Astra primary trainees are prepared to teach across Key Stages 1 and 2, with a main placement in one Key Stage, and a second placement in the other Key Stage in Year 2. 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.
Astra’s principle is to develop 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 trainees gain detailed understanding of primary education, as well as outstanding skills in learning to plan and teach lessons which are creative and engaging.
Astra trainees on the part-time route spend 120 days in school, spread across two academic years. In year one, candidates are in school two full days per week and spend one additional day with the Astra SCITT. In year two, they are in school for two full days per week.
All training and assessment leads to the award of Qualified Teacher Status (QTS) by the DfE. An optional PGCE qualification includes 60 credits at Masters level, equivalent to one third of an MA.
Primary and secondary trainees across all subjects are assessed against the Teachers’ Standards. Progress is monitored through weekly reflections on progress, objective setting, regular lesson observations and two QTS assignments.
Weekly QTS Professional Studies develop an understanding of education essential for new teachers, providing consideration to whole-school issues, such as behaviour management and educational theories that contextualises teaching and learning.
For primary trainees, subject and / or phase-specific studies will enable you to develop your understanding of the teaching of the 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.
Fee-funded or bursary-led trainees are always supernumerary and the work in school will include observing experienced teachers and team teaching, gradually taking responsibility for the learning of whole classes and getting involved in all aspects of school life.