Working in sixth-form colleges

All sixth-form colleges are independent corporations and therefore not under the control of local authorities.

Colleges are mainly funded through the Learning and Skills Council though some funds may be accessed from other sources. 

The colleges are responsible for the pay and conditions of their staff but under the umbrella of the National Joint Council for Staff (NJC) in Sixth Form Colleges, the employers negotiate nationally with the trade unions.

Most of the points below are general in nature because even though there is a general pattern in the organisation of sixth-form colleges (just as there is in schools and FE colleges) no two are exactly the same.

Pay: how does pay compare with that for teachers in maintained schools and lecturers in further education?

The NJC has negotiated and agreed pay scales for staff in sixth-form colleges. The main aim of the NJC is to maintain broad parity between schools and colleges. The pay covers main scales, ‘threshold’ (professional standard payments equivalent to the upper pay spine in schools), and management points. 

All colleges normally accept these scales but in the past year one or two have dragged their heels so it is always worth asking about the ‘national’ pay scales. 

FE colleges also have agreed national pay scales but implementation has been patchy and many lecturers receive salaries considerably below those of their counterparts in schools and sixth-form colleges.

Pensions: do sixth-form colleges belong to or operate a pension scheme?

It may seem strange to be thinking about pensions at the beginning of a career but in truth you cannot start early enough. All colleges should be part of the Teachers’ Pension Scheme, but it is worthwhile checking that colleges do contribute to it.

Conditions: what is a normal working day?

While there is no uniform working day, most colleges follow a traditional ‘school’ day with morning and afternoon sessions (usually arranged somewhere between 9am and 4pm). However, it may be that in order to cater for all subjects, combinations and ages, there may be a third/’twilight’ session. If there is, staff should ascertain how often they are likely to be required to teach it and how this fits in with their overall teaching and timetable commitments.

FE colleges usually have a third or fourth session, working up till 9pm.

How are the sessions organised?

Sessions are usually organised in blocks of  two-and-a-half or three hours, sometimes with a break. Lecturers usually teach for a whole block so it is important that the teaching is organised to provide variety.
 

Is time given for preparation and marking?

Within the overall timetable, all staff should have non-teaching time in order to carry out any preparation, marking, administrative and management tasks.

What is the age range of the students?

Sixth-form colleges normally cater for students from 16-19 years. Some colleges do have post 19/adult students but because of reduced funding for this age group, many of the colleges are reducing or withdrawing provision for the higher age range.

Unlike FE colleges which are now taking younger pupils, sixth-form colleges do not cater for pre-16 year old students.

What courses are offered at sixth-form colleges?

Academically, sixth-form colleges cater mainly for A-level and AS-level courses. They try to cover as wide a range of subjects as possible depending on demand and viability. ‘Minority’ subjects are sometimes ‘carried’ to give students better options. Some colleges also offer, or are experimenting with, the British or International Baccalaureates. Some vocational courses may be offered usually to level 3 (A-level equivalent), and a range of GCSE courses. 

Colleges may also offer non-specialist A levels such as general studies and critical thinking. In addition they may offer other courses as ‘electives’ or general interest. Some courses are designed to give students wider opportunities, e.g. PE/games, music, drama, art, and are not necessarily for examination purposes.

Other areas include the Duke of Edinburgh Award or ASDAN schemes which have assessed elements. 

Schools with sixth-forms will offer A-levels but they do not have the capacity to offer the same range and flexibility of sixth-form colleges. Schools also offer GCSEs, vocational course from level 1 up to level 3, Key Stage 3 assessment and general courses from year 7.

FE colleges cater for a much wider age range than either of the other two sectors with courses geared mainly to vocational areas. They often offer a reasonable range of A-levels but many colleges are now restricting this area of their work because of funding.

Both sixth-form colleges and FE receive lower funding for A-levels than schools.

What would be the teaching commitment?

Depending on the subject(s) offered, members might be asked to teach across the board making contributions to A levels, vocational, GCSE and ‘interest’ courses. Where possible members should try to gain the widest possible experience. Contributing to courses outside their specialism will introduce teachers to a wider student body and be valuable experience if they wish to change sectors.

How might the teaching groups be organised?

When teaching A-levels, there will be discrete groups to whom you might be expected to teach the whole syllabus (more likely if the subject is classed as a minority one) or to share teaching with a colleague or colleagues and be responsible for a part of the syllabus (common for popular major subjects). The latter can be very beneficial for both staff and students. It enables teachers to discuss common problems, teaching points and students with one another.

Staff will normally teach an A-level course over two years, although in some cases they may find themselves responsible for the AS (A1) part only.

In special cases the colleges may provide one year accellerated A-level courses. Check whether this is so and what the commitment might be to such a course.

If teaching a GCSE course (usually one year) a teacher is most likely to be responsible for an entire group.

If expected to contribute to a vocational course, it will be for one aspect/topic of that course. Become familiar with the assessment processes as they will be different and continuous.

Teachers involved in non-specialist A level courses will probably be asked to contribute their specialism in short blocks or modules (and perhaps be responsible for drawing up the particular programme to meet the specifications of the syllabus). It may be that such courses are offered as part of general/elective studies.

Other ‘elective’ courses may be short (a number of weeks, half a term or one term in length) or long (a complete academic year).

What teaching styles should be employed?

There can be no definitive teaching style and teachers will adopt different styles for different types of courses. Indeed teachers will employ different methods even within a particular course. On occasions a didactic style may be appropriate, but discussion, student presentations, pair and group work, individual research, group and individual tutorials will also play their part. Tools to hand may be computers, slides, film, audio, interactive white board, drama, games and visiting speakers etc.

Pastoral: how does the college support its students during their course?

Most colleges will operate some kind of pastoral support. Students may be in personal or tutor groups and assigned to a tutor who will oversee their progress. Students may be organised in discrete groups (wholly A-level students) or mixed (A-level,vocational and GCSE students; a mix of one-year, two-year and occasionally three-year students).

Tutors may have in their groups students they do not normally teach (along with those they do).

If there is a ‘Personal Development’ programme, personal tutors would normally be involved, if not responsible for the whole programme.

Tutors may be required to see their students as a group on a weekly basis and individually as required to review progress.

Is there a Careers/Higher Education programme?

All colleges will offer some form of programme giving advice to students concerning their future direction. This may well be through professional advisers but tutors would do well to familiarise themselves with the programme, particularly university entrance. As tutors and subject teachers they will be asked to contribute to references. Personal tutors may well be responsible for writing student references for members of their tutor group.

What checks will there be on student progress?

There will certainly be at least one full report if not two during the academic year, that will go home to parents. There will also be some form of internal monitoring to keep a check on students’ efforts. Tutors will follow these up with individual tutorials. It is also a good idea to be familiar with the procedures for students who experience difficulties both academically and socially, also when parents need to be informed (please note that post-16 students can be notoriously sensitive when it comes to parental involvement).

Are there likely to be parent consultation evenings?

Most colleges will have times during the year when staff will be expected to talk to parents. There are likely to be at least two occasions though whether individual members of staff will be required to attend both of them may depend on their teaching commitments and the nature of the consultation.

What about behaviour/discipline problems?

Lecturers in sixth-form colleges are less likely to experience the kind of problems met by teachers in maintained schools (and increasingly by lecturers in FE). Remember that post-16 education is not compulsory. Students usually have a goal in mind and have recognised the value of continuing their education. Some may be there partly because of parental influence and could exhibit resentment. The ethos of a sixth-form college is generally more focused and students will often respond to discussion. 

Remember that, as with all students, encouragement is the key. In difficult situations, a cooling off period from the formal lesson may be beneficial, with the student asked to work alone on some area of the syllabus. Whatever action is taken should be in line with the college’s policy and lecturers should make sure they are familiar with it.

Personal: what about training and career enhancement?

All lecturers will have targets as do teachers in schools and lecturers in FE. Pay progression, particularly at PSP level will depend on targets being met.

NQTs are entitled to regular reports on their progress and will be subject to classroom observations. There should be no surprises at the end of the year.

You should always ask about ongoing training and what courses are available. While the needs of the college will be important, in terms of training, members should not forget their own needs in keeping up to date with advances in their subject as well as management and pastoral support courses. Remember that satisfying personal needs on these courses usually enhances teaching and the needs of the college.

What career paths are available?

Within the college system, just as in schools and FE, there is a whole range of positions. Management roles include departmental/subject, pastoral and administrative. Sixth form lecturers may well find it easier to move across sector boundaries into schools, FE colleges or HE than, for example, FE lecturers. This has often to do with the standing of teaching qualifications. There is a whole range of advisory roles still available and of course wider educational management.

Sixth-form colleges are primarily academic institutions and a higher degree is a useful addition particularly for promotion.

And finally...

The ethos and atmoshere of a sixth-form college is very different from that of a maintained school. Post 16 students are usually more mature and generally expected to behave in a responsible fashion. They are often given increasing autonomy as they pass through the college and more is expected of them in organising their own lives and working practices (though this does not mean they should be left to their own devices). They should be encouraged to organise their own activities as far as possible.

The atmosphere in a sixth-form college can be tense academically for both teachers and students as they are under constant pressure from external exam deadlines. When ongoing assessed courses and internal exams are taken into consideration, it might seem that such institutions are in a constant state of examining.

All colleges will have policies covering a range of areas, Health and Safety, Equalities, Discipline, Capability Procedures,  Remission Agreements etc. It is always as well to have copies of the policies and have some knowledge of the ones that most immediately impinge on the working day. Members should always seek advice from their ATL rep if they are uncertain about any matter.