Primary School Teacher Training Courses

  • iStock_000042240846LargePrimary – UCAS code: 2C9N 
  • Early Years ITT  – Application to be provided directly to us

The course aims to: 

  • Increase the supply of appropriately trained, suitably qualified and inspirational teachers in Worcestershire primary schools
  • Exploit the potential of school led training with strong mentor support, linked to in-depth knowledge of relevant theoretical frameworks and exceptionally well-developed practical teaching experiences in Key Stages 1 and 2
  • Provide access to outstanding quality training and professional development for potential teachers
  • Enable trainees to achieve recommendation for Qualified Teacher Status and gain the award of Post Graduate Certificate in Education at Masters level

 Programme Learning Outcomes

Participants who complete successfully all the requisite components of this programme will demonstrate:

  • Outstanding professional attributes, knowledge and understanding and professional skills in teaching commensurate with a person who has exceeded the normative Teachers’ Standards for the award of QTS
  • Secure and detailed subject knowledge of the new National Curriculum, other national guidance documents and engage in critical debate about current educational issues, research and practice
  • Professional reflexivity in their approach to learning
  • Personal capacity to acquire, review and extend as needed, their subject knowledge and professional knowledge and skills to secure learning for all pupils
  • High expectations, respect and commitment for the learners in their care working with school policy and practices providing a critical analysis of frameworks for the classroom management and justify strategies for provision in the appropriate phase of education
  • Effective use of Computing as a teaching and learning tool
  • Well developed ability to critically analyse, reflect and evaluate theory/policy linked to practice to implement improvements and engage effectively in professional debate and use the outcomes to develop as an autonomous professional
  • Ability to motivate, inspire and challenge learners
  • Evaluate critically the principles of monitoring and assessment and apply them effectively within the learning and teaching context to support individual learning
  • Initiative to take personal responsibility for their own professional development by synthesising practice and theory to enhance own practice. The course focuses, during the early stages, on the acquisition of a repertoire of basic classroom management competencies to develop the confidence of trainees to work with children inside and outside the classroom. There is progressive introduction both to theoretical ideas that underpin professional practice and to the various dimensions of the professional debate

If you apply for the 5-11 programme trainees receive extended and focused support and tuition in the three National Curriculum core subjects. The work emphasises the importance of reading, language and development, numeracy and investigational science.

  • English
  • Mathematics
  • Science

There is also support and tuition in other curriculum subjects:

  • Art
  • Citizenship
  • Design and Technology
  • Geography
  • History
  • Computing
  • Music
  • P.E.
  • PSHE
  • R.E.        

What is the structure of the course?

  • By the effective combination of learning, practice and reflection, it is our aim that, by the end of the course, trainees become proficient and reflective classroom practitioners. They will have the confidence to start their teaching careers with a firm foundation for future development
  • Trainees are actively encouraged to undertake personal study. Skills addressed include self-evaluations, working within a group and autonomy. Trainees write a Reflective Journal and maintain a Record of Professional Development. Trainees develop their own knowledge through reading and research for assignments.

Personal study

  • This method of teaching and learning enables trainees to test their knowledge and skills within the school setting. These skills are developed throughout the course by the following: observations of good practice, school training, teaching, observations and feedback from school based and professional tutors, school based tasks and discussions with professional colleagues.

School based study

  • These sessions provide the knowledge base for trainees and address ethical issues. Theory based studies include the following: lectures, discussions, activities, seminars, discussions with professionals, assignments and tasks to ensure the link between centre based theory, subject knowledge and/or pedagogy and school based study. Assignments require trainees to undertake subject related reading. Some of these sessions take place in schools to enable trainees to work with the pupils. One example is at our special school, where theory is linked immediately to working with the pupils.

Theory based study

If you apply for the Early Years Foundation Stage and Key Stage 1 programme then focus will be placed on the EYFS framework, but you will be part of the 5-11 course for the Key Stage 1 part of the programme.

  • Trainee School Visit Day – held in July for trainees to meet their mentors in school.
  • Induction – the course begins in September. Trainees are based in one specific school for the whole course, with a six week placement in the alternative key stage during the Spring term. Trainees on the 5-11 programme will have additional placements in the Early Years Foundation Stage, Key Stage 3, Special Needs setting, Pupil Referral Unit, schools in diverse areas and schools to work with subject specialists. Trainees on the Early Years Foundation Stage and Key Stage 1 programme will have additional placements in a nursery, Key Stage 2, Special Needs setting, Pupil Referral Unit and schools in diverse areas.
  • Structured Mentoring – to develop classroom skills and to support the application of skills, knowledge and understanding gained by trainees as they progress through the course.
  • Core Subjects – extended and focused tuition on the three core subjects, English, Mathematics and Science. For the Early Years Foundation Stage and Key Stage 1 programme trainees will also experience focused tuition on: Communication and Language; Physical Development; Personal, Social and Emotional Development; Literacy; Mathematics; Understanding the World and Expressive Arts and Design.
  • Other Curriculum Subjects – focused tuition in Art, Citizenship, Design and Technology, Geography, History, Computing, Music, PE, PSHE and RE in KS1/KS2.
  • Subject Specialist Placement – on the 5-11 programme you will be working with a subject specialist to provide an understanding of the skills to co-ordinate a curriculum area of English, Mathematics, Science or Special Educational Needs and Disabilities.
  • Broad Professional Studies –an introductiontoissuesrelating to:
    • Child Development
    • the new National Curriculum, including planning teaching strategies, assessment for learning and cross-curriculum themes and dimensions
    • aspects of the broader educational debate including Child Protection and Principles of Safeguarding, Special Educational Needs and Disabilities, Behaviour Management, Inclusion, Systematic Synthetic Phonics and English as an Additional Language
    • To be awarded Qualified Teacher Status you will be required to provide evidence that you have met the Teachers’ Standards. The standards are grouped in nine sections:
    • The course meets the requirements of the Teachers’ Standards for the recommendation of Qualified Teacher Status.
  1. A teacher must set high expectations which inspire, motivate and challenge pupils
  2. A teacher must promote good progress and outcomes by pupils
  3. A teacher must demonstrate good subject and curriculum knowledge
  4. A teacher must plan and teach well structured lessons
  5. A teacher must adapt teaching to respond to the strengths and needs of all pupils
  6. A teacher must make accurate and productive use of assessment
  7. A teacher must manage behaviour effectively to ensure a good and safe learning environment
  8. A teacher must fulfil wider professional responsibilities
  9. Personal and professional conduct

 How much reading and study? How will the course be assessed?

Each module is assessed and formative evidence is loaded onto a web portal. Trainees need to pass three written assignments and two teaching practices, one in the Spring and Summer terms. There is a fantastic University library facility with the use of academic journals. There is a weekly focused group tutorial with the school lead mentor to cover the professional standards for recommendation of Qualified Teacher Status and a weekly individual tutorial with the class mentor to discuss the classroom practices and to reflect on your weekly progress. During the course trainees are continually assessed against the Standards in the following ways:

  • Through observation of lessons during school practices in mainstream and special schools
  • Through examination of the trainee’s personal development portfolio, lesson plans and teaching files on the portal
  • Through written assignments or assessment tasks
  • There is a formal review of the trainee’s process at the end of each of the first two terms.
  • Trainees will receive early warning if their performance is likely to be judged ‘requires improvement’
  • The final assessment towards the award of QTS takes place in the third term and takes into account the evidence provided by the previous reviews.

Will the trainees be thrown in at the deep end?

The answer is ‘No’. Trainees will spend a considerable amount of time in the early weeks on structured observation. There will be a phased introduction to small group teaching, part lesson teaching and full lesson teaching, all under the direct supervision of a trained and experienced mentor.There are several aspects that make the course offered different from most other courses:

  • Head teachers are responsible for the course, its management and organisation.
  • It is designed and delivered by schools working in collaboration with experienced teacher trainers.
  • There is practical classroom experience throughout the course.
  • Trainees spend time in lectures and then a week or two later apply that theory learnt into practice in a school, where they are involved in the day to day routine. This includes staff duties, staff meetings, parent evenings and school in-service programmes. Expectations of trainees are those applied to the teachers working in the school where the trainee is based.
  • Trainees are allocated trained and experienced mentors who are responsible for helping them to develop their classroom management skills and also to monitor and support their overall professional development.
  • Trainees will spend a period of 6 weeks in the Spring term at a school in the alternative Key Stage to undertake their first teaching practice.
  • Being based on the campus of a University, trainees will have full use of all the University facilities.
  • On completion of the three assignments and the passing of two teaching practices, trainees are awarded a Post Graduate Certificate in Education

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