Applications for September 2018 now closed
We’d love to receive your application for September 2019 when we open our recruitment in late September. Find out more about our programme and hear from our trainees. Read more.
The first stage to applying to our programme is via our online eligibility form here. When you are ready to begin your application, please complete the online form! During this stage you will be asked questions around your eligibility for our programme, including questions around your academic qualifications – please have this information to hand when you are applying.
You will also be required to complete an application via UCAS later on in the application process.
Apply through UCAS
All teacher training applications in England are processed by UCAS, so by the end of the assessment process you’ll need to have made an application on the UCAS portal. However this can be done after you have applied via our online form.
Please use our provider code 1CS as well as your subject/funding code which you can find here.
Watch this video from UCAS to find out more about the application process.
Test your knowledge!
As part of our assessment process, we ask candidates to complete Situational Judgement Assessment. In this test, you will be given a school-based scenario and you will be asked to select the response/action that you think is most appropriate. Have a go at the following sample questions to prepare yourself for this stage of the process:
1. You are walking through the playground during lunch break when you see a group of students crowding round another student, apparently chanting and taunting. Would you:
a) Ask the whole group, including the student who appeared to have been the subject, to come into the school and wait until the on-duty member of the senior leadership team is ready to talk to them about what has happened. Log the incident, giving your description of events.
b) Walk on by: children will be children and everyone has to learn independence.
c) Ignore the incident; the playground supervisor is responsible for overseeing lunchtime and you don’t want to tread on their toes.
d) Go and find the on-duty member of the senior leadership team and bring them out to witness the episode.
e) Clear the whole playground and instruct the students to return to their classrooms.
2. You are on your way to teach your next lesson, when you encounter two colleagues having a vigorous argument in the corridor. They have become so engrossed that they are unaware of their surroundings, or that their voices have become raised. Would you:
a) Block off the corridor at each end so that no students can walk by and witness this argument.
b) Go to the Principal and ask them to intervene.
c) Ignore it: everyone is entitled to an exchange of views, and this is a private conversation.
d) Go to your classroom and joke to your students that the strains and stresses of school life get to everyone in the end.
e) Go up to the two individuals and firmly ask them to continue their discussion in a more private place.
3. The Principal tells you that the governors are visiting the school today and will be taking part in a learning walk. They will be visiting your classroom. When they arrive, would you:
a) Stop teaching and go to the door to meet and greet the governors.
b) Continue as usual, and focus on the lesson that you are teaching.
c) Stop the lesson and give the governors a 10-minute explanation on the topic on which you and the class are working.
d) Seize this opportunity to help governors understand the challenges of the school: the impact of staff shortages and the reduction in school budgets.
e) Ask the governors to answer the questions you have set the students.
4. You are teaching a Year 10 class (aged 14 and 15). This class can be challenging and active behaviour management is required. On this particular day, a number of pupils are restless and finding it difficult to concentrate. You notice that a group of pupils are talking amongst themselves, and appear to be playing with a mobile phone. Would you:
a) Shout from the front of the class, demand that they stop talking, and that one of them bring you the mobile phone.
b) Stop talking and wait until you have the attention of the whole class, then calmly ask the group to explain what they are doing.
c) Go over to the group and send them all out of the room until you can deal with them when the class is finished.
d) Leave the room to find a more senior member of staff to deal with the situation.
e) Sneak up on the group, seize the phone, and instruct the students to pay attention.
5. Some photographs are taken towards the end of a friend’s party. They do not show you in your best light. Your friend is an enthusiastic Facebook user. Would you:
a) Contact your friend as soon as possible and ask them not to post the pictures, making a ‘note to self’ to check your own privacy settings.
b) Hope that your friend has appropriate privacy settings on their photos and leave everything to fate.
c) Decide to deny everything if any work colleagues comment and to claim mistaken identity.
d) Tell everyone who will listen that you went to a terrific party and they will soon be able to see for themselves.
e) ‘Unfriend’ your friend on Facebook and threaten legal action if the pictures appear.
Under the Data Protection Act 1998, the general information that you supply about yourself is known as your personal data and information about any criminal convictions, ethnic origin and health, amongst other things, is called ‘sensitive personal data’.
We will process (e.g. record and use) your personal and sensitive personal data in the context of equal opportunity monitoring. We will not pass on your information to third parties. Your personal information will be retained only for as long as necessary to fulfil the purposes for which the information was collected, or as required by law.
If you have any queries or requests at any time concerning your personal information held by us or our practices in this regard, please write to: Data Protection – Ark, 65 Kingsway, London WC2B 6TD or email firstname.lastname@example.org