About the course
The School Direct teacher training programme is a full time, one year Initial Teacher Education qualification introducing you to the requirements for teaching to the 11 – 16 age range. Where appropriate, opportunities to experience post 16 provision will be available. It has been designed to enable you to demonstrate evidence of having met the Teachers’ Standards that lead to Qualified Teacher Status. Whilst undertaking the School Direct unsalaried (PGCE) route into teaching you will work towards securing 60 Master’s level credits. The School Direct salaried programme allows you to work towards securing 30 Master's level credits. This is an integral part of the programme. We strongly believe that innovative and effective teaching and learning is made possible through a teacher’s full engagement with research informed practice and underpinning theories of learning. This is fostered in two modules and developed through School Based Training. You will be well supported in becoming a critically reflective teacher capable of inspiring pupils to learn, achieve and flourish.
You will be supported and taught by specialist tutors with excellent experience, knowledge and research informed expertise. Partnership schools provide opportunities for you to learn about pedagogical approaches relevant to your subject specialism and the professional responsibilities of all teachers.
You will have a six week second school experience with a contrasting school in the Spring term, where, with the support of a teacher mentor and a university subject tutor, you will develop your skills to become an excellent classroom teacher. Training to teach is exciting, rewarding and demanding. By the end of the course you will be well prepared for employment as a Newly Qualified Teacher (NQT).
The selection process requires candidates to
- teach a lesson (topic provided in advance)
- subject knowledge interview
- 45 minute written English task
- panel interview
How school placements work
Trainees will train in a partner school within the Herts and Bucks Teaching School Alliance, the home school is determined at interview. Generally speaking, every effort is made to match trainees to a school of their choice. Trainees spend six weeks in a contrasting school in the Spring term. Secondary school trainees will spend a day observing lessons in a primary school and primary general trainees will spend a day observing lesson in a secondary school. Trainees will benefit from the support of departmental colleagues, a subject/teacher mentor and a professional mentor. Trainees are supported by weekly mentor meetings.
The course fees for 2019/2020 are as follows:
Candidates may be eligible to apply for a tution loan.
- GCSE in Mathematics, English and Science (Primary General only) at Grade 4/C.
- First degree of a United Kingdom higher education institution or equivalent qualification, classification 2.2 or above preferred. Overseas qualifications must be verified by NARIC.
About the training provider
The Herts and Bucks Teaching School Alliance has considerable experience of training teachers and recognises and values the enthusiastic contribution that they make to our school communities. The lead schools, Parmiter's School (Hertfordshire schools) and Dr Challoner's High School (Buckinghamshire schools) offer School Direct salaried and unsalaried teacher training routes across the full range of curriculum subjects. The training programme is structured to allow trainees to develop the skills required by teachers to teach the subject that they are training in and to develop specific expertise for making a distinctive contribution to practise in their settings. A subject mentor directs the development of subject knowledge for teaching in school settings. All schools within the TSA employ a Professional Mentor to oversee and quality assure the provision of training within the school. The programme enables trainees to have a clear understanding of learning theories and child development and how this impacts on student learning and informs their own development as a teacher. Trainees will have the opportunity to spend time in one of the other partnership schools to ensure a contrasting and comprehensive experience. As well as first class mentoring in school, trainees will participate in three full-day conferences and shared professional studies sessions. Bespoke training in behaviour management is provided.These will enhance learning and professional development as well as providing a valuable opportunity to forge relationships beyond their immediate context. Feedback from trainees is extremely positive with all trainees securing Newly Qualified Teaching roles for the following academic year.
About the accredited body
We are committed to the concept that the most effective teacher training takes place through close co-operation between the training institution and the school, whereby the student benefits from the expertise of practising teachers and at the same time receives the necessary theoretical training. Close links have been forged with our accredited training provider, The University of Hertfordshire. The university is a leading regional provider of Initial Teacher Education (ITE) and consistently high achieving in it's Ofsted inspections and in the Guardian and Times League tables.
Training with disabilities and other needs
Training to be a teacher can be very rewarding, but also tiring and, at times, frustrating. We are here to assist trainees through both the "peaks and troughs" of their school placements and hope that the experience is enjoyable, professionally satisfying and personally fulfilling.
Schools within The Herts and Bucks TSA are committed to making reasonable adjustments for disabled staff and
to ensure that the needs of disabled staff are accommodated in the school environment, as far as is reasonably practical.
Throughout the trainee’s time at school the subject mentor will provide professional support and guidance and will have weekly scheduled meetings with the trainee. This process will be overseen by the professional mentor. In addition to the more formal aspects of the training, however, it is hoped that the trainee will regard both the mentor and the professional mentor as confidantes and that he or she will be able to turn to both should difficulties arise.
Please contact the lead schools for further advice and guidance on an individual basis.
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Support and advice
For questions about this course you should contact the training provider using the contact details above.
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