Astra trainees on the PE course are prepared to teach across the full 11-16 curriculum, which includes team and individual sports, examination PE 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 PE as a school subject, as well as outstanding skills in learning to plan and teach creative and engaging lessons.
Subject studies are taught by a team of highly experienced practising teachers, who have worked with trainees over many years.
Astra full time 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. Additionally, the optional PGCE qualification includes 60 credits at Masters level (equivalent to one third of an MA).
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.
Your curriculum will follow the core content framework, with final assessment against the Teachers’ Standards, based on evidence of your 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. Trainees pursuing the PGCE will also write two assignments designed to deepen reflections on school experience in the light of educational research.
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 subject teaching. 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 and assessed; providing for young people with different backgrounds and abilities; teaching in accordance with examination specification requirements; and using ICT effectively to facilitate learning.
Fee-funded or bursary-led trainees are always supernumerary.