Primary school teachers work with children aged 3 to 11, teaching all subjects in the national curriculum. They are expected to have a broad base of knowledge across subjects. Training involves obtaining qualified teacher status through a postgraduate certificate in education or similar program. Primary teachers develop lesson plans, facilitate learning, and assess student progress. The role involves long hours including work during school holidays. Career progression can involve taking on additional responsibilities or moving into school management positions.

1. Primary school teacher
Jessie + Afiya

2. Primary teachers
 Work with children between the ages of 3 and 11,
and teach all of the subjects in the national
curriculum
 Primary school teachers are expected to
demonstrate a sound, basic knowledge of all the
subjects in the curriculum for key stages 1 and 2. A
degree is required, though not in a specialised
subject. Some training providers offer primary
training with a subject specialism, such as PE or
mathematics; entry criteria for these may stipulate
certain degree subjects or other relevant
professional experience.

3. National curriculum subjects for key
stages 1 and 2

4. Job Description
 Primary school teachers develop schemes of work and
lesson plans in line with curriculum objectives. They
facilitate learning by establishing a relationship with
pupils and by their organisation of learning resources
and the classroom learning environment.
 Primary school teachers develop and foster the
appropriate skills and social abilities to enable the
optimum development of children, according to age,
ability and aptitude. They assess and record progress
and prepare pupils for examinations. They link pupils'
knowledge to earlier learning and develop ways to
encourage it further, and challenge and inspire pupils to
help them deepen their knowledge and understanding.

5. Salary and conditions
 New entrants to the profession in England, Wales and Northern Ireland start on the
main salary scale, which rises incrementally from £21,588 to £31,552. Enhanced pay
scales apply for teachers working in or near London. In Scotland, the new entrants'
starting salary is £21,438, rising incrementally to £34,200. Details are available from
the teaching unions and the Teaching Agency.
 After gaining experience and expertise, teachers can apply to 'pass the threshold'
and go onto an upper scale, which rises incrementally to £36,756. Particularly
skilled classroom teachers in England and Wales may go on to become advanced
skills teachers (ASTs) or excellent teachers (ETs). Other teachers may move into
management positions. These roles attract considerable salary increases: ASTs
earn £37,461-£56,950; ETs earn £39,697-£52,090.
 Academies and free schools set their own pay and working conditions. In some, this
may be very similar to local authority schools, while in others it may vary
considerably.
 Experienced classroom teachers undertaking additional responsibility may receive
teaching and learning responsibility (TLR) payments.

6.  Most teachers work long hours during term time, often over 50 hours a week. They are often in
school before the school day starts and stay after the pupils have gone home. Marking and
preparation are usually done at home. Teachers have up to 13 weeks' holiday per year, but most
do work on marking, planning and preparation during this time. Parents' evenings, school
concerts, clubs, after-school activities and preparation for school inspections all take up extra
hours.
 Primary teachers are usually based in their own classrooms, although they may teach elsewhere
in school to cover for staff shortages or because of their specialist subject area. Resources vary
between schools.
 Teaching posts are available in all areas, although there are more jobs in towns and cities than in
rural areas. Certain areas of work, such as nursery or special needs, are only available in some
schools.
 Part-time and temporary work is freely available. Career breaks are possible, after which,
support and refresher courses are available. A very high proportion of primary school teachers
are women and increasing numbers of women now hold senior posts. The Teaching Agency is
encouraging more men, people from ethnic minorities and people with disabilities into teaching.
 There may be occasional trips with pupils, or staff development opportunities, which involve
staying away from home and/or overseas travel.

7. Typical work activities
 Primary schools in England and Wales are usually divided
into:
 Foundation Stage (ages 3-5, nursery and reception);
 Key Stage 1 (ages 5-7, years 1 and 2);
 Key Stage 2 (ages 7-11, years 3-6).
 Lower primary usually refers to the Foundation Stage and Key
Stage 1 and upper primary is Key Stage 2. In England there is
sometimes a middle tier, so that children go to a primary
school up until the age of 8 or 9, transfer to a middle school
until the age of 12 or 13 and then move to a secondary school.
In Scotland, primary school classes are organised by age from
Primary 1 (ages 4-5) to Primary 7 (ages 11-12).

8. Tasks
 teaching all areas of the primary curriculum;
taking responsibility for the progress of a class of primary-age pupils;
organising the classroom and learning resources and creating displays to encourage a positive learning environment;
planning, preparing and presenting lessons that cater for the needs of the whole ability range within their class;
motivating pupils with enthusiastic, imaginative presentation;
maintaining discipline;
preparing and marking work to facilitate positive pupil development;
meeting requirements for the assessment and recording of pupils' development;
providing feedback to parents and carers on a pupil's progress at parents' evenings and other meetings;
coordinating activities and resources within a specific area of the curriculum, and supporting colleagues in the delivery of this specialist
area;
working with others to plan and coordinate work;
keeping up to date with changes and developments in the structure of the curriculum;
organising and taking part in school events, outings and activities which may take place at weekends or in the evening;
liaising with colleagues and working flexibly, particularly in smaller schools;

9. Career development
 Career progression may be through a specialist curriculum or
pastoral role, or by moving into management. Geographical
mobility can improve prospects. Teachers may become
coordinators of their specialist subject or a cross-curricular
area, such as special needs.
 Classroom expertise is recognised by the status of advanced
skills teacher (AST) and the Excellent Teacher Scheme (ETS) in
England and Wales. ASTs share their knowledge and expertise
with colleagues in other schools in the local authority.
 Excellent teachers (ETs) are experienced teachers who are
appointed to raise the quality of teaching within a school by
helping other teachers to improve their skills and knowledge
and supporting other staff. They also have a responsibility for
improving pupil attainment across the school.

10. Training
 Newly qualified teachers (NQTs) throughout the UK
must serve an induction or probationary period,
normally of one year. They are monitored and supported,
have a reduced timetable and a designated induction
tutor and work on areas identified for development
during their initial teacher training (ITT).
 In-service training is available and teachers are
encouraged to pursue continuing professional
development (CPD) relevant to their own responsibilities
and the development needs of the school. Training takes
place in-house on teacher training days or at regional
training centres run by local authorities.

11. Topics often covered
in training include:
 curriculum issues;
 target setting and assessment;
 special needs;
 subject leadership;
 pastoral care;
 new initiatives;
 technology.
 Some teachers study on a part-time basis for higher qualifications related
to their specialist subject or they take a Masters degree in education or
business administration (MBA), depending on their career aims.
Professional qualifications for school managers are also available.

12. Related jobs
 Early years teacher
 Educational psychologist
 English as a foreign language teacher
 Further education lecturer
 Higher education lecturer
 Learning mentor
 Private music teacher
 Secondary school teacher
 Social worker
 Special educational needs teacher
 Youth worker

13. Entry requirements
 Unless your first degree is a Bachelor of Education
(BEd) or a BA/BSc with Qualified Teacher Status
(QTS), it is essential to gain QTS (or, in Scotland, a
teaching qualification (TQ)) in order to teach in the
maintained/local authority sector. Independent
schools are permitted to employ teachers without
QTS/TQ, but in practice this is uncommon.

14. To be Continued…

15. QTS/TQ may be gained through
one of the following routes:
 a Postgraduate Certificate in Education ( ), or in Scotland a Professional
Graduate Diploma in Education ( ) - available at many universities and
colleges of higher education;
 Graduate Teacher Programme (GTP) (England and Wales only) - an employment-
based scheme for which you usually need considerable professional or classroom
experience. The GTP will close for 2013 recruitment and will be replaced by
School Direct;
 School Direct (England and Wales only) - a new school-based training route
with the expectation that participants will go on to work in the school, or
partnership of schools, in which they trained. In most, but not all cases, a PGCE
accredited by a higher education institution (HEI) will be awarded;
 School-centred initial teacher training (SCITT) programme (England and Wales
only) - offered by consortia of schools;
 Teach First (England only) - a two-year programme including a PGCE where
top graduates are placed in challenging schools. On completing the programme,
you have the option to remain in teaching or pursue other careers.

16.  Most course providers require a good honours degree for PGCE/PGDE
entry. Primary teacher training is open to graduates in all subjects, but a
degree in a curriculum subject area, e.g. English, science, or mathematics,
increases your chances. Some disciplines, e.g. sociology, media studies
and psychology, are scrutinised for relevance to the curriculum and your
pre-university education may be taken into account.
 Most applications for PGCE/PGDE courses are made through the
Graduate Teacher Training Registry (GTTR)
 in the autumn before you wish to commence training. In Northern Ireland,
you should apply directly to the course providers. Competition for places
is high and early application is advised.
 The Assessment Only (AO) route leading to QTS is possible for
candidates who have a degree alongside a substantial amount of teaching
experience in the UK, but do not have QTS. This involves submitting a
portfolio of evidence of your work and a day-long assessment where you
are observed whilst teaching at your school.

17.  Classroom experience is essential for entry to all training routes. Arrange
to visit schools to observe and talk to teachers. Become familiar with the
primary curriculum. Ask if you can help a teacher with non-teaching
duties on a regular basis. Try to do this over an extended period, rather
than just before you apply for a PGCE/PGDE. A post as a teaching
assistant could give you valuable experience.
 Visit open days and try to attend taster courses organised through schools
and universities. Contact your university careers service or school of
education to find out about any local opportunities to gain experience in
schools. Get experience of working with children in other ways too, e.g.
mentoring, summer play schemes, summer camps, Brownies, Sunday
schools, supplementary and mother-tongue schools, etc.
 The Primary Experience Programme (PEP) is a scheme launching in
autumn 2012 offering male graduates the opportunity to gain ten days'
experience in a primary school.

18. Candidates will need to
show evidence of the
following:
 excellent communication and interpersonal abilities;
 good organisational and time-management skills;
 energy, enthusiasm, stamina, patience, dedication and self-
discipline;
 initiative, leadership and supervisory skills and teamworking
abilities;
 imagination, creativity and a sense of humour;
 good judgement and an analytical mind;
 a satisfactory health record and criminal record check through
the Disclosure and Barring Service

19. Extra skills, such as music, art, IT, drama,
sport, community and modern languages, can
be advantageous.
 To teach in Scotland, Wales or Northern Ireland, you must be
registered with the relevant teaching council: the General
Teaching Council for Scotland (GTCS) , the General Teaching
Council for Wales (GTCW) or the General Teaching Council
for Northern Ireland (GTCNI) .
 Full details of routes into initial teacher training (ITT), PGCE
courses, taster courses, fees and the financial incentives can be
found in routes into teaching and applying for teacher training.
For training in Wales, see Teacher Training & Education in
Wales ; in Scotland, see Teach in Scotland ; and in Northern
Ireland, see the Department of Education for Northern Ireland
(DENI) .

20. How to sing
 Singing in a choir like a pro
 1st : Know your music
 2nd : Know your part
 3rd :Surround sb better or worse than you
 4th :Pay attention: intensity of music
 5th : Enjoy it !
 Multitasking
 https://www.youtube.com/watch?v=jizcBimtrq4

21. Learn How To Improve Your Group
or Choir Sound - Learn How to Sing
 https://www.youtube.com/watch?v=wQmnfw4h
m7s
What do you learn from it ?

22. Free singing lesson online -
How to Control Vibrato
 https://www.youtube.com/watch?v=5hjATbvPH8
s
 What is vibrato?
 www.thevoiceclub.com