1. British Sign Language and GTC Scotland Registration Tom Hamilton Director of Education, Registration and Professional Learning University of Strathclyde 2 February 2016 #gtcsPU#gtcsPL

2. History: Set up by Act of Parliament in 1965: Non-Departmental Public Body GTCS became independent April 2012: Professional Statutory Regulatory Body (Public Services Reform (General Teaching Council for Scotland) Order 2011) Aims: To contribute to improving the quality of teaching and learning To maintain and improve teachers’ professional standards Respective Roles: Education Scotland SQA The General Teaching Council for Scotland: Background

3. Independent GTCS Functions Keep a register of teachers Establish and review the standards of education and training appropriate to school teachers Establish and review the standards of conduct and professional competence expected of a registered teacher Investigate the fitness to teach of individuals who are, or are seeking to be, registered Maintain a scheme of Professional Update for teachers

4. Independent GTCS It is for the GTCS to determine what constitutes a recognised teaching qualification for individuals seeking registration as a school teacher. A determination may make such provision about the education and training required to attain such a qualification as the GTCS thinks fit.

5. Guidelines

6. Entry Memorandum

7. Secondary TQs The teaching qualification (secondary education) is awarded in a particular subject or subjects of the secondary school curriculum after a person has successfully completed one of the following programmes: A four year combined degree leading to a BEd degree in music, physical education or technological education; or A combined degree or a concurrent degree including studying a subject, studying education, and school experience; or A PGDE programme following a degree. The Post Graduate Diploma in Education (PGDE) is offered in a range of forms at some universities. It is always the equivalent of one year’s fulltime study but can be taken at a distance and over a longer period.

8. Minimum entry requirements for admission to all PGDE programmes A degree validated by a university in the United Kingdom or a degree of an equivalent standard from an institution outside the United Kingdom. The degree should normally contain 80 SCQF credit points relevant to the teaching qualification or qualifications being studied. Forty of the credit points must have been studied at SCQF level 8 or above. Credit from a Masters degree may be considered but universities must assure themselves of the direct relevance of the credit to the teaching of the subject for which application is being made. A National Qualification in English at SCQF Level 6 (for example, Higher Grade) or an accepted alternative. A National Qualifications in Mathematics at SCQF Level 5 (for example, National 5, Credit Standard Grade or Intermediate 2) or an accepted alternative.

9. Modern Foreign Languages: entry requirements for PGDE For the first foreign language offered, applicants must: have a degree with at least 80 SCQF credit points in the language they want to teach; have lived for six months in a country where the language is spoken before starting the programme; and prove to the university they apply to that they are competent in speaking the relevant language. The applicant’s academic study must include an element which will allow them to contribute to the wider aspects of programmes of study in schools, such as literature, cultural studies, area studies or languages in work. While living abroad the applicant must have fully taken part in the language and culture of the relevant country.

10. Community Languages Applicants must have a degree equivalent in standard to a degree from the United Kingdom, along with study of their native language up to ‘A’ level or equivalent standard. Applicants have to prove to the university they apply to that they are fluent in writing and speaking their native language and English.

11. The Standards for Registration (Provisional, Full) Student teachers: communicate effectively and interact productively with learners, individually and collectively; use communication methods, including a variety of media, to promote and develop positive relationships and to motivate and sustain the interest of all learners; communicate appropriately with all learners, and promote competence and confidence in literacy; demonstrate effective questioning strategies; communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners; demonstrate that they can select creative and imaginative strategies for teaching and learning

12. Contact Web:www.gtcs.org.uk e-mail:tom.hamilton@gtcs.org.uk Twitter:@GTCS_Tom #gtcsPL #gtcsPU