Modules 1, 2 and 3: School Based Training
Teaching Practice structure will follow a school experience structure with most weeks spent in one of two schools. Salaried trainees will spend just 6 weeks in their smaller placement so that continuity is maximised in the school in which they are employed. Trainees on the fee-paying scheme will spend longer, 14 weeks, in their smaller placement so that they have time to develop a relationship with classes they first encounter there. On both programmes, training in school must include substantial teaching in two consecutive age ranges.
On the salaried scheme, the first 20 weeks (dependent on term dates) of the year are spent in the employer school, giving the trainee time to establish themselves on the staff. The six weeks prior to Easter are then spent on smaller placement at a partnership school. Then the final term, module 3, is spent back in your employer school to complete the QTS assessment.
On the fee-paying scheme, 1 week of induction at Leventhorpe is followed by 14 weeks before Christmas in the first school placement, where the trainee will be expected to learn and make safe mistakes. With this experience under their belt, we expect trainees to be well placed to start their longer school placement as a more confident teacher in training during the spring and summer terms. This longer placement is assessed as the module 2 (spring term) and module 3 (summer term).
|Fee Paying Scheme||Salaried Scheme|
|Autumn 1st Half Term||Module 1 in first placement||Module 1 with employer|
|Autumn 2nd Half Term|
|Spring 1st Half Term||Module 2 in second placement||Module 2a with employer|
|Spring 2nd Half Term||Module 2b in second placement|
|Summer 1st Half Term||Module 3 in second placement||Module 3 with employer|
|Summer 2nd Half Term|
On both training programmes, Thursdays will be blocked out for SCITT training session and professional studies seminars. Lessons cannot be timetabled for trainees on Thursdays.
Salaried trainees will generally be expected to teach a partial timetable from the beginning of the course. This would not usually exceed 50% (in a school with 25 lessons per week, this would be 10 lessons) of a normal full-time teacher’s timetable in the first term, however, exceptions can be made for very confident trainees. During the second and third term, teaching time would increase up to 80% of a full time teachers contact weighting for four days a week (in a school with 25 lessons per week, this would be 15 lessons). Schools that employ salaried trainees have discretion to reduce this teaching responsibility and this could be an intervention with trainees that are causing concern.
Fee-paying trainees will observe or team teach during their first weeks and may grow into a contact timetable of up to 40% of a full time teacher during the first term minor placement (in a school with 25 lessons per week, this would be 8 lessons). During the second and third terms teaching classes can rise to up to 65% of a full-time teacher’s timetable. Teacher mentors will strive to balance experience with preparation time and trainees causing concern may do less than 65% contact if this supports their progress (in a school with 25 lessons per week, this would be 12 lessons).
It is important that trainees carefully record the classes that they are responsible for teaching as balance must be ensured so that trainees can be assessed in two consecutive key stages. Trainees and their mentors should complete the placement planning form and the timetable record early in the course so that this balance can be assured.
Assessing Modules 1, 2 and 3: The Teacher Mentor’s Termly Report
Each term Teacher Mentors will write a report on the trainee’s progress against the eight Teachers’ Standards and Part Two of the Teachers’ Standards. This report will be approved by the placement schools Professional Mentor and will be standardised by the Visiting Tutors, based on their observation(s) of the trainee during that term.
This report will carry the greatest weight in assessing trainee’s performance against the professional standards. For successful trainees, this main report will culminate in a number of formative targets which will be written into the Career Entry Profile. Professional Tutors, will add a short comment to the Teacher Mentor’s report at the end of each term.
Module 4: Subject Knowledge and Curriculum
Subject specific training will be located in module 4 of our training courses: “Subject Knowledge and Curriculum”. The proposed programme has been designed so that the experiences of trainees on the two training routes: Fee-paying and salaried run in parallel wherever possible.
The subject knowledge module will be delivered by a specialist subject tutor for the subject. The subject knowledge sessions will be held on Thursday where possible, but it may be necessary to hold session on other days or out of school hours if the specialist tutors are not available during the mid-morning Thursday slot. Secondary trainees will have a subject specialist in their specialist subject. Primary trainees will have subject knowledge sessions with a range of subject specialists to develop their knowledge of the foundation subjects.
The training will consist of 20 hours face to face training with additional directed self-study of fifty hours. Each face to face session is programmed to run for 2 hours with up to 5 hours of additional reading, reflection or planning activity related to the face to face themes.
The aim of the subject specialism module is to ensure trainees leave the programme with the necessary curriculum and pedagogic knowledge to achieve the standards and make a confident start in their first teaching post. We will emphasise up-to-date knowledge and pedagogy delivered by serving teachers and based on current syllabuses and Ofsted requirements.
The subject knowledge and curriculum element of training is highly tailored to the individual needs of trainees. Many trainees may have been offered a Subject Knowledge Enhancement course at the time of recruitment, which was made a condition of their taking up the offer of the training place. Other may still have gaps in their subject knowledge that relate to common content that is taught in schools. For these reasons every trainee is asked to complete a subject knowledge audit prior to the July induction day and then this audit is used as a starting point for devising an individual subject knowledge action plan in consultation with the Subject Tutor and Teacher Mentor.
Candidates’ Subject Knowledge Self-Evaluation
The importance of a teacher’s subject knowledge is stressed throughout the Teachers’ Standards. These standards underpin teacher training because they are its assessment criteria. Subject knowledge for teaching is more complex than being knowledgeable in one’s academic field, it also requires knowledge of the curriculum taught in UK schools and the challenges that children face in learning. Teachers’ subject knowledge can be represented as follows:
|Subject knowledge per se||The essential knowledge and understanding needed in order to teach a subject effectively|
|Pedagogy: subject theory and practice||An understanding of the teaching skill and strategies needed to teach all pupils effectively|
|Pupils’ development||An understanding of how learning is linked to pupils’ development and their social, religious, ethnic, cultural and linguistic backgrounds and contexts|
|Positive attitudes||Positive attitudes to pupils’ learning that underpin subject knowledge, skills and understanding|
Source – “Developing trainees’ subject knowledge for teaching” Teacher Development Agency 2012.
This self-review should be completed and your mentor and you will refer back to this document at different stages in the course.
Subject tutors will make at least one visiting tutor observation of trainees during the year and will read the trainees’ two assignment. Putting this together with their knowledge of the trainee’s participation with the taught sessions, they will write a subject tutors assessment at the end of the course that forms part of the aggregate assessment of the trainee’s performance.
Module 5: Professional Studies: Week by Week Programme 2017-2018
The topics are logged against the 36 weeks of the programme and the four main learning delivery areas in the following table. Good attendance is a vital element in the successful completion of the course and we will keep a record of attendance at all sessions. If sessions are missed through ill-health we will discuss how the session content can be completed.
Information about our current weekly Seminar sessions can be found here