Astra trainees on the Maths course are prepared to teach across the full 11-16 curriculum, including how pupils learn to think and reason mathematically and the role of technology in education, along with Sixth Form experience, with a main placement in one school and a shorter second placement in a contrasting school. The ITT course is structured around the ‘Astra Learning Star’, which satisfies and exceeds the requirements of the Core Content Framework as a coherent sequence to support trainees to succeed in the classroom.
Our Professional Studies programme focuses on the development of professional knowledge, values and practices of teachers and their importance both in the classroom and wider school context. Astra’s principle is to develop trainees to be reflective, have strong practical classroom skills and excellent subject knowledge. Trainees learn how to use theory to inform classroom practice while gaining detailed understanding of education and 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 and one day in central training. All training and assessment will lead to the award of Qualified Teacher Status. Additionally, the optional PGCE qualification includes 60 credits at Masters level.
Your progress against the Astra curriculum will be formatively assessed throughout the course with final summative assessment against the Teachers’ Standards. Assessment is based on evidence of your teaching, wider contribution to school life and the ability to reflect on and evaluate these experiences. Progress towards this is monitored through weekly reflections, objective setting, regular lesson observations and QTS assignments.
Secondary subject studies will 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 responsible 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.