This is a non-salaried primary specialist (3-7 years) course, leading to QTS. It prepares applicants to teach within the Early Years Foundation Stage as well as the full range of national curriculum subjects across Key Stage 1.
The vast majority of training takes place in schools. Each trainee will be given at least two placements across the partnership, during which they work closely alongside experienced teacher tutors who demonstrate outstanding practice and can provide daily coaching and support. More information about the school placements can be found below.
In addition to the school-based training, trainees attend weekly core training sessions at a range of venues and schools across the partnership. These usually take place on Fridays and provide a detailed programme, closely linked to the Teachers’ Standards, Early Years Foundation Stage and national curriculum, as well as covering areas such as safeguarding and e-safety.
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. They also provide an opportunity for trainees to compare notes with peers working in other schools and share experiences within a supportive environment.
In addition to the core (QTS) training, trainees on this course attend approximately 9 PGCE workshops with Oxford Brookes University (usually in Buckingham). On successful completion of three modules, trainees gain a PGCE with 60 Masters’ credits.
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 and self-evaluations.
The focus of all assessment activities is developmental -with the clear aim of helping trainees to further improve the quality of their teaching.
A final assessment takes place in June and will consist of a paired observation, scrutiny of evidence against the Teachers’ Standards, a formal interview and a final report from the teacher tutor.
A detailed and rigorous assessment procedure is in place, which is transparent, understood by all partners and consistently implemented. It has also been reviewed in line with the government’s workload initiative, ensuring that the collection of evidence is both meaningful and manageable.