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 shorter 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. Primary Trainees should have experience (teaching or observing) of years 1 to 6 For secondary Trainees this will depend on the age range applicable to the subject in which they are training to teach.
|Primary age 5-11||Key Stage 1: age 5 – 7||Key Stage 2: age 7 – 11|
|Secondary age 11 – 16||Key Stage 3: age 11 – 14||Key Stage 4: age 14 – 16|
|Secondary age 14 – 19||Key Stage 4: age 14 – 16||Key Stage 5: age 16 – 19|
On the salaried scheme, the first term is spent in the employer school, giving the Trainee time to establish themselves on the staff. The six weeks after the Christmas break will be spent on a shorter placement at another school. The remaining weeks after the spring half term break, and the summer term (Module 3) is spent back in your employer school to complete the QTS assessment.
On the fee-paying scheme, the first term is spent 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 second, 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 in second placement|
|Spring 2nd Half Term||Module 2b with employer|
|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.
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 teacher’s contact weighting for four days a week (in a school with 25 lessons per week, this would be 16 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 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 13 lessons).
Assessing Modules 1, 2 and 3: The Teacher Mentor’s Termly Assessment
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 school’s Professional Tutor and will be standardised by the Visiting Tutors, based on their observation(s) of the Trainee during that 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. In primary this will be delivered by the Headteacher or a primary subject specialist. In secondary the subject knowledge module will be delivered by a specialist Subject Mentor for the subject.
Subject knowledge sessions will be held on Thursday where possible, but it may be necessary to hold sessions on other days or out of school hours if the Subject Mentors are not available during the mid-morning Thursday slot or they are based in another school. 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 50 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 experienced serving teachers and based on current specifications 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. Others 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 Self-Evaluation 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 Mentor and Teacher Mentor.
Assessing Module 4: Subject Knowledge and Curriculum Course
Subject Mentors will make at least two Visiting Tutor Observations of Trainees during the year and will read the Trainees’ two assignments. Putting this together with their knowledge of the Trainee’s participation with the taught sessions, they will write a Subject Mentor 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
The topics are logged against the 36 weeks of the programme. 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.