About the course
There are eight main elements to the programme:
Induction Day – when all of the trainees come together to meet the team and in the afternoon they spend some time with their school based tutors.
Trainee School Visit Day – held in July for trainees to meet their tutors in school.
Beginning of Training – the programme begins in the first week of September. Trainees spend eight days together over the first two weeks at the central training venue in Harrogate preparing to start their placement
Placements – Trainees have one main placement school starting in September with a contrasting placement in a different key stage in the Spring term.
Structured Mentoring – to develop classroom skills and to support the application of skills, knowledge and understanding gained by trainees as they progress through the programme.
Core Subjects – extended central training on the three core subjects, English, Mathematics and Science.
Other Curriculum Subjects – focused central training in Art, SMSC, Design and Technology, Geography, History, Computing, Music, PE, PSHE and RE
Broad Professional Studies – an introduction to issues relating to:
The 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, Spiritual, Moral, Social and Cultural values
Behaviour Management, Inclusion and Systematic Synthetic Phonics
Training as a teacher under supervision – in compliance with The Education (School Teachers’ Qualifications) (England) Regulations 2003 (SI 1662), our trainees carry out the following duties under supervision of their class teacher or school based tutor:
planning and preparing lessons and courses for pupils;
delivering lessons to pupils;
assessing the development, progress and attainment of pupils; and
reporting on the development, progress and attainment of pupils.
The selection process:
Activity with a group of between 6-10 pupils (ages 6-8 years old)
During this session the observer will assess your ability to:
Build a rapport with the pupils;
Engage with the pupils providing opportunities for questioning and responding to their questions and clarification;
Communicate clearly and appropriately with the pupils;
Use the task as a vehicle to extend their knowledge and understanding;
Actively involve all pupils in the task;
Demonstrate initiative and creative thinking;
Interact with the pupils;
Maintain good pupil behaviour;
Take a risk;
Make the activity ‘fun’;
Demonstrate a presence in the classroom.
Complete a written task
You will be asked to complete a short comprehension to check your spelling, grammar and handwriting. You will also be asked to complete a short maths test.
At formal interview the panel will assess:
Your personal and intellectual qualities suitable for teaching;
Your ability to reflect on teaching and learning;
Your experience of working with children in schools or in more informal settings, and how this informs your knowledge of child development;
Knowledge and understanding of the responsibilities and qualities of teachers and knowledge of current educational topics such as special educational needs and disabilities;
Awareness of the importance of effective behaviour management strategies, inclusion and safeguarding;
Knowledge of the role parents and carers play;
Ability to establish good working relationships;
Ability to adapt to unexpected situations;
Commitment to continuing professional development;
Commitment to training for QTS status and gaining the PGCE award through a workplace based course.
How school placements work
Starting on the first day of the autumn term, you will be based in your “home” school. You will be seen as a member of staff, quickly appreciating the workplace and seeing theory put into practice every day. You will undertake training by staff in your “home” school as well as workshops and other activities with student teachers from across our Alliance of schools.
When you are ready, you will start to take responsibility to deliver parts of lessons on your own. The ITT programme will build your confidence and subject knowledge and give you the necessary skills to become an effective classroom practitioner. As you become more confident and competent you will take on greater responsibility until you are teaching full lessons.
How many school placements will there be?
You are required to teach in 2 schools during the course of the year. The first placement (Autumn) and the third placement (Summer) are usually in the same school. In the Spring term you will spend time teaching in another school. Our placement strategy is aimed at giving you the best preparation possible for your teaching career. During the programme you will spend time in a variety of schools and contexts including mainstream schools, special schools, Pupil Referral Units (PRU), and the Medical Needs Teaching Service.
What kind of assessments are there for School Direct?
You will need to demonstrate that you meet the Teachers’ Standards to achieve QTS. You will also complete academic assignments in order to achieve a PGCE. These assignments are focused on your understanding of how children learn, your specialist subject knowledge and your vision for education.
What support will I receive?
Throughout your year you will be supported by a well-trained mentor, the primary lead mentors and colleagues from our ITT partners.
You will be employed at Unqualified Teacher Scale 1 (£15,817). Your training fees will be paid for you.
Financial support isn’t available for this course because it comes with a salary.
If you choose a course without a salary, you may be eligible for financial support while you study, including bursaries, scholarships and loans.
GCSE grade C or above in English Language, Mathematics and Science. These three qualifications should have been awarded prior to application to this programme. Other GCSEs are required to show a good spread of curriculum subjects. Equivalency examinations are accepted.
2.1 honours degree from a UK University or a recognised equivalent qualification (in exceptional cases 2.2 degrees will be considered if supported by evidence of other strong academic and personal qualities).
You will be able to demonstrate -
• A high degree of emotional intelligence, the ability to empathise and have a sound understanding of equality and diversity.
• A real sense of moral purpose and a tireless energy to achieve the best for your pupils.
• Commitment, resilience and the ability to reflect in order to learn from your own experiences as well as the experiences of others.
About the training provider
We are training the next generation of outstanding teachers for the Leeds area. We are committed to providing the highest standard of education and we want to recruit student teachers who share the same commitment. Our current cohort of student teachers are training to teach in primary and secondary in both mainstream and special school settings.
We provide training and placements of the highest quality to deliver a truly bespoke training package. We are committed to helping you develop professionally, well beyond your initial teacher training and Newly Qualified Teacher (NQT) year by means of an extensive programme of Continuing Professional Development (CPD) opportunities – As an Appropriate Body for NQTs we offer our trainees a coherent two year programme of support.
You will have - GCSE Grade C or above (or equivalent) in English and Mathematics. If you are applying for our Primary programme, GCSE Grade C or above (or equivalent) in Science as well.
A degree from a UK or European Union Higher Education Institution or equivalent qualification, preferably a First Class Honours Degree or a 2.1. A 2.2 would be considered for applicants with additional experience, expertise or extenuating circumstances.
Experience of working with children or young people in the recent past; this may include experience leading the local Brownie pack, working as a Teaching Assistant or being employed as an unqualified teacher.
Training with disabilities and other needs
We are committed to Equality and Diversity. All partner organisations and all schools participating in the programme have clearly established policies, processes and systems for monitoring. All trainees will be introduced to their school’s policy through focused training by the host school.
We are committed to the achievement of equal opportunities. This is central to our mission as providers of school-based teacher training and we have a proven track record of supporting trainees with additional needs.
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