Faculty of Education and Health
Interview Form for Secondary Education Programmes
Applicants
Name……………….……………………………………………………………
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Programme……School Direct (Salaried/NonSalaried)*………………………….……….
Subject………………………………………….………………………………
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ID Number……………………………
Please delete as appropriate*
English and Mathematics applicant has indicated
on the GTTR/UCAS form that they have achieved a
standard equivalent to a grade C in the GCSE
examination in English and Mathematics.
Circle as appropriate
Degree Requirement in the case of postgraduate
courses the applicant should hold a degree of a
United Kingdom higher education institution or
equivalent qualification.
References
Seen
Accept
Seen
See conditions
Please tick if
seen
Academic
Other
Accept with
Conditions
Conditions: please tick as appropriate:
comments
Reject
Please specify any other conditions
Attend enhancement course
Attend booster course
Evidence of GCSE Maths equivalent
Evidence of GCSE English equivalent
Recommendations
Spend(
) days in a secondary school department
Provide evidence of research into:
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Subject Specific NC
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Please specify any other recommendations
Very Good
enthusiastically active
beyond degree courses
 comprehensive depth,
breadth across subject
 articulates transferable
skills with confidence
Subject
Knowledge
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Subject
Application
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Awareness of
Schools and
Curriculum
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Good
conveys own subject
interests convincingly
 substantial and secure
breadth of knowledge
 understands how to
research topics
Reservations
rehearses what has
been learnt in degree
 aware of limited
breadth of knowledge
and need to address
this
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demonstrates how to
make knowledge
accessible to pupils
across age/ability range
using interactive
approaches
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offers perceptive
analysis of issues
grounded in research
and experience
demonstrates synthesis
of idealism and realism
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understands issues
involved in making
knowledge accessible and
suggests some
appropriate strategies
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appropriate research and
experience has been
carried out; informed
understanding is evident
has imagined
herself/himself in the
teacher’s role
understands that different
versions of the subject
exist in universities and
schools and can articulate
own position
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Weak
limited accuracy and breadth
misconceptions or vagueness
does not fully understand
importance of subject
knowledge
understands pupils will
need to be engaged,
and with prompting,
makes some practical
suggestions

limited research and
experience, but offers
genuine engagement
with issues
perceptions largely
based on own school
experience
has narrow attitude
towards the subject,
but recognises need
to develop conceptual
understanding
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blinkered attitude to subject
including some values or
positions inappropriate to
teaching
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thinks own interest in material
means pupils should be
interested
sees teacher as the receptacle
of knowledge
very limited research and
experience
dependent on media version of
what happens in schools
Attitude to
Subject

voices coherent
philosophy of subject
teaching compatible with
the PGCE programme
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Reasons for
Teaching
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pupil learning,
empowerment, and
enjoyment,
subject value
immediate rapport with
audience
articulate and
persuasive
very dynamic
original and critical
perspective
synthesis of analysis of
material and own
experience
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working with pupils
enthusiasms for pupils
and subject
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‘variety of the work’
‘passing on subject’
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no mention of pupils
no sense of value of subject

relates to audience and is
responsive
interesting and dynamic

limited awareness of
audience
matter of fact or dull

poor eye contact with
interviewer
hesitant with poor body
language
well organised, making
several points well
coherent discussion of
material and ideas from
own experience

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is able to reflect critically
on experience and
shows evidence of
metacognition
‘manages change’
‘makes a difference’
evidence of being able to
show respect for a wide
range of others
‘assimilation’

disconnected points in
a list
few points
overlaboured
misconceptions or
limited personal
perspective
recommended action
is able to respond to
challenge and
articulates some
necessary attributes
‘responsive’
has supported others
but out of self-interest,
e.g. for their CV,
‘family members’
some empathy
demonstrated
‘recognition’,
’awareness’
with prompting can
suggest personal
organisational
strategies
‘coping’
is aware of different
leadership styles
cannot easily
exemplify from own
experience
‘guiding’
Presentation/
Communication
Skills
Written
Communication
and Literacy
Resilience and
adaptability
Support and
respect
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well-developed ability to
stay composed and to
adapt to dealing with
difficult situations
proactive in responding to
the needs of others
able to accommodate
other views
‘negotiation’
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Self-organisation
and proficiency
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Leadership and
passion
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well-developed ability to
cope with high workload
and competing priorities
‘capable’
can articulate how they
have used different
leadership styles and the
impact of these on
others
‘inspiring’
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can provide examples of
how they have managed
their time and resources
effectively
‘managing’
awareness of the range of
leadership approaches
available and when each
style is appropriate
can provide examples
from own experience
‘motivating’
Interviewer (1)……………………………………
Interview ………………………..
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short descriptive response to
material
lack of understanding or
personal perspective
action needed
finds it hard to illustrate
resilience or does not easily
respond to challenge
‘frustration’
appears intolerant of others
and/or holds positions
inappropriate to teaching
‘conflict’
limited experience and/or
limited range of coping
strategies
‘drowning’
has narrow attitude to
leadership
e.g. ‘directing’
……………………………… Date of
Interviewer (2) …………………………………..
Interview ………………………..
……………………………… Date of
(Please print name and sign)
Please remember that this document is available, on request, to the candidate (tick box
as appropriate)