Trainees will work as unqualified teachers in one of the schools within our teaching school alliance. We work in partnership with University of Brighton and University of Sussex and both QTS and PGCE pathways are accredited by the Universities.
We recognise that trainees come with varying levels of previous school experience and our training is therefore tailored to the individual. For example, those who have plenty of relevant classroom experience will have the opportunity to begin teaching whole classes early on in the programme. Those with less relevant experience will receive more guidance at the start of the course, to build a firm foundation on which to base their classroom practice. We believe that it is important for trainees to have sufficient time to work with more experienced staff and mentors, in order to develop high-level skills before being given full responsibility for classes.
How it works
Trainees will receive at least 60 days (or equivalent) training during the year provided by either University of Brighton or University of Sussex. In addition, we provide a variety of school-based training activities, which include lesson observations in both the chosen subject area and other areas of the curriculum. Trainees are expected to attend staff meetings and INSET training days hosted by their school, and to engage with additional training or professional development as identifed by their mentor.
Course Training Content
This is a valuable opportunity for trainees to meet the School Direct Team, fellow trainees and to learn about the training in detail.
Trainees will be given detailed information regarding the training schedule for the year.
Trainees are released to attend Curriculum Days delivered at your chosen University. For further information please contact the universities directly.
Pedagogy in Practice
These sessions where the practical implications of theories presented during the Professional Learning Days are further explored
Wider Developing Practice
These are specific tasks that are completed at set times to reinforce and practise what is taught during the Professional Learning Days and the Pedagogy in Practice sessions.
Wider Professional Practice
A four-week contrasting placement will be arranged for each trainee. In addition, an alternative stage placement of one week’s duration is arranged. Visits to other schools can be set up to