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Secondary NQT

NQT Professional Development: MA Education - Places still available

How do we support and work with our Secondary NQTs?

NQTs/RQTs attend Course Management Committee

NQTs join subject groups early on in the course to talk about their experiences

NQTs share their experiences of their NQT year with trainees in June

NQTs and RQTs offer advice to new trainees 

NQTs/RQTs attend each of the Subject Coordinating groups

RQTs in partnership schools are subject mentors for trainees

NQTs/RQTs invited to have input on NQT web page and direct email link to tutors

RQTs share experiences of their NQT year at NQT Events

Where are our NQTs?

See an interactive Google map which shows where our NQTs have gone.  

How does each subject support and work with NQTs and RQTs?

Jump to: Design Technology | Economics with Business | English | History | Mathematics | Modern Languages | Physical Education | Psychology | Science

Design Technology
Sue Wood-Griffiths
Subject examples of how we support NQTs Subject examples of how we work with NQTs and RQTs
Regular email contact with NQTs and RQTs and responses to any requested support. Periodic emails checking how they are doing. Invitations to speak to current trainees about their experience on the course and about the NQT year. Encouraging those working in partnership schools to undertake mentor training and many of the mentors have trained at Worcester. Plans to involve the NQTs recruited from Northern Ireland in some research into recruitment.

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Economics with Business 
Yvonne Cashmore
Subject examples of how we support NQTs Subject examples of how we work with NQTs and RQTs
NQTs are emailed each term to see how they are getting on and to offer support. NQTs are supported via email when support is requested. Current trainees are placed in partnership schools where RQTs are now working. Two RQTs are mentors for trainees. One RQT has been involved in offering observation and first teaching experience to trainees and another has delivered a presentation to trainees on teaching A Level and working with sixth form students.

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Trevor Wright
Louise Beattie
Subject examples of how we support NQTs Subject examples of how we work with NQTs and RQTs
Contact via Yahoo and Facebook Groups. Questions and queries via these groups fielded via email. Periodic reminders of availability to help. Provision of pedagogic and peer advice. Publication of two books (Brilliant English Teacher and Brilliant Teacher) which are available to underpin advice. RQTs are now mentors and ex-trainees met on school visits. Current trainees are encouraged to discuss their school experiences with NQTs and RQTs.

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Simon Butler
Subject examples of how we support NQTs Subject examples of how we work with NQTs and RQTs
NQTS are e-mailed during September to wish them luck in their new teaching post and to encourage them to seek advice and/or keep us updated on their progress during the year. NQTs take up this offer and seek advice for teaching particular topics, age groups or advice for job interviews. They are also e-mailed from time to time to notify them of significant opportunities or developments in history teaching. An NQT always come to talk to the new cohort at the beginning of the course about “Surviving their PGCE year”. Some NQTs are now school based mentors and some make a contribution to the annual History Course Co-ordinators meeting. A number seek advice on future promotion opportunities into middle management posts.

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Jane Moreton
Subject examples of how we support NQTs Subject examples of how we work with NQTs and RQTs
Half termly e-mails are sent to all NQTs. The e-mail will ask them how they are getting on and also include something that is topical in the world of maths education. For example, the New Year e-mail contained information about the new GCSE subject content.
Trainees placed in schools where NQTs and RQTs are working are encouraged to talk to them and use them as support. Towards the end of the course a Mathematics NQT comes into a subject seminar session to talk to the trainees about the Induction year. This is a very informal session. References for jobs are written as appropriate. Requests for advice and ideas are always welcomed.

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Modern Languages
Isabelle Schafer
Subject examples of how we support NQTs Subject examples of how we work with NQTs and RQTs
MFL NQT informed about funding available to promote Japanese in schools. NQTs and RQTs invited to attend a part of a mentor meeting as a mentor was going to do a CPD session. The Languages show took place in London in October. The date was shared with NQTs and one NQT attended. Sessions that might be of interest were discussed on the Facebook group. The slides from the Languages show were shared with the NQTs. Resources such as a presentation focussing on developing pupils’ speaking skills and a resource on poems for the 2014 National Curriculum were shared with NQTs. Ongoing contact with NQTs to offer advice. NQTs have visited university to run sessions for current trainees on AfL and how to develop pupil’s independent learning skills. They also answered trainees’ questions about placement 2. One of the NQTs sent me the following message after the session: ”c'était une expérience incroyable!” Last year, a maths trainee and a Languages trainee taught a cross-curricular lesson. The lesson was filmed and an extract of the lesson was shown to current Maths and Languages trainees. Languages RQTs are mentors for current trainees.

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Physical Education
Kerry Whitehouse
Subject examples of how we support NQTs Subject examples of how we work with NQTs and RQTs
Support and advice is offered on a needs basis. NQT’s make contact when needed. Periodic contact for an update on progress and a reminder that support is available. NQT’s are invited in to particular sessions to answer questions that current trainees may have and to give them advice on the course. In partnership schools with past University of Worcester trainees, they offer informal support to current trainees. RQT’s – Current supervision of 2 Masters dissertations from past trainees. Occasional emails to RQTs to find out how they are progressing. Informal chats during school visits as many work in partnership schools. Some are offering additional placements for ‘Diversity’ (PE action plan) in the summer term. Current Ed D research, focusing upon ‘risk taking and pedagogic practice for trainee, NQT and RQT PE teachers’ - involving Worcester NQT/RQTs in research.

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Judy Miller
Subject examples of how we support NQTs Subject examples of how we work with NQTs and RQTs
All NQTs are encouraged to join the NQT and beyond Facebook page. Contact is maintained with NQTs via email and have supported when asked. For example - this year a NQT was given a particularly onerous timetable, and support and advice was offered as to how to tackle this problem in a professional manner. RQTs are involved in interviewing. Many are now mentors in partnership schools. NQTs and RQTs were invited to offer their insights into the course development and attended the Psychology course development committee meeting. This enabled updates to the course, especially in responding to curriculum changes and keeping the course content current and relevant. NQTs will be talking current trainees to offer advice on what to expect in their NQT year.

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Sue Howarth
Linda Scott
Phil Collins
Subject examples of how we support NQTs Subject examples of how we work with NQTs and RQTs
Trainees are encouraged to stay in touch during their NQT year. They are emailed in the first term and invited to give us an update on how they are progressing. A good proportion of our NQTs have posts in partner schools. When we visit current trainees we endeavour to link up with past trainees, both NQTs and RQTs. We frequently get requests for advice from our past trainees which we always encourage. We use school mentors to work with tutors doing interviews and try to specifically target our own RQTs. We regularly do workshops with our trainees at the Association for Science Education annual conference and our NQTs and RQTs are invited and frequently attend and support the workshop. We use RQT’s to run university based sessions with our science cohort on issues that they have gained experience e.g. an EAL session by an RQT from a local international school.

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