Astra trainees on the Physics course are prepared to teach across the full 11-16 curriculum, including Key Stage 3 Science, GCSE Physics topics, practical and mathematical skills and the role of technology in education, along with Sixth Form experience.
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 Physics as a school subject, as well as outstanding skills in learning to plan and teach lessons which are creative and engaging.
Subject studies are taught by a team of highly experienced team of practising classroom teachers who have worked with trainees over many years.
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. Secondary subject studies also focus on the teaching of each subject, including its place in the National Curriculum; what is taught; how it is taught; how it is assessed; providing for young people with different backgrounds and abilities; teaching in accordance with examination specification requirements; 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 small groups of students and getting involved in the wider aspects of school life.