This is a non-salaried primary general (5 - 11 years) course, leading to QTS (with a PGCE).
It prepares applicants to teach the full range of national curriculum subjects across Key Stage 1 and Key Stage 2.
From the first day in September, trainees commence their training within a main placement school, enabling them to become an integral part of the teaching team and quickly form strong relationships with colleagues, pupils and parents/carers. They will spend 4 days in school each week, working alongside an experienced teacher tutor who will provide daily coaching and support. This school experience is complemented further in the spring term by a placement in a contrasting setting and key stage.
In addition to the school-based training, trainees attend weekly core training sessions at a range of venues across the partnership. These generally take place on Fridays and provide a coherent programme, closely linked to the Teachers’ Standards and national curriculum, as well as covering areas such as safeguarding, E-Safety, behaviour management and emotional wellbeing.
These weekly sessions, along with post-session tasks, enable trainees to develop a deeper understanding of key issues and pedagogical thinking by encouraging them to critically reflect on research in relation to their own classroom practice and to put theory into practice. They also provide an opportunity for trainees to compare notes with peers working in other schools and share experiences within a supportive environment.
Trainees on this course also work towards a PGCE (carrying 60 Masters’ credits), awarded by the University of Buckingham. Trainees will attend a series of workshops, led by colleagues from the Campfire Education Trust, to fully prepare them for the written modules.
Trainees are assessed against the Teachers’ Standards and their progress towards these standards is reviewed at regular intervals throughout the course. A wide range of evidence is used when making judgements, such as observations, half termly reports, evidence bundles (collated by trainees on a half-termly basis), assignments and the trainees’ own reflections.
The focus of all assessment activities is developmental - with the clear aim of helping trainees to further improve the quality of their teaching.
The final assessment point is in June, when a final grade for each Standard is determined, as well as an overall grade.
Our assessment procedure is transparent, understood by all partners and consistently implemented. Great care has been taken to ensure that evidence collection is both purposeful and manageable.