Why train to teach at UWE Bristol? Teaching children of early years and primary age is rewarding and challenging. Research-based learning that encourages critical and reflective thinking and continuous growth as a teaching professional. England early childhood education, practical, placement-based learning with a high level of support from tutors and partners in our diverse network of 250 educational settings.
Placements range from inner city schools to rural primaries to give you a wide range of options for your NQT year. Engaged, passionate and creative tutors who are grounded in current teaching practice and the latest research. The chance to study and reflect with other trainees and be part of an invaluable network of peer support. State of the art facilities including IT skill development and technical support for your subject area and classroom practice. Our high quality teaching rooms model contemporary classrooms to give our trainees experience of an environment similar to school. Ofsted Our most recent Ofsted inspection in February 2014 rated UWE Bristol as good across primary and secondary education training.
UWE Bristol trainees and NQTs make positive contributions to the life of the school. Teacher training at UWE Bristol provides a wealth of resources and practical advice, which trainees use imaginatively to engage the interest of their pupils. UWE Bristol students’ commitment, enthusiasm, and high levels of professionalism, motivates them to become good-quality teachers. UWE Bristol is well regarded by head teachers. UWE Bristol-based training makes strong connections between subjects, through a variety of ways including the curriculum days. All leaders and managers across the partnership are fully committed to improving the education and life chances of pupils in our schools.
In theory these were open to all, offering free tuition to those who could not afford to pay fees. The vast majority of poor children did not attend these schools since their labour was economically critical to their families. In 1562 the Statute of Artificers and Apprentices was passed to regulate and protect the apprenticeship system, forbidding anyone from practising a trade or craft without first serving a 7-year period as an apprentice to a master. Following the Act of Uniformity in 1662, religious dissenters set up academies to educate students of dissenting families, who did not wish to subscribe to the articles of the established Church of England. Some of these ‘dissenting academies’ still survive, the oldest being Bristol Baptist College. From 1692, ‘parish’ apprenticeships under the Elizabethan Poor Law came to be used as a way of providing for poor, illegitimate and orphaned children of both sexes alongside the regular system of skilled apprenticeships, which tended to provide for boys from slightly more affluent backgrounds. Until as late as the nineteenth century, all university fellows and many schoolmasters were expected or required to be in holy orders.
Historian David Mitch argues that private philanthropy was a major source of funding by the 1640s, and in that regard England was distinctive among modern nations. The endowments were permanent, and were still active in the 19th century. In addition to the landed elites in gentry, merchants and clergy Were generous in supporting educational philanthropy. The national system that was developed in the last two thirds of the 19th century incorporated the earlier endowments philanthropies.
In the early years of the Industrial Revolution entrepreneurs began to resist the restrictions of the apprenticeship system, and a legal ruling established that the Statute of Apprentices did not apply to trades that were not in existence when it was passed in 1563, thus excluding many new 18th century industries. In the 18th and 19th centuries, the Society for Promoting Christian Knowledge founded many charity schools for poor students in the 7 to 11 age group. Robert Raikes initiated the Sunday School Movement, having inherited a publishing business from his father and become proprietor of the Gloucester Journal in 1757. The movement started with a school for boys in the slums.
Raikes used his newspaper to publicize the schools and bore most of the cost in the early years. The movement began in July 1780 in the home of a Mrs. Only boys attended, and she heard the lessons of the older boys who coached the younger. Within two years, several schools opened in and around Gloucester. After Church, they were to be employed in repeating the catechism till after five, and then dismissed, with an injunction to go home without making a noise. In the 19th century the Church of England sponsored most formal education until the government established free, compulsory education towards the end of that century.
Prior to the nineteenth century, there were few schools. Most of those that existed were run by church authorities and stressed religious education. The Church of England resisted early attempts for the state to provide secular education. In 1814, compulsory apprenticeship by indenture was abolished. As these schools preceded the first state funding of schools for the common public, they are sometimes seen as a forerunner to the current English school system. In 1818, John Pounds, known as the crippled cobbler, set up a school and began teaching poor children reading, writing, and arithmetic without charging fees. In 1820, Samuel Wilderspin opened the first infant school in Spitalfields.