The training year starts each September and runs until the end of the Summer term. It is a rigorous and practical route leading to the award of QTS. Our programme enables trainees to develop a wide range of teaching skills, to reflect on their practice, and to demonstrate from the school and complementary training experiences that they meet the requirements of the professional standards for teaching.

Training

The Training Programme is designed around the ITT Core Content Framework and the needs of individual trainees, so that trainees learn and develop high quality professional knowledge, skills and understanding. The training programme also has key elements. All trainees then learn how to develop that learning with a range of opportunities to underpin their practice.
You’re in school from the first day of term, seen as a staff member by everyone. You’re in one school four days a week to the end of the school year, spending Spring half term at a contrasting school. One day a week you’ll be at our central venue alongside other trainees, sharing and learning from each other’s experiences. Our model enables you to experience a full year in school and fully appreciate the demands/rewards that brings.

Working alongside a mentor, trainees evaluate their ongoing level of knowledge, skills and experience and record this development in their weekly Reflective Journal. This will involve observing outstanding practitioners teachers and training activities leading to delivering whole class teaching.

Your core training is extremely diverse from theoretical input to observing excellent practice. We support our trainees throughout their training year, enabling them to be fully prepared for teaching during their training and beyond.

We’re one of a few providers who are fully supported by their local authority learning partners specialising across different education areas.

Our moderation report (2023) said…

4.3 High-quality mentoring provides trainees with excellent support throughout their training year. There is a clear culture of rich, professional dialogue between trainees and mentors that is both reflective and developmental. Mentors support trainees to identify next steps, focusing on the precise detail that is necessary so that trainees fully understand what they need to do to improve their practice. Mentors identify ‘actions’ and ‘success criteria’. In the main, this ensures that trainees have a clear understanding of what to improve and exactly how to do it.

Secondary Trainees

Secondary trainees will also benefit from 15 Subject days, giving them the opportunity to further enhance their subject knowledge. By the end of the training year they will be fully equipped to deliver their subject from Year 7 to 11 including the GCSE specifications.

In order to gain Qualified Teacher Status (QTS) trainees have to be judged competent against the Teacher Standards.

Formative assessment comprises of;

– 6 Half-termly Tutor visit reports
– 3 termly Assessment Point reports
– 2nd placement Assessment Point report
– 2 SCITT tasks and 2 Assignments
– Weekly mentor meeting with targets set

We work hard to create a reduced workload approach to assessment, basing many of our judgements on professional dialogue – not paper trails. Assessment is based upon day-to-day practice and should complement your teaching and reduce the amount of additional work required.

THE AWARD OF PGCE

The School of Education and Professional Development is responsible for two M level modules during their training year, leading to the award of Postgraduate Certificate Education.

Module 1 – Evidence Based Practice (30 Credits)

This module will focus on the development of trainees’ practice in relation to behaviour management. Assessment is based on a portfolio of evidence of your work in the classroom and a written reflection of the development of their practice in this area.

Module 2 – Curriculum Development (30 Credits)

This module provides a structured opportunity for trainees to develop innovative and original curriculum resources. It develops and extends trainees’ understanding of progression, and their ability to plan teaching and learning in relation to either subject matter, use of technology or a particular teaching strategy related to either subject matter, use of technology or a particular teaching strategy related to current educational initiatives. Assessment is based on the development and evaluation of a unit of work undertaken with pupils in the placement school.

We also offer trainees the option to enhance their training and obtain the PGCE qualification through the University of Huddersfield.

Find out more about the Postgraduate Certificate in Education here.

We also offer trainees the option to enhance their training and obtain the PGCE qualification through the University of Huddersfield.

Find out more about the Postgraduate Certificate in Education here.