Astra primary trainees are prepared to teach across Key Stages 1 and 2, with a main placement in one Key Stage, and experience of the other Key Stage. Our professional studies programme focuses on ensuring that trainees are equipped to teach the full primary curriculum, along with the understanding essential principles in child learning.
The Astra approach has at its core the principle of developing trainees as reflective professionals who have strong practical classroom skills and excellent subject knowledge. Trainees learn how to use current theory to inform their classroom practice and attention is paid to ensuring that trainees have a detailed understanding of primary education, as well as outstanding skills in learning to plan and teach lessons which are creative and engaging.
Astra trainees spend four days per week in their placement schools (minimum of 120 days across the year). All training and assessment will lead to the award of Qualified Teacher Status by the DfE.
Primary and secondary trainees across all subjects are assessed against the Teachers’ Standards, based on the evidence of teaching, wider contribution to school life and the ability to reflect on and evaluate these experiences. Progress is monitored through weekly reflections on progress, objective setting, regular lesson observations and two QTS assignments.
Weekly QTS Professional Studies will develop understanding of education essential for entrants to the teaching profession, providing consideration to whole-school issues, such as behaviour management, special educational needs and educational theories that contextualise the teaching of your subject. For primary trainees, subject and / or phase-specific studies will enable you to develop your understanding of the teaching of your chosen age range. This includes consideration of aspects such as the nature of the subject / phase in the context of the whole primary school experience, the use and application of the National Curriculum, what is taught, how it is taught, how it is assessed, providing for young people with different backgrounds and abilities and using ICT effectively to facilitate learning.
Salaried trainees are contracted to be an employee of their main placement school and are likely to be accountable for up to a 50% timetable across four days from the start of the course. This allocation will increase as the training year progresses. Time in school will also be allocated for observing experienced teachers, team teaching, working with groups of students and getting involved in the wider aspects of school life.