Trainees undertake two periods of teaching across the year.
During these placements, in two contrasting schools, trainees are expected to gradually build up portfolio of teaching and related evidence which enables them to demonstrate meeting the Teachers’ Standards.
During the diversity placement a trainee will spend some time observing classroom practice, undertaking joint planning and delivery, reflecting on this with the subject mentor in weekly mentor meetings, undertaking a student progress tracking task and gradually developing teaching practices.
The Main placement is a longer placement in a suitably diverse school, where the trainee will spend time observing classroom practice, reflecting on this with the subject mentor in weekly mentor meetings, acting as a TA and gradually developing and embedding teaching skills, building up to a 70% teaching timetable by the end of the placement.
The aim is to give every trainee a wide range of experience, encompassing pupils of different ages and schools of different size and type.
For each teaching placement, trainees are assigned a university tutor who offers support and guidance before and during the placement. This complements the role of the school mentor, who is able to monitor and assist the trainees’ development on a day-to-day basis.
University tutors and school mentors work closely in partnership with one another to ensure the best possible outcomes for all trainees.
During the year trainees will have the opportunity to teach all primary curriculum subjects, with an emphasis on English and mathematics. The overall teaching load for the spring placement is 60-65%, with an increase in the summer to 70-75%. This provides a firm basis for the 80% teaching load during the NQT year.