Discover Your Future: Book your spot on one of our Open Days!

Search results

  1. Royal Visit to Mark Opening of Landmark Building at BGU
    HRH the Duke of Gloucester will visit Bishop Grosseteste University in Lincoln next week to officially open the university’s latest new building. The £2.2 million extension to Constance Stewart Hall, which has created a new landmark building at the junction of Newport and Longdales Road, will be opened on Thursday 6thJuly. The works have doubled the size of the teaching block and involved building a steel-framed structure on top of part of the original building to give the university an additional seven teaching spaces set over two floors. This approach of building over an existing structure means that BGU will significantly increase its teaching space capacity without increasing the building’s overall footprint, which helps to maintain the green and open feel of the campus. During his visit to Lincoln on 6th July the Duke of Gloucester will also officially open the Battles and Dynasties Exhibition at The Collection. At BGU he will be introduced to dignitaries including the Bishop of Lincoln, the Right Reverend Christopher Lowson; the Mayor of Lincoln, Councillor Chris Burke; Lincoln’s MP Karen Lee; the Vice Chancellor of Bishop Grosseteste University, the Reverend Canon Professor Peter Neil; and the university’s Chancellor, Dame Judith Mayhew Jonas. On a tour of the campus the Duke will visit the university’s business centre BG Futures, the Victorian chapel and the new Centre for Enhancement in Learning and Teaching which opened in March. He will then officially open the new extension at Constance Stewart Hall by unveiling a plaque at approximately 2.45pm. A bold statement “This iconic addition to our estate really makes a bold statement in uphill Lincoln that BGU is an outward-facing institution,” said the Reverend Canon Professor Peter Neil, Vice Chancellor of Bishop Grosseteste University. “It’s further evidence of our ongoing commitment to invest in our teaching resources to ensure our students continue to have an outstanding experience.” Steve Deville, Director of Resources at BGU, said: “This fantastic new building reinforces BGU’s commitment to invest in our students and their learning experience. “This building is to be opened just a few months after our new Centre for Enhancement in Learning and Teaching facility and will provide students with flexible teaching spaces and state-of-the-art facilities to aid their learning.” The new teaching spaces will incorporate moveable partition walls, increasing their flexibility, meaning that they can be used not only for teaching but also for a variety of functions and events. Delivered by Lincoln-based architects LK2 and local construction company Robert Woodhead Ltd, the project was carried out in two phases and saw a 7,770 square foot extension added to the Constance Stewart Hall to accommodate new teaching space. The extension is supported by an impressive steel framework made from locally sourced steel and erected by Robert Woodhead Ltd. Throughout the project, contractors pledged to use local resources wherever possible. The project was procured through the empa framework which is managed by Scape Group. The development of the new building on campus was an opportunity to enhance the graduate attributes of BGU students, who were able to gain valuable work experience on the project with Robert Woodhead Ltd.
  2. Professional Studies at BGU continues to grow
    The Professional Studies Foundation Degree portfolio at BGU in Lincoln has grown with the introduction of a new study option. A newly validated pathway for 2017 called Professional Studies in Children and Youth Work with JNC complements the existing Childhood and Youth pathway. Students on this pathway can work towards professional accreditation for working with children, young people, families and their communities. Students need to successfully complete the Foundation Degree and Top Up Degree in Children and Youth Work alongside a portfolio of work-based evidence to achieve the Joint Negotiating Committee (JNC) professional status. Support is provided through a Fieldwork Supervisor and JNC qualified lecturers. The National Youth Agency (NYA) has recognised our Professional Studies in Children & Youth Work Degree for JNC accreditation. Find out more about Professional Studies in Children and Youth Work with JNC at BGU.
  3. Clear Advice to Students from BGU on A-level Results Day
    With A-level results day looming, Bishop Grosseteste University’s admissions team is poised and ready to guide students through the Clearing process. If you haven’t quite achieved the grades you need for your first-choice university or if you’ve done better than expected, it’s not too late to apply to through Clearing. That’s the message from Bishop Grosseteste University (BGU) which recently achieved an impressive 85% satisfaction rate in the National Student Survey. Notably students praised BGU staff for their level of availability when it came to supporting their needs, in addition to their ability to explain complex topics. The admissions team at BGU in Lincoln will be on hand to deal with enquiries during Clearing, which begins on Thursday 17th August when students across the country will receive their A-level results. The call centre will be open from 8am until 6pm on both Thursday 17th August and Friday 18th August and the number to call is 01522 583698. Prospective students can also visit the university at an open day on Friday 18th August from 10am until 3pm. The day provides an opportunity to see what Bishop Grosseteste University has to offer, take a minibus tour of Lincoln and speak to staff and students about courses and life as a student. To book your place on the Clearing open day, visit www.bgu.ac.uk/open-days “A-level results week can be a stressful and worrying time for students and their families, but remember that we are here to help and advise whatever your situation,” said Louise Stow, Student Recruitment Manager at BGU. “Our open day is also an opportunity for those who are starting (or hoping to start) in September to speak face-to-face to our staff about any anxieties they might have. “It’s a busy period for us but as always we will do our best to ensure that students are not left worried or uncertain about their place at university.” Top Tips for Clearing If you’ve just got your A-level results and you’re not sure what to do next, here is a handy set of tips for students who will be entering the Clearing system: Don’t panic! If you stay calm you’re more likely to take in all the information you need to succeed. Don’t panic! If you stay calm you’re more likely to take in all the information you need to succeed. If your grades fall short, wait for that important acceptance/rejection indication on track before you put yourself into Clearing. You never know – your first-choice university might still accept you. Don’t give up! You may well get a place on a similar course that’s just as good – but you’ll need to shop around. Don’t rush your decision. The UCAS system doesn’t even let you trigger the formal process of accepting a Clearing place until 5pm on results day, so you have the chance to shop around. Be realistic. If you’ve seriously blown it then think hard about re-sits or another course altogether – you can always re-apply next time around. UCAS is offering a free (for landlines) Exam Results Service on 0808 100 8000 where trained, professional careers advisers will be available to give help and advice Be prepared to make lots of phone calls and to be persistent! Keep your nerve – you may need all your negotiating skills to persuade an academic that they should take you on. Enlist the support of friends and family – keep them informed, as they’ll be a great help to you when you have to make that difficult final decision. Be prepared to explain to universities why you didn’t do as well as you hoped in your exams – and be honest. If you don’t get the grades you need it’s not the end of the world – there are plenty of other opportunities to consider.
  4. Mother and Daughter to Graduate Together at BGU
    A mother and her daughter will graduate together from Bishop Grosseteste University (BGU) in Lincoln on Wednesday 19th July. Sharon Tory (47) will be graduating with a Foundation Degree (FdA) in Professional Studies (Early Childhood) while her daughter Megan Tory (21) will be graduating with a BA (Hons) degree in Early Childhood Studies. The mother and daughter duo from Boston came to study together at BGU after attending an open day intended for Megan, who was looking for an early years degree programme. But Sharon had always wanted to be a teacher, and when she heard about the FdA Professional Studies course she knew it would be ideal for her. “I already work with young children at a pre-school and I didn’t think it would be possible to study for a degree alongside my job, but when I found out that the FdA course would allow me to do both I knew I had to consider it,” said Sharon. Megan started the three-year BA (Hons) Early Childhood Studies course in September 2014 and was the first in her family to go to university. “I never wanted to be too far away from home so BGU was the perfect choice for me living in Boston.” said Megan. After debating whether to go ahead or not, Sharon began the two-year FdA degree a year later in September 2015. Sharon said: “At the start, it was a bit of a challenge getting used to working and doing a degree at the same time, but overall the whole experience has been so rewarding. “I never thought I would be able to do it, so it’s definitely going to be a proud moment graduating alongside my daughter.” Sharon will continue her studies via the top up degree onto the BA (Hons) Professional Studies course this September at BGU, and follow on with a QTS course to become a teacher. Sharon Tory will graduate at 2.30pm and Megan Tory will graduate at 10.15am at Lincoln Cathedral on Wednesday 19th July 2017.
  5. Unbinding Gender and Ecology—and Foucault!—at BAVS 2017
    The theme of the 2017 BAVS Conference at Bishop Grosseteste University (BGU) was 'Victorians Unbound: Connections and Intersections'. Dr Pandora Syperek offers her thoughts... The ostensible theme of this year’s BAVS was the paradox between the parallel Victorian impulses to classify (knowledge, matter, people) into neat categories and to challenge established order and its inherent hierarchies through advancement and innovation. The goal was to consider what happens when the Victorians are ‘unbound’ from this seeming contradiction, instead granted the complexity to recognise that the one informed the other – the understanding of order and definition was necessary to blow it all apart and reorder and redefine. In order to do this we need to loosen the rigidity with which we have categorised the Victorians. In a way, this is a major thread running through my own research on the gendering of objects in the Natural History Museum, London: by looking at the less examined ‘jewel-like’ specimens on display—small, pretty, crafted, straddling art and science—and their resonance within the broader culture, I explore how categories of gender and genre were unstable and fluid. Like many Victorianists, I have been influenced by Michel Foucault’s History of Sexuality (1976) and its reconception of Victorian attitudes to sexuality and the epistemic implications. Foucault’s thesis in Volume 1 is that what has traditionally been characterised as the modern repression of sexuality, culminating in the notorious prudery of the Victorians—aka the ‘repressive hypothesis’—in fact reveals an explosion of interest in sexuality, hence the scientia sexualis of the late nineteenth century, which spawned the new field of psychoanalysis and the new ‘species’, the homosexual. Foucault’s notion that sexuality is a cultural construct had major impact, and followed on from his concept of the episteme—the historical conditions of possibility of a given discourse—as developed in The Order of Things (1966). Instead of the transition from sexual repression to sexual science, the latter focused on the transition from classical natural history to modern biology. While Foucault may no longer be the ‘hot’ theorist he once was, his ideas remain influential: I detected a strong Foucauldian thread running through the talks at BAVS 2017 and their unifying theme of Victorians Unbound. Here I will consider how the dual Foucauldian themes of sexual and natural science emerged—were unbound—in discussions of gender and ecology. Ghosts of The History of Sexuality and The Order of Things haunted the keynote lectures and roundtables that in turn lingered throughout the panel sessions and in delegates’ consciousness, but the phantoms seemed to reconfigure themselves into new forms. Let’s call it Foucault 2.0. The opening round table highlighted the importance of things: Kate Hill argued that museum collections and their treatment disrupt Victorian boundaries, with the hierarchies of objects echoing those of people. Edwina Ehrman beautifully literalised the conference theme in her talk ‘Unlacing the Corset’. Interesting to me was that WH Flower, the second director of the Natural History Museum, campaigned against corsetry—in my paper a couple hours later I would describe how he campaigned against women’s adornment with exotic bird plumage. Who knew comparative anatomists were so concerned with women’s fashion? While the disfiguring of women’s bodies through corsetry might seem similarly cruel and barbaric to the murder of innocent birds, the museum director’s opposition points towards a counter-regulation of women’s activities and self-adornment. This despite the fact that he was personally responsible for the killing of numerous specimens. Meanwhile, non-corset-wearing women like female activists were seen as unfeminine. This is the type of complexity that requires unravelling in contemporary scholarship.Mike Huggins’s jovial keynote on Victorian respectability established a running joke throughout the conference proceedings that carried with it a Foucauldian flavour. To understand the Victorian episteme(s), we need to acknowledge our own. While this may be an impossible task, asking historiographical questions of our work as Victorianists—e.g. why are we so obsessed with Victorian respectability? Why not Victorian unrespectability?—is essential for recognising how the current period and its concerns shape our vision of the Victorian era, and why it matters to us. The contemporary interest in the period in fiction and popular culture emerged in panels examining Steam Punk and NeoVictorianism, again questioning our relationship to the past via its representation in the present. The weight these areas were given marked an important development for Victorian studies and was fitting seeing as directly following the conference in Lincoln was a steam punk festival! These themes and Huggins’s talk set the tone for prioritising everyday realities and ‘low culture’ as much as high discourse. I’d have to say the most revealing experience for me was a tour of the Victorian Prison following the drinks reception on the beautiful grounds at Lincoln Castle—descriptions of cell conditions for inmates including children and women with babies, as well as public hangings, brought home some of the grimmest aspects of Victorian life. As well as topics of gender and natural science, as an art historian I was drawn to the art and visual culture panels—luckily for me, a number of talks combined these fields. In the panel ‘Sex, Sexiness, Sexlessness: Problems of Eroticism in Victorian Classical Forms’, Rebecca Mellor and Melissa Gustin’s papers examined how queer sexuality can and has been both overemphasised and underemphasised, respectively, to the detriment of art historical narratives in the cases of Pre-Raphaelite painter Simeon Solomon and American Neoclassical sculptor Harriet Hosmer. The artists’ gender is implicated here, in that art historians have traditionally overlooked beauty as the embodiment of intellectual and spiritual ideals in Solomon in favour of an oversexed reading of homoeroticism, according to Mellor, while Gustin argued—in her excellently titled paper ‘Fifty Shades of Gay’—that conversely art historians have tripped over themselves to ignore and deny Hosmer’s lesbianism and its influence on her work. The consensus was to reclaim the queer gaze whilst broadening our conception of the erotic to go beyond the physical. While contemporary theories of gender and sexuality can facilitate new understandings of such material, a historicised conception of sexual categories, à la Foucault, is essential.Also on the positioning of gender in between lived experience and representation, in their panel ‘Transgender’, Ann Heilmann, Billie-Gina Thomason and Rachel Egloff discussed transgenderism in Victorian lived realities and textual personae. A recurring problem was the privileging of ‘biology’ in both historical and current discourse—e.g. the Victorians’ determination of gender through breasts and external genitalia, and recent biographers’ insistence that James Miranda Barry was female, despite living as a man for over fifty years. As with the panel on queer artists, unpacking trans histories brings up important methodological questions for how we address these histories whilst, as Thomason urged, avoiding the problem of presentism—imposing our current understanding, or episteme, on the past. And yet this does not only comprise current debates such as those surrounding trans rights, but equally broader categories developed during the Victorian era, such as modern biology.Subtler modes of categorisation were explored in panels such as ‘Decadent Spaces/Pleasurable Places’, which featured Joanne Knowles on the geographically and socially liminal space of the pleasure pier, Joseph Thorne on marginality and hybridity in Decadent cosmopolitanism and Giles Whiteley on the ‘curious effects’ of Wilde’s psychogeography. Rayanne Eskandari and Stuart McWilliams discussed the ‘Politics and Medievalism’ of John Ruskin and William Morris, respectively, and their paradoxes of authority and subversion in the case of Ruskin, and populism and scarcity in the case of Morris. In one of the few explicitly art focused panels, ‘Sculpture: Connections and Intersections’, Katie Faulkner discussed the gender and genre performance of Julia Margaret Cameron’s photography, as engaging with both sculpture and theatre to construct a particular vision of femininity. Jordan Kistler reconsidered evolutionism in Walter Pater’s theory of artistic development as representing a taxonomy based on the Lamarckian archetype, as promoted by Richard Owen (founder of the Natural History Museum) rather than an illustration of Darwinian progress. The implication, according to Kistler, is that in Pater’s formulation sculpture may come out favourably, as the epitome of art rather than its lowest form. In my own panel, simply titled ‘Objects’, Leonard Driscoll discussed things unrealistic but real in HR Haggard’s paratexts, taking the discourse of naturalism beyond the literary genre (which Haggard found rather ugly and smelly) to explore liaisons with archaeology. While the ‘connections and intersections’ between Leonard’s paper and my own on gendering taxidermied hummingbirds were not immediately obvious, parallels concerning the real or more-than-real and corresponding issues of taste and authenticity quickly emerged between these historically marginalised artefacts. Throughout BAVS 2017 there was an emphasis on the everyday and its objects. As Kate Flint stated in her beautifully illustrated keynote on the cultural history of dandelions: the attention to the ordinary, commonplace and overlooked was one of the Victorians’ greatest contributions. This sentiment was echoed in the final President’s Panel speakers Katherine Newey’s enthusiasm for studying theatre with its liberating marginality and infinite materiality and Brian Maidment’s call for more studies of songbooks and almanacs and the need to experience archives in the flesh. This theme was fostered by, and in turn facilitated, a sense of fluidity or boundlessness of disciplines. And yet disciplinary demarcations were still apparent in different approaches taken, confirming there is still much to be learnt from one other. As a non-literary studies person, I felt like a tourist. But then again maybe that’s why I enjoyed it so much. The historian Peter Gay has written that Foucault’s ‘accustomed technique…of turning accepted ideas upside down’ is reminiscent of the principle underlying Oscar Wilde’s humour. This method is as relevant now as it was to the Victorians.Pandora Syperek is a postdoctoral researcher who recently completed a fellowship at the Paul Mellon Centre for Studies in British Art. She is developing a monograph titled Jewels of the Natural History Museum: Gender, Display and the Nonhuman, 1851-1901. She received her PhD in the History of Art at UCL in 2015.
  6. Darcey Bussell brings DDMIX programme for schools to BGU
    Ballerina and Strictly Come Dancing judge Darcey Bussell visited Bishop Grosseteste University (BGU) in Lincoln today to speak to trainee teachers about DDMIX for Schools. Darcey and her DDMIX team worked with over a hundred trainee teachers from Primary and Secondary programmes from the School of Teacher Development at BGU. DDMIX is a full-body aerobic workout for children created by Darcey Bussell and based on 26 different dance genres, from Arabic and Japanese to the Charleston and the Flamenco. The day opened with a special lecture for all year groups where Darcey introduced the programme. Students then split off into smaller groups to participate in sessions with the DDMIX team. Speaking about DDMIX Darcey said, “Movement to music makes children come alive and changes the way they feel. With the DDMIX programme, children get an exciting and diverse learning experience that is physical, aerobic and high time on task. These benefits should be enjoyed by every child. “Dance fitness can stimulate the child’s interest in sport, in the arts and give them the confidence to explore their own creativity in other fields." An Amazing Experience DDMIX came to BGU through the work of Helen Thornalley, Subject Leader for PE and Dance for the PGCE Secondary course at BGU, who arrived at the University in January. Helen has worked with Darcey and DDMIX for the past three years on training teachers and reflecting on how this work is implemented within schools. Feedback from the trainee teachers is vital for DDMIX to find out what works for children in schools. Helen said: "The opportunity for trainee teachers to work with these professionals who are at the top of their game, and the sharing of their materials with prospective teachers for schools is amazing. “(It was) unique, rich and cathartic for all involved, a very exciting project that I have seen teachers embrace and make it their own." Members of the DDMIX team introduced BGU students to a range of different dances and activities that can be utilised when students go into schools on placements. Jessica Castro, first year BA (Hons) Primary Education with QTS student, was full of praise: “The session was really good. I thought it was great how they split everything up into sections, which will help us with how to teach the children. “They haven’t just thrown us into the deep end, they’ve shown us how to work with the children and taught us the dances as well so I thought that was really clever. “I’d love to use (DDMIX) in schools. When we go into placements and we have to use PE I’d definitely use something like this rather than what you’d expect PE to be.” Find out more about Training to Teach at BGU.
  7. #12DaysofBGU Day 7: Top 3 in the UK
    We announced this year that BGU is ranked third among UK universities for student employability, according to figures published in July. 97.2% per cent of students who leave BGU with an undergraduate degree find work or are continuing to study six months following graduation. Only two other universities – Keele and Harper Adams – have a higher employability figure than Bishop Grosseteste University. The figures relate to full-time first degree graduates leaving in 2014/15 and the national average for all UK universities is 93.9%. The statistics appear in the Destinations of Leavers from Higher Education (DLHE) survey published by HESA, the Higher Education Statistics Agency. “Once again the DLHE survey highlights how well our graduates do when they enter the job market,” said the Reverend Canon Professor Peter Neil, Vice Chancellor of Bishop Grosseteste University. “It’s very heartening to see BGU right near the top of the national ranking as it shows that we are doing everything we can to prepare for our students for the workplace when they leave us. “We work very hard to ensure that our degree courses are career-focused and most of them incorporate a professional work placement during the period of study. “One example is our new Business (Team Entrepreneurship) degree which requires students to set up their own business while studying with us.” The latest DLHE figures can be found by clicking here. Want to study at a top 3 university for student employability? Discover our range of courses.
  8. #12DaysofBGU Day 4: Royal Visitor Opens Landmark Building
    In July we were delighted to welcome HRH the Duke of Gloucester to BGU to officially open a new building on campus. The £2.2 million extension to Constance Stewart Hall, which has created a new landmark building at the junction of Newport and Longdales Road, was opened on Thursday 6 July 2017. The Duke of Gloucester was welcomed to BGU by a group of dignitaries including BGU’s Chancellor Dame Judith Mayhew Jonas and Vice Chancellor the Rev Canon Professor Peter Neil before embarking on a tour of campus. The Duke then unveiled a plaque to open the new extension to Constance Stewart Hall. The works have doubled the size of the teaching block and involved building a steel-framed structure on top of part of the original building to give the university an additional seven teaching spaces set over two floors. This approach of building over an existing structure meant that BGU significantly increased its teaching space capacity without increasing the building’s overall footprint, which helped to maintain the green and open feel of the campus. “This iconic addition to our estate really makes a bold statement in uphill Lincoln that BGU is an outward-facing institution,” said the Reverend Canon Professor Peter Neil, Vice Chancellor of Bishop Grosseteste University. “It’s further evidence of our ongoing commitment to invest in our teaching resources to ensure our students continue to have an outstanding experience.” Delivered by Lincoln-based architects LK2 and local construction company Robert Woodhead Ltd, the project was carried out in two phases and saw a 7,770 square foot extension added to Constance Stewart Hall to accommodate new teaching space. Click here to see photos from the Royal visit.
  9. Wannabe teacher? Worried about your Skills Tests? We’ve got some good news for you!
    The Department for Education has announced that thousands of would-be teachers are now eligible for three attempts at the professional skills tests they must pass to begin Initial Teacher Training (ITT) before they incur any cost, rather than one. On top of this change – worth up to £77 per candidate – the government has removed the lock-out period that previously prevented candidates from re-taking tests for two years if they had been unsuccessful in two re-sits. The announcement builds on a number of measures to recruit and retain high-calibre teachers, including a £75million investment in teachers’ professional development and follows the recruitment of 32,000 new trainees in 2017. In full today’s changes are: The removal of a lock-out period that previously prevented aspiring teachers from re-taking tests for two years; No limit on the number of tests, and the first three tests are free of charge to all candidates; and Refunds for anyone who has already paid for tests in this year’s recruitment cycle – on or since 24 October 2017. Today’s news adds to a growing number of initiatives to attract the brightest and best into the teaching profession, including: Increasing bursaries to £26,000 for all trainees with a 2:2 or higher in the highest priority subjects; physics, languages, chemistry, biology, computing, geography and classics. Offering a £20,000 bursary for maths trainees followed by two additional early-career payments of £5k each (£7,500 if teaching in local authority areas where teachers are most needed) in their third and fifth year of teaching, if they have taught in a state school in England since completing their teacher training course. Offering scholarship schemes in six subjects for 2018/19; physics, maths, languages, chemistry, computing, and geography. Successful scholars will receive £28,000 tax-free in all subjects except maths, where scholars will receive £22,000 tax-free. Offering bursaries for English trainees have been increased to £15,000 for all trainees with a 2:2 or higher, and bursaries in all other subjects are unchanged for 2018 to 2019. If you haven’t already, apply to BGU today and start training in September 2018.
  10. Why becoming a teacher could be the best decision you ever make
    Teaching is one of the most rewarding careers available. For many people following the path of teaching can seem a daunting prospect, but few who take it ever regret it. 1. Every day brings a new challenge When it comes to teaching, there is no such thing as an ordinary day; every student you meet, every lesson you teach, none are ever the same. Everytime you walk through the door you'll be dealing with new and interesting challenges. If you’re the type of person who loves variety and pushing themselves, teaching is definitely the option for you. 2. Your students won't be the only ones learning Being a teacher means that, more often than not, you'll learn alongside your students. You'll get to build on your existing knowledge as well as getting the opportunity to explore whole new worlds you've never experienced before. While you teach your students, you'll find they're also teaching you. Their perspectives and discussion will offer you the chance to see topics in a completely new way, and together you'll spark innovative thoughts that will help both of you to reach your goals. 3. Teachers have the chance to change lives Ask any teacher and they'll tell you that the moment a student suddenly understands something you've taught them is one of their greatest memories. Perhaps that's because that moment doesn't just change the student's life, it will change yours as well. Once you've had that experience you'll be completely hooked and will want nothing more than to help every student you teach have that same moment of success. 4. As a teacher you can work anywhere in the world via GIPHY There are few careers better placed than teaching to help you explore the world. Teaching is a highly transferable skill and with international schools all over the world there aren't many places you won't be able to work. Better still is that many international schools look favourably upon teachers who have trained and qualified in the UK. 5. Teaching offers plenty of perks As well as boasting a competitive salary (beginning at £22,917) and flexible working patterns, teaching also offers financial support while you train. This includes a number of grants and bursary options and, if you focus on a particular subject, you may even be eligible for a fully funded scholarship! And let's not forget the holidays... 6. Speaking of holidays... Do you remember that feeling as a child; the knowledge that no matter how tough school had become, a blissful six week break was just around the corner? Not only does teaching offer you that feeling again, your six week break is just one of a series of regular holidays you get throughout the year. While this may not be the number one reason to become a teacher, it's definitely an added bonus. 7. You’ll be in high demand While the demand for some careers comes and goes, teachers will always be essential and there is an incredibly high demand for qualified teachers across the UK (and the wider world). Teaching also offers a high degree of mobility both in and outside of schools, meaning you'll always have opportunities to develop and improve. 8. You'll never work alone via GIPHY When times are good you'll have people to share in the success, and when exam season is looming you'll have colleagues by your side that you can rely on. In addition to your fellow teachers, you'll also enjoy support and interaction from teaching assistants, students and parents every day. 9. Your lessons, your way You are in charge of your own classroom. You plan out your lessons, you deliver them and you make the decisions regarding what is best for your students. Obviously you’ll need to follow certain standards in your curriculum but even then you have the opportunity to inject your own personality into the job. 10. Teaching is much more than "just a job" Teaching is an immensely satisfying career, where you truly know that you’ve made a difference. Best of all, that satisfaction won't end when the school day does. Getting to see students who you've taught ‘make it’ after they leave school is a sensational feeling. The knowledge that you played even a small part in someone achieving their dreams is the ultimate in job satisfaction. Which is the best route into teaching? Hopefully you're now convinced that teaching is your calling in life. So why not apply to a leading University for Initial Teaching Training? We offer multiple routes into teaching, including our BA (Hons) in Primary Education with QTS, PGCE Primary Education, PGCE Secondary Education and School Direct. When it comes to preparing teachers for education we're hard to beat so make sure when you have the chance you learn from the best.

Explore BGU

BGU graduates standing in the sun with their graduation caps on

Courses

Browse our wide range of degree courses and find the perfect one for you.

Find a course
BGU Open Day 2023 26 1

Open Days

Open days are the best way to find out what BGU has to offer.

Book an open day
DSC 3983

Prospectus

Download your copy of our prospectus to find out more about life at BGU.

Order a Prospectus