Course Structure

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Progression through the programme is flexible and varies from trainee to trainee. This allows us, as providers, to tailor the training to suit the strengths and weaknesses of the individual by recognising the skills and experiences that each trainee brings to the programme as well as how they develop over the duration of training.

Professional Studies Programme: takes place weekly for all trainees until May. These sessions act as an introduction to the various generic issues that trainees are required to address within their teaching and to meet the Teachers’ Standards requirements. Trainees must attend all sessions and as such, trainees should have this time blocked off on their timetable. Trainees are informed of any pre-reading and preparation that is required prior to the session as well as guidance on how to follow up information covered in their own schools in order to provide evidence of linking theory to practice. Additional reading and / or tasks, which trainees may choose to complete in order to provide additional evidence for the Teachers’ Standards are provided.

Secondary Subject Knowledge Provision sessions: Subject Knowledge Audits are carried out during induction and at each Assessment Point at the end of each term to demonstrate the trainee’s development and progress of subject specific pedagogical understanding. The Daily Trainer and the trainee will use these to guide and support Individual Training Plans and directed tasks. Specific sessions are held by Curriculum Specialists who will focus upon the delivery of the National Curriculum and syllabus requirements in a specific subject area. Provision for such training is placed in the course calendar.

 

PGCert (at least 60 Level 7 Credits towards Masters in Teaching & Learning / Educational Leadership): sessions to support trainees in achieving this aspect of the course are integrated into the Professional Studies Programme and led by colleagues from Birmingham City University. The opportunity to highlight research and development into the practical aspect of teaching and learning is crucial to the progress of trainees. Through the subsequent NQT & RQT programme, led by the Consortium and Ninestiles Teaching School Alliance there are supportive and developmental opportunities, one of these aspects is to complete to a full Masters level qualification.

 

School Based Training: to ensure that trainees have the relevant training and learning opportunities, the following are mandatory for Placement schools to provide for trainees. Trainees will complete a reflection on each to record their learning.

 

o    Primary – Early Years Foundation Stage (3 days) / Alternative age & ability phase (4 days) / Secondary experience (11 – 14) (1 day) – such experiences are to give the trainee the opportunity to observe and reflect on key phase provision and to develop a greater understanding of the differences and transitions between and across relevant ages.

o    Secondary – Feeder Primary School 2 day experience to observe and reflect on KS2 provision and transition in the Autumn Term

o    AllSpecialist Experience (up to 4 days) – in additional trainees are given the opportunity to experience specialisms of their choice e.g Special School Provision, Behavioural Support, Forest Schools, Sixth form / FE provision etc