance for you to talk to someone about all the different routes available and the differences in applications. Do not miss this opportunity!


teaching3

Training options

You can choose whether your training option is school-led, meaning that your training will be based in a school, or you can choose your training to be at a University. There are also several specialist training options.

  • School – led training

This option is for students who wants to get hands-on training and are not afraid to try out their skills from day one. You’ll get the chance to work in at least two different schools and learn from experienced colleagues. These courses generally lasts for a year and most places do also offer a PGCE (Postgraduate Certificate in Education). School-led courses are referred to as SCITT (School-Centred Initial Teaching Training) or Schools Direct.

Find more information about this option, go here.

  • University-led postgraduate training

This postgraduate training option is based at a University. University training lasts normally one year full-time or two years’ part-time. Your training will be taught by your University colleagues. You will also spend time in schools, a minimum of 24 weeks which will improve your practical teaching skills. Your training will lead to a PGCE.

For more information about this option, go here.

Other specialists training options:

With the support of partner schools, businesses and universities, Teach First trains its participants to be effective teachers and leaders in schools in low-income areas. Their leadership programme (LDP) combines teacher training and a fully funded postgraduate diploma in Education (PGDE), which is twice the credits of a PGCE. You need a 2:1 to apply.

If you want to learn more about Teach First – go to their website.


Teach First will be at our Graduate Fair. Take this chance to ask any questions you may have about this graduate programme!


There are also other great specialist training options, such as Researchers in School (for PhD researchers that have submitted their doctorate before the beginning of the programme).

Read more about other specialist training programmes here.

 

funding


Funding

There is a lot of excellent funding opportunities for you out there and you can get a bursary of up to £25.000! This depends on your degree background, subjects you will be teaching and your degree marks. Department for Education has an excellent webpage covering the different funding opportunities.

Additional Resources:

Read about different job roles in education on Prospects and read about the teaching sector.

TargetJobs - Would a career in teaching and education suit me?

 

 

 

Graduate Fair Blog Series: World Social Work Day 2017 - do you feel inspired?

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📥  Advice, Career Choice, Careers Fairs, Careers Resources, Sector Insight, Subject Related Careers

world social work day

This blog entry is a part of the Graduate Fair Blog Series introducing sectors and industries which will be present at the University of Bath Graduate Fair, Tuesday 25th April. Please go here for more information about the fair and the employers present.


World Social Work Day was on Tuesday 21st March. Twitter was full of thanks for the hard work that social workers do and how much their work is valued.  Inspired by the quotes and the images from #WSWD17 I am writing a short blog entry giving you some information and links that will support you in deciding whether social work is the right career path for you.

What is social work?

The British Association of Social Workers describes it as:

Social work is a profession that is centred around people - from babies through to older people. The BASW Code of Ethics defines social work using the international definition of social work.

Social workers work with individuals and families to help improve outcomes in their lives. This may be helping to protect vulnerable people from harm or abuse or supporting people to live independently. Social workers support people, act as advocates and direct people to the services they may require. Social workers often work in multi-disciplinary teams alongside health and education professionals.

Where do you work?

You can work in a variety of organisations, from local authorities working with children or adults to NHS Trusts and other private or public sector organisations. You can work with a range of different people such as children, older people, refugees and asylum-seekers, the homeless, people with drug addiction and many more. Where people need support, a social worker is usually needed.

How do you become a social worker?

There are different routes to becoming a social worker. You can take a social work undergraduate degree or a postgraduate two year master’s degree. There may be bursaries but this changes year by year and you will need to research whether funding is available for you.  Two fast-track schemes also exist. Step-Up is an intensive full-time training programme that covers everything trainee social workers need to know in 14 months and is funded. Frontline is a two year funded full-time training programme, benefitting from intensive practical and academic training.


NB Frontline will be at our graduate fair in April! Take advantage of having social work experts at the fair and ask any questions you may have!


You can find more information on routes into social work here.

What you should think about before making a decision to become a social worker

  • The challenges of social work

Being a social worker is not an easy job, it is emotionally demanding and you often see a negative view of social workers in the media. Positive stories are rarely shared.  You need to be resilient and have a good support network around you to be able to successfully be a social worker. A good supporting network at work and at home is vital. Many students go into social work because they want to make a difference. Because you want to make a difference you are in a danger of putting all your time and energy into the work day and may quickly feel the effects of stress. A heavy workload is normal,  you need to be creative and adaptable to change and be prepared to have good time management skills. This is not a straight 9 to 5 job as you may have a lot of assessments to write up after your working day.

  • The rewards of social work

Social work is not known as a profession where you get a lot of rewards, however social workers value their position as someone who can support people in a crisis and help them back on track, help people achieve their goals and be able to see for themselves when progress is being made. This can be as little as support someone with severe anxiety go outside for a dog-walk to helping someone to turn their life around from a life of adolescent crime to be a valued member of his or her community. It is important for a social worker to remember the successes as a small change supported by a social worker can be a massive change for the client he or she helps.

You can read some examples of the rewards of social work here.

How to learn more about the world of social work

To be able to start your study you are expected to have an awareness of the challenges and rewards of the social work profession and for the postgraduate degree you will need to have some experience. You can get this by researching, volunteering or gaining paid work, and talking to people in the profession. Attend relevant employer events on campus, attend any events put on by professional bodies or Step-Up and Frontline, such as our graduate fair in April, see if there are any relevant volunteering opportunities by contacting Volunteering Centre, speak to your academics, and see if there are any social workers in your network of family and friends. You are also welcome to come and see a Careers Adviser with any questions you may have.

Asking, learning, volunteering and listening will help you decide whether this is the right career path for you. Read through additional information on University of Bath Bsc Social Work,  Prospects and The Association of British Social Workers

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Research roles in think tanks and social research organisations

📥  Advice, Careers Resources, Employer Visit Report, For PhDs, For Taught Postgraduates, Graduate Jobs, Sector Insight, Subject Related Careers

The second of our posts summarising a panel event on research careers in the Humanities and Social Sciences. This post will focus on working for think tanks and social research organisations - this panel included three speakers.
The first speaker had had a varied career before working for think tanks. He did a Classics degree followed by a graduate scheme and then a post graduate diploma in journalism. He got some work experience at a national newspaper then worked on health magazines and journals before working for a health-related think tank. Health-related think tanks include The Health Foundation, Nuffield Trust and The King’s Fund.  The speaker's current role involves meeting with funders as well as conducting research and managing a research team of six.  Think Tanks can be funded in different ways, and they need to demonstrate to their funders how they are making a difference.  His role involves writing press briefings and reports, and it's important to be able to communicate non-academically. Networking and communication skills are vital. In the speaker's view a PhD wasn't necessary. Work experience  is important– do approach think tanks directly for work experience. It can be helpful to have an interest in the policy focus area of the think tank, and think tanks usually have political leanings. The speaker noted that people often do something else before working in thank tanks.
The second speaker, a lecturer, had previously been a researcher at the National Centre for Social Research. During his time there he worked on designing surveys for the government and went on secondment in the Cabinet Office. He still does research for external clients as well as his academic commitments which include teaching research methods. He noted that for research outside of academia it's important to be able to communicate with clients and manage projects. When recruiting The National Centre for Social Research look for hard research skills – SPSS and Excel, and also for a masters degree with a strong research component. It's important to do your dissertation well and to get a good mark. The panellist emphasised the importance of being specific in your CV about which research skills and software packages you have used. Work experience with social research organisations will also be highly valued.

The third speaker worked as a labour market researcher for a social research organisation. He had also had a varied career; after his masters in Economics he did the graduate scheme at IPSOS Mori. His role there involved research design, literature reviews, analysing qualitative and quantitative data and lots of report writing. He noted that IPSOS Mori do both qualitative and quantitative research; there are plenty of opportunities for people who only want to do one or the other.He noted that degrees in history and politics can be very useful for building analytical skills. Projects can last anywhere between two weeks and two years. Amongst the skills needed in his current role, he mentioned skills in persuasion and validating arguments with evidence; he particularly emphasised the importance of being able to communicate the vision and impact of your research – this is essential for think tanks. It's also important to be curious and inquisitive. In his current role he uses some of the same statistical packages he used at university. In his view it’s possible to teach yourself statistics through online courses, and he mentioned a book call ‘Statistics Without Tears’. In the speaker's opinion a Masters wouldn’t be essential but could be useful for building confidence. He suggested that a Masters in research methods  could be more useful for think tanks and a Masters in Public Policy may be more useful for charities.People who work for think tanks often have an interest in the policy area of the think tank they work for.
The speaker said there are about 50 social research organisations in London, and also clusters of social research organisations in Leicester, Manchester, Edinburgh and Northern Ireland. Lots of social research organisations offer internships which are usually paid. Think tanks tend to do new/primary research whereas charities tend to use others’ research.
The third speaker was a PhD student and researcher at a Brussels-based think tank. Think Tanks can be small so multi-tasking and networking skills are important. He commented on the close relationship between lobbying and research; it's important to be able to communicate to lobbyists and explain the value of your research and how/where it would be used in a short space of time. Hard research skills such as stats and SPSS also important.

Useful links

Careers Service guide to social policy and social research careers

Guide to working in think tanks by the University of Oxford Careers Service

Social Research Association - has a jobs board and a list of social research organisations

 

Research roles in parliament and government

📥  Advice, Careers Resources, Employer Visit Report, For PhDs, For Taught Postgraduates, Graduate Jobs, Sector Insight, Subject Related Careers

I recently attended a panel event on research roles outside of academia in Humanities and Social Sciences. There was a fascinating array of speakers from central and local government, think tanks, charities and social research organisations. I'm going to write up the information gleaned from the speakers in a series of blog posts - starting today with research in government and parliament.*

Research roles in parliament

The first speaker we heard from was A, a Senior Research Analyst in parliament. A spends most of his time reading and writing, taking questions on aspects of policy from MPs,  and preparing briefings.  He emphasised that his current role uses research skills rather than research methodologies – reading and synthesising information very quickly and working out what is most important. A sometimes needs to challenge or clarify the requests he receives for research – sometimes what people think they need to know isn’t what they actually need to know. He also emphasised the importance of understanding customers’ needs and producing a brief with a coherent narrative that can be understood by non-specialists, and clearly explaining any complex terms and jargon. The role involves gathering together others’ research rather than conducting primary research, and A felt that research skills were more important than specific knowledge, which can be learned on the job.

Before his current role A did a PhD and then a series of short term research contracts. In A's current team of 8,  4 people have PhDs, of which two currently work on topics related to their PhD. A didn’t feel a PhD was necessary to do the job. His advice on getting in to research roles in parliament included showing genuine interest in the job, and highlighting your ability to judge between different information sources and communicate to range of audiences.  He mentioned the good conditions of work, standard working hours and opportunities to work with interesting people. Research jobs in parliament come up rarely, and are advertised on www.parliament.co.uk.

We also heard from B, a parliamentary researcher and PhD student. Before his current role B had had a range of experience and voluntary roles - immediately after his first degree he worked as a campaign intern and then for an NGO. His current role involves  reading local newspapers and reporting back on issues to the MP he works for, doing casework (for which he makes use of the parliamentary research unit) and looking after the MP’s website. In B's view the role is a good way to gain insight into how parliament works. He took initiative to contact the MP and ask for work, and emphasised the importance of internships and work experience; volunteering on local election campaigns could be useful. When working for an MP it is important to have the right political sympathies. B noted that lots of the people he works with have higher degrees; he considered this useful for honing skills in writing and condensing information. Roles are advertised on the w4mp website.

Research roles in government

We heard from three speakers working in research positions in central and local government

C, a researcher in the Department for Communities and Local Government, works on research projects relating to local public services - current projects include analysing the impact of Brexit on local public services. C did a PhD and then short term research contracts for universitiesand economic consultancies. She said she prefers research in government to research in academia because of the greater sense of impact and audience; she also values the team research environment of  the Civil Service. C entered the Civil Service through direct entry – there are quite a few direct entry analytical roles advertised on the Civil Service jobs website. Her role involves gathering evidence to ensure better decision making, using both qualitative and quantitative research skills. She felt she is valued for her analytical and communication skills rather than specific knowledge. She works at pace and has to get to grips with a wide range of policy areas.  She commented on the good work/life balance within Civil Service but also on pressure due to reduced budgets and staffing. She works closely with policy colleagues, and noted that some policy roles are also heavily analytical.

D works for a County Council in the Insight team of 10 people. The Insight team is part of the wider Performance team of 40, which includes analysts, researchers and technical staff. Before his current role D worked in finance and performance management. D’s core business is storytelling with data; he mentioned the importance of  communicating an impactful story in a short space of time. Skills in stakeholder engagement are as crucial to his role as analytical skills. IT and technical skills are also important.

The final speaker in this first panel, E, had worked in the private sector before setting up her own public sector consultancy. E observed that there are lots of ways to do freelance work with organisations like Capita and Manpower. E volunteered for Citizens Advice which was useful for developing the interviewing and active listening skills she uses as part of research. E uses high level qualitative and quantitative research skills to conduct situational analysis of organisations; she analyses what’s working and what isn’t, looks at work culture and aspirations of staff. E noted that there is a move towards action-led research, with a focus on continuous sharing and learning throughout research projects - the nature of her research work is therefore highly collaborative. Like A, E noted that it’s sometimes necessary to challenge the premise of clients’ requests and research questions – sometimes there are other issues than the ones the client presents with or requests research on. It's important to be curious and to be able to challenge views and say no.

See also my colleague Sue's post on working in the Civil Service, and our guide to careers in Politics.

*Names and full details of organisations have been taken out

 

Researching employers using library databases

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📥  Careers Resources, Commercial Awareness, Labour Market Intelligence, Sector Insight, Tips & Hints, Uncategorized

Researching employers using library databases

I recently went along to a careers skills session delivered by Management Librarian Helen Rhodes. The aim of the session was to look at some useful tools to help students find business and industry information through several useful databases which are found through the library website. Even though I had some basic knowledge about the databases before, I was surprised about the extensive and detailed information you could find on employers, including developments and issues, competitors, tweet mentions and news, but also covering sector and industry information, country profiles and lifestyle analyses. At the end you can usually print out a detailed summary as a PDF report! The information you find can absolutely give you an advantage in that graduate interview and your commercial awareness will increase immensely, which is exactly the skill employers say graduates lack the most!

So here is a summary of some useful databases, what they can do and where you can find them. Be aware that there are many different usages of each database and I am just covering a few examples below.

All of these databases and more can be found on our library website.

hoover

Hoovers is a database of 84 million companies and industries. It offers financial and executive details plus a description of activities and competitors of public, private, and government-run enterprises.  By using the search engine on top of the page you search by companies, people and also industries. For example, a quick search for “wind power generation” under industries gave me detailed information about the top companies within the industry, the business challenges and key insights into industry facts and developments. You can also search industries by location. A great tool!

marketline

Marketline has 31000 detailed company profiles, SWOT analyses and industry reports with PESTLE analyses. This is another very useful database, which is useful for researching companies but also for researching a specific industry or sector. For example a search for chocolate confectionary under industry gave me detailed industry reports from all around the world regarding the chocolate confectionary industry!  A detailed pdf report including graphs and tables was available within seconds as well.

passport

Passport also has many company profiles and industry reports, however with passport you can get detailed reports across 80 countries including country reports, market share information and consumer trends and lifestyle analysis. If you are thinking of applying to work in another country, Passport is an invaluable tool for you.

nexis

Nexis provides access to the latest business news and data. It features profiles of 46 million global companies and 3 million UK companies. It includes UK national newspapers and trade press, plus hundreds of newspapers and magazines published worldwide.  A great resource before that very important interview!


Helen Rhodes offers regular workshops on how to use these databases effectively, both through Faculty and through Careers. Have a look at MyFuture in the new year for workshops and talks arranged in the Spring term.

The Careers Service has an excellent help guide on researching employers:

http://www.bath.ac.uk/students/careers/docs/research.pdf