"LJMU best provider in Initial Teacher Training"
 School Direct at Turton is an innovative, school led Initial Teacher-Training programme, based in Bolton, North West England.

We were designed and formed through a strategic partnership between Turton School, Egerton Community Primary School and our alliance partners.

Our PGCE with QTS programme will also give you 60 credits towards a Master’s degree.
We are delighted to be working with our university partner, Liverpool John Moores University who support our aims of working creatively and flexibly with you, to provide the highest quality training.

"Invaluable experience from knowledge staff"

Throughout my training at School Direct at Turton I have felt supported fully. The quality of delivery for all sessions alongside the professional and knowledgeable nature of the staff has allowed me to gain invaluable experience and build confidence in my teaching ability. I’m extremely grateful for all the time and effort the staff at SD at Turton have put in and would recommend this course to anyone looking to pursue a career in teaching.
Tom Price
Primary
Why SD at Turton?
Our vision is to ensure that you are prepared for the challenges of the classroom and well-equipped to benefit students in the schools in which you will train. We will work collaboratively and proactively with you to achieve high quality teaching and learning through continual professional development. You will work in a school for four days a week and will come back to Turton School on one day for lectures, workshops and professional development training. School Direct at Turton and Liverpool John Moores University share a common vision of teaching and learning, grounded in research and practitioner knowledge. This vision is underpinned by a shared passion and drive to train and develop you to be an outstanding and inspirational teacher who is highly employable, a highly successful teaching professional and leader of learning.

"The best decision I've made"

The team at School Direct have helped me massively throughout my training year. They always have time to help you with whatever it is. The support they’ve given me has made my decision to join the course the best decision I’ve made. I’d struggle to find a better course. They go above and beyond to ensure we get the best training possible to best prepare us for life as an early career teacher. I wouldn’t hesitate in recommending the course to people considering going in to teaching.
Phil Sykes
Physical Education
Our Vision for Teacher Training

To Inspire

We train and develop outstanding and inspirational teachers who are highly employable and leaders of learning.

To Support

We build strong and resilient practitioners who are adaptable and open to the changing landscape of education.

To Progress

We inspire trainee teachers and develop them in order to become enthusiastic, effective and critically reflective practitioners.

SD at Turton Team
Our University Partner
“You can only effectively grow a partnership by being a quality provider and one of the really delightful things about Ofsted is that we can now say it’s not just us that thinks that we’ve got something quite special, Ofsted are saying it too.”
Jan Rowe
Head of Initial Teacher Education
LJMU Commitment
"We are fully committed to working with schools to ensure the supply of a well-qualified, committed and socially engaged workforce able to take on the challenge of ensuring that all learners succeed. We know that genuine collaboration with school partners is key to the success of our initial teacher education programmes. We take our responsibility of listening to schools seriously and strive to involve our school partners in all that we do, from recruitment and course design and development, to the award of Qualified Teacher Status."

"They celebrate my achievements"

My mentor has supported me consistently since day one. They are always there to offer help and support whenever I need it. They give detailed feedback that allows me to improve my practice and set specific targets to ensure both me and the students have the most effective lessons possible. They have made my teacher training year the best it could possibly be. They celebrate my achievement with me and helps me thoroughly with any issues or areas of development. My mentor is an excellent teacher and mentor, that has trusted me and given me the independence I needed in order to improve my practice and create my own teaching style and persona. They have high expectations of me and my teaching which pushes me to always do my best. It’s been a pleasure to work with them and I’m glad I get to begin my teaching career in their department.
Beth Roache
Business Studies
ITT Programme Details

The Post Graduate Certificate in Education: Primary (Age 3-7 Years) (Code: 2Y6N) programme provides an intensive training experience, tightly focused on providing you with the skills, knowledge and attributes you will need when embarking on a teaching career. Based on training geared to meeting the Teaching Standards and Qualified Teacher Status, as a post graduate programme it also supports the development of a high degree of:

* Critical understanding of education theory and practice relevant to the subject area
* Reflective practice linked to professional development
* Practitioner research skills for effective teaching and learning
* Deep understanding and application of subject knowledge

Assessment:
Achievement of the Teaching Standards required for QTS is assessed through the development of a portfolio of evidence based on your experience and practice in schools, and an assessment of performance in practice during the programme.

The PGCE academic assignments have been designed to complement and support the professional development you are engaged in during the school based element of the training programme. They involve a number of short written components; investigations and evaluations of school-based teaching and learning and presentations. All are designed to support you in linking student’s practical experience with your engagement and reflection on research in order to have a positive impact on student’s classroom practice and your pupils’ learning.

Support:
In school, the expertise of your Initial Teacher Training Mentor and Professional Mentor will enable you to make excellent progress through regular feedback. The department and school you work in will support you, both in terms of developing your pedagogic skills and any challenges you may face. At university, the highly qualified and respected academic team combines specialist knowledge and creative research with hands-on teaching experience. This combination of academic and professional expertise from school and university helps ensure that you are well equipped to meet the opportunities available to today’s teaching professionals.

Tutorial support at university is an important part of the process and you will receive a personalised service that will enable you to set targets and fulfill your potential.

Enrichment:
Trainees are expected to engage with a variety of enrichment experiences that challenge and extend their repertoire of skills and enhance employment potential. Such activities may include supporting learners in community based education projects and a variety of schools in our partnership.

The Post Graduate Certificate in Education: Primary (Age 5-11 Years) (Code: 2XMB) programme provides an intensive training experience, tightly focussed on providing you with the skills, knowledge and attributes you will need when embarking on a teaching career. Based on training geared to meeting the Teaching Standards and Qualified Teacher Status, as a post graduate programme it also supports the development of a high degree of:

* Critical understanding of education theory and practice relevant to the subject area
* Reflective practice linked to professional development
* Practitioner research skills for effective teaching and learning
* Deep understanding and application of subject knowledge

Assessment:
Achievement of the Teaching Standards required for QTS is assessed through the development of a portfolio of evidence based on your experience and practice in schools, and an assessment of performance in practice during the programme.

The PGCE academic assignments have been designed to complement and support the professional development you are engaged in during the school based element of the training programme. They involve a number of short written components; investigations and evaluations of school-based teaching and learning and presentations. All are designed to support you in linking student’s practical experience with your engagement and reflection on research in order to have a positive impact on student’s classroom practice and your pupils’ learning.

Support:
In school, the expertise of your Initial Teacher Training Mentor and Professional Mentor will enable you to make excellent progress through regular feedback. The department and school you work in will support you, both in terms of developing your pedagogic skills and any challenges you may face. At university, the highly qualified and respected academic team combines specialist knowledge and creative research with hands-on teaching experience. This combination of academic and professional expertise from school and university helps ensure that you are well equipped to meet the opportunities available to today’s teaching professionals.

Tutorial support at university is an important part of the process and you will receive a personalised service that will enable you to set targets and fulfill your potential.

Enrichment:
Trainees are expected to engage with a variety of enrichment experiences that challenge and extend their repertoire of skills and enhance employment potential. Such activities may include supporting learners in community based education projects and a variety of schools in our partnership.

The Post Graduate Certificate in Education for secondary based subjects provides an intensive training experience, tightly focussed on providing you with the skills, knowledge and attributes you will need when embarking on a teaching career. Based on training geared to meeting the Teaching Standards and Qualified Teacher Status, as a post graduate programme it also supports the development of a high degree of:

* Critical understanding of education theory and practice relevant to the subject area
* Reflective practice linked to professional development
* Practitioner research skills for effective teaching and learning
* Deep understanding and application of subject knowledge

Assessment:
Achievement of the Teaching Standards required for QTS is assessed through the development of a portfolio of evidence based on your experience and practice in schools, and an assessment of performance in practice during the programme.

The PGCE academic assignments have been designed to complement and support the professional development you are engaged in during the school based element of the training programme. They involve a number of short written components; investigations and evaluations of school-based teaching and learning and presentations. All are designed to support you in linking student’s practical experience with your engagement and reflection on research in order to have a positive impact on student’s classroom practice and your pupils’ learning.

Support:
In school, the expertise of your Initial Teacher Training Mentor and Professional Mentor will enable you to make excellent progress through regular feedback. The department and school you work in will support you, both in terms of developing your pedagogic skills and any challenges you may face. At university, the highly qualified and respected academic team combines specialist knowledge and creative research with hands-on teaching experience. This combination of academic and professional expertise from school and university helps ensure that you are well equipped to meet the opportunities available to today’s teaching professionals.

Tutorial support at university is an important part of the process and you will receive a personalised service that will enable you to set targets and fulfill your potential.

Enrichment:
Trainees are expected to engage with a variety of enrichment experiences that challenge and extend their repertoire of skills and enhance employment potential. Such activities may include supporting learners in community based education projects and a variety of schools in our partnership.

We are currently accepting applications for the following subjects:

Art and Design (2Y6M)
Biology (2Y6L)
Business Studies (2Y5V)

Chemistry (34H4)
Computing (2Y6J) 

Dance (2Y6H)
Design and Technology (2Y6G)
Drama (2Y6F)

English (2Y6D)
Geography (2Y6C)
History (2Y6B)

Mathematics (2Y69)
Modern Foreign Languages (2Y67)
Music (2Y66)
Physical Education (2Y5X)

Physics (2Y64)
Religious Education (2Y5Z)
Psychology and Social Science (2Y62)

Our programme differs from other, more traditional teacher training routes in that you are placed in a home school for the majority of your training. We discuss home school placements when you have accepted any offer we might make.

There is a university-based, week long summer school at the end of August prior to starting the course.

Your school-based experience takes place largely in a Home School, supported by teachers invested in teacher education. We have found that being in a Home School ensures that you are fully integrated into school life and get to know staff, pupils and your ITT Mentor extremely well, to the benefit of all involved. A member of LJMU staff is attached to each school and is responsible for visiting regularly in order to support you and your mentor.

All trainees are entitled to weekly review and feedback meetings with their mentors and to tutorials with LJMU staff, ensuring that you are supported from start to finish, personally and professionally.

A 6 week placement will be undertaken in January in a complementary setting. The most striking difference is the university involvement. Liverpool John Moores University deliver the academic programme on site, at Turton School, on Wednesdays.

School based training involves the preparation and delivery of learning sequences and lessons to small groups and whole classes of learners, with expectations and workload increasing during the course. This work is supported by your Initial Teacher Training Mentor who will support your professional learning experience in school.

The course is delivered through a variety of teaching methods including lectures, seminars, interactive workshops, group discussion and reflection, problem solving and micro-teaching. We also make full use of the University’s Virtual Learning Environment.

This programme is tightly focussed on providing you with the skills and knowledge required. Your Personal Tutor will meet with you to monitor progress, provide guidance and advice and set targets for your development.

Your ITT Mentor will organise and supervise your school-based training and will in turn be supported by an LJMU Tutor who will visit school several times during the year to support you.

You should have or expect to achieve an Undergraduate degree (or recognised equivalent) in your subject specialism or related discipline normally with significant content in your chosen subject area. The degree classification should be at 2:2 or above.*

*PE – 2:1 degree classification

*Physics – 3rd degree classification

GCSE English Language and Mathematics at grade C/4 or above (or equivalent qualification)

For Primary applications, GCSE Science at grade C/4 or above is also required.

Please note: original evidence of GCSE passes (or equivalent) and your degree (if you have already graduated) will be requested at interview. Level 2 numeracy and literacy qualifications are not considered as equivalent . If you have non-standard qualifications please check their suitability with ecl-recruit@ljmu.ac.uk

1. Check your eligibility

Before you apply for teacher training you’ll need to make sure you’re eligible. Although different training providers may have specific recruitment criteria, there are some basic eligibility requirements you’ll need to meet to become a teacher in England. Check your eligibility.

2. Get personalised guidance to your inbox

Get one step closer to the classroom with guidance tailored to you, including how to get:

  • a taste of teaching
  • funding to train
  • one-to-one support
  • advice from trainees or newly qualified teachers

Sign up.

3. Get a Teacher Training Adviser

An experienced teaching professional can help if you’re ready to get into teaching or if you’re returning to teaching and qualified to teach maths, physics or languages.

Get an adviser.

4. Research training courses

From 5 October 2021, search for training courses by using the Department for Education’s Find postgraduate teacher training service(Link opens in new window). You can search by location, training provider and subject to find the course best suited to you.

5. Reflect on (or get some) school experience

Demonstrating how any voluntary time you have spent in school has shaped your view of teaching is vital to a good application. If you haven’t managed to get some time in a school yet, some schools are offering the opportunity for candidates to undertake school experience both in school and virtually. You can search for schools and apply using our Get School Experience(Link opens in new window) service.

6. Start lining up your references

You’ll need a couple of referees to provide references for your application. Now is a good time to start approaching people who might be able to provide these for you. Getting references in place is one of the most common causes of delay in the application process, so any preparation you can do now could speed things up considerably when you make your application.

7. Engage with the world of schools and teaching

Something that many teacher trainer providers will be looking for in an application or interview is an understanding of current issues and thinking in teaching. It’s worth following other teachers and education media outlets like Schools Week(Link opens in new window) and TES(Link opens in new window) on social media. Teachers are very active on Twitter and share lots of helpful insights, tips and resources. You will soon find your own favourites, but we’d suggest looking at ITTchat(Link opens in new window) or Teacher Toolkit(Link opens in new window) to get started.

8. Get some advice at an event

Our Train to Teach events will provide you with a wealth of information and help you turn questions to confidence on your journey to the classroom. At some of our Train to Teach events you can meet a whole range of local training providers; at others you’ll have the chance to put your questions to a panel of experts. Some events are in person and others replicate the experience online. Book your place.

9. Join our support networks on social media

Our Facebook groups for aspiring teachers(Link opens in new window) and people thinking of a career change to teaching(Link opens in new window) offer a really friendly, supportive place to connect with other people applying for teacher training and ask any questions you might have. Our Teacher Training Advisers are also on hand to give expert advice.

Due to COVID-19 restrictions, the interview process now takes place via a Zoom meeting for both Primary and Secondary applicants, with a team specialist. Interviews will take place weekly from October 16th 2020 to June 12th 2021.

During the interview, there will be:

  • an introductory meeting with a member of the School Direct at Turton training team and where possible, lead of the programme.
  • a 15-minute teaching task, prepared in advance and delivered via Zoom to the team.
  • a personal interview designed to identify your suitability and commitment to teaching.
  • the interview will be conducted by two members of the Initial Teacher Education team and will explore your experiences and provide you the best opportunity to demonstrate you knowledge, understanding and desire to become a teacher.
  • subject knowledge assessment (PGCE Secondary only)
  • subject knowledge assessment (literacy and numeracy focus PGCE Primary only).
  • identity and qualification checks. You will be expected to provide: Photo ID (passport or driving license), GCSE Certificates or equivalent (including English & Maths at grade C / 4 or above) and Degree level certificate where appropriate.
Have you done your research?

No two teacher training interviews will be the same, so you need to be able to tailor your approach. Make sure you do your research about the school(s) or university that will be leading your training. If successful, you’ll be with them for a year (and possibly longer if one of your placements leads to employment).

When you receive an invitation for an interview, read it very carefully so you know exactly what to expect. Most invitations will  contain a series of tasks for you to complete ahead of the interview:

  • a review of personal documentation including examination certificates
  • a planned lesson – the topic will be given to you prior to the day of the interview
  • an individual interview, which could be one-to-one or with a panel
  • a written task, or tasks, which could involve a literacy test and/or subject-based test

So you’ll need to make sure you’re prepared for every eventuality to improve your chances of making a great impression.

What qualities do you bring to teaching?

You’ll need to be sure you can provide compelling reasons for why you have all the right qualities for teaching. These include:

  • having an assured, committed reason for wanting to get into teaching and an understanding of how you can make a difference as a teacher
  • knowing what you can bring to the course you’re applying for – both in terms of your subject knowledge and the ethos of the school(s) or university leading your training
  • being able to explain what you’ve learnt from your school experience
  • showing you can apply transferable skills from any previous employment to teaching
  • understanding current policies and practices in education and teaching in general

You may have already given a lot of thought to these areas when crafting your written application. That’s a good start, but don’t be complacent and hope reciting that will carry you through.

And, as with any interview, you’ll be expected to demonstrate good personal, intellectual and communication skills – in fact, as a prospective teacher, these are vital skills.

Fees and Financial Support will be updated, when the DfE portal is open for browsing on the 5th October 2021. 

For reference, 2021-2022 fees please click here.

Bursaries and scholarships are available to trainees on tuition fee-based teacher training courses in England that lead to the award of qualified teacher status (QTS).

Receiving a bursary or scholarship depends on:

  • highest relevant academic award
  • ITT subject

Trainees are only eligible for a bursary or scholarship if they’re entitled to support under the student finance criteria.

Non-UK trainees should read Train to teach in England: non-UK applicants. Applicants with a degree from outside the UK can contact Get into Teaching or their chosen training provider for further advice.

For 2022 to 2023, we are offering bursaries of:

  • £24,000 in chemistry, computing, mathematics and physics
  • £15,000 in design and technology, geography and languages (including ancient languages)
  • £10,000 in biology

Applicants may be eligible for a bursary if they have 1st, 2:1, 2:2, PhD or Master’s.

We are also offering scholarships of £26,000 in chemistry, computing, mathematics and physics. Scholarships are usually available to applicants with a 1st, 2:1, Master’s or PhD, though in exceptional circumstances they may be awarded to a graduate with a 2:2 and significant relevant experience.

Scholarships also come with a package of additional benefits from the appropriate professional body. Scholarship applicants should apply to the relevant professional body, details are available on Get Into Teaching.

Trainees cannot receive both a scholarship and a bursary.

Further guidance on postgraduate bursaries and scholarships will be available in the Initial teacher training (ITT) bursary: funding manual in due course.

Our North West Partnership Schools
Trainee Reflections 2022
I have found the weekly mentor meetings really helpful as space to reflect with my mentor on my teaching that week. This has been especially helpful as my timetable has had a large proportion of classes that weren’t my mentor’s, so it was good to have time to discuss my progress and feedback from classes she hadn’t seen me teach.




Ellie Langtry-Lynas
Chemistry
Having a subject mentor is extremely helpful. Teaching subjects you may not necessarily have a degree in can be challenging sometimes, and often feel your subject knowledge is lacking in some areas. However, through the help of my subject mentor I am able to understand anything I’m not sure of. I’m supported with how much I need to know and in how much depth. My subject mentor guides me to where I can get information from, and how to deliver it.


Sayma Patel
Faith & Ethics
During my time with School Direct at Turton, I have had excellent support in training to becoming a teacher. I have participated in lectures which have been very engaging and has strengthened my knowledge of teaching practice and pedagogy. I have worked with many fantastic teachers who been very encouraging throughout my training, observing my practice and giving me targeted feedback. I have been lucky to have been at 3 placements throughout my training and I would like to thank everyone at Turton for supporting this and ensuring I become the best teacher I can..
Amanda Lane
Dance
Contact Us
School Direct at Turton
Turton High School
Bromley Cross Road
Bolton
BL7 9LT ​