About the course
School Based Training:
Trainee teachers are immersed in the school environment right from the outset, spending the majority of their time in their ‘home school’ where they work and train, becoming a real and valued part of the school team.
Every trainee is linked with a school based trainer (SBT) who acts as their mentor and guide for the year. The SBT will usually be the teacher in whose class the trainee is based. The SBT works closely with the trainee in school on a daily basis: carrying out lesson observations, setting training targets and helping to organise in-school training opportunities which will enhance and develop the trainee’s practice.
The core training for this course is facilitated through a series of study weeks and seminar days, giving an immersive learning experience during taught sessions and enabling those from further afield to travel to Corby. This also enables trainees to experience school for full weeks and supports schools to find teaching cover.
We take an Experiential Learning approach: trainees process their in school experiences in relation to theory and research in order to deepen their pedagogical knowledge and understanding. Participants will have the opportunity to consider their own values and beliefs.
Training includes sessions facilitated by guest speakers and school visits.
Themes covered include;
• Forming a Learning Community
• Reflective Practice
• Beliefs and Values
• Underpinning Theory about how Children Learn
• Adult Pedagogic Strategies
• A Teacher’s Legal Responsibilities
• Involving Parents in their Children’s Learning
• Children’s Progress in Learning over time: Formative and Summative Assessment
• Subject Knowledge for Teaching
• Children’s Literacy Learning with a focus on phonics
• The Core Subjects: English, Maths and Science
• The Foundation Subjects
• Inclusive Practice
• Special Educational Needs and Disabilities
• Multilingual Childhoods
• Teachers as Researchers
QTS assessment is via a portfolio of evidence, gathered across the year as practice develops. Trainees receive regular feedback, focussing on how their teaching promotes learning.
Applicants will be required to:
• attend Pen Green or a Partner School for up to one full working day
• spend time in a classroom/nursery environment
• deliver a short presentation
• participate in a group discussion
• carry out a 15 minute teaching and learning activity with a small group of children
• undertake a short written task reflecting on this teaching activity
• participate in a 25 minute formal interview
The interview process seeks to ascertain the strength of the applicant’s skill set and depth of understanding of the roles and responsibilities of a teacher as well as skills such as proactivity, perception and presence.
Applicants with a good profile will be given a conditional offer through UCAS, which will be dependent on a successful 2 day familiarisation placement at their proposed school (if not already employed in and supported by the school). Applicants will spend two days in their proposed placement partner school, where they are observed in a variety of contexts and are assessed on potential to succeed on the programme in that school. As part of their time there, they will be asked to engage with the staff and children in the class with which they are placed, read a story aloud to that class and attend a discussion with the Headteacher and other staff.
Applicants will submit a written reflection on the ethos of the school and what would make them a successful fit with that school.
How school placements work
School Direct Salaried trainees are employed as an unqualified teacher in a school during their training year.
We work with a range of schools in Northamptonshire and beyond, from Maintained Nursery Schools, small village Primary Schools, larger inner city academies and special provision, each with their own culture, ethos, demographics, strengths and challenges. This gives our trainees the greatest opportunity to experience breadth in their training and to learn from one another’s experiences.
Salaried trainees often come from schools we have not previously worked with and we are always delighted to expand our collaborative network. Each new partner school is visited prior to placing a trainee to ensure that they will approach the training year in a way that is consistent with Pen Green’s aims for our training programme.
Trainee teachers are immersed in the school environment right from the outset, meaning that they ‘live and breathe’ real-life teaching and learning from day one. Every trainee is carefully matched to a single class in their ‘home school’ where they work and train for most of the year, becoming a real and valued part of the school team. Each trainee is linked with a school based trainer (SBT) who acts as their mentor and guide for the year. The SBT will be based in the trainee’s home school and will usually be the teacher in whose class the trainee is based. As every trainee has a personal mentor, the training programme is truly personalised and is shaped to meet the needs and circumstances of each individual. The SBT works closely with the trainee in school on a daily basis: carrying out lesson observations, setting training targets and helping to organise in-school training opportunities which will enhance and develop the trainee’s practice. School Based Trainers (SBTs) in partner schools are given training and personalised support to ensure they are able to provide excellent support their trainees.
During the Spring Term, all trainees are given the opportunity to experience an alternate phase in a different school, after which they return to their home school for the remainder of the programme.
Salaried trainee teachers are employed by their school full time as an unqualified teacher throughout their training year.
The contract of employment is negotiated directly between the trainee and the school but must reflect the unqualified teachers pay scales.
Salaried trainees newly employed by a school for the purpose of training will usually be paid according to the lower end of the pay scale.
Trainees who have previously worked in their school may be able to negotiate higher pay.
The Department for Education pays £9000 to the school for each salaried trainee. The school then pays £8000 of this to Pen Green to cover the trainees' tuition fees.
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.
• Bachelors’ Degree with Honours, or equivalent
• GCSEs/O levels, or equivalent, grade 4/C or above in English, Mathematics and at least one Science
• Professional Skills Tests in Literacy and Numeracy (passed prior to the course start date)
• Clear and accurate written and verbal communication
• Clean criminal record
• Good health
• The right to work and train in the UK
• Understanding of early years and primary education and the role of early years and primary teachers
• Active support from your Headteacher if you are already working in a school
• ICT competency
o Work on own initiative and manage workload.
o Work co-operatively and effectively with people from our diverse society.
o Build relationships with children that promote learning.
Have interests and talents that would enhance children’s learning experiences.
We look for applicants who can evidence a wide range of subject knowledge with good grades at GCSE and A-level. Please make sure you include all of your GCSEs and A levels on your application as well as any other higher level training.
A full career history accounting for any gaps in employment will be required if you are invited to interview and references will be followed up for safeguarding purposes.
Successful applicants must be willing to undergo an enhanced disclosure and Barring Service check (formally criminal records bureau check).
About the training provider
The Pen Green Teaching School is part of an Integrated Centre which includes a children’s centre, nursery school, early years provision and a research, development and training base. Our Nursery and Early Years provision have been consistently judged as Outstanding by Ofsted and in 2018 we were awarded 'Overall School of the Year' and 'Early Years Provision of the Year' by the Times Educational Supplement.
Our Teaching School vision is to inspire and challenge trainee teachers to become reflective, innovative and resilient practitioners and to improve outcomes for our most vulnerable children and their families. We believe that developing knowledge and understanding through practitioner reflection and action research is a central feature of successful service provision. Our daily practice is informed by our research and our research is generated from our work with children and families. Parents and practitioners collaborate as co-researchers and many have presented their work at national and international early years research conferences and symposia.
Trainee teachers are immersed in the school environment right from the outset, meaning that they ‘live and breathe’ real-life teaching and learning from day one. Every trainee is carefully matched to their ‘home school’ where they work and train for most of the year, becoming a real and valued part of the school team. During the Spring Term, trainees experience an alternate phase in a different school.
The core training is facilitated through a series of study weeks and seminar days at our purpose-built training facility in Corby.
About the accredited body
The Two Mile Ash ITT Partnership is the most established primary teacher training provider in Milton Keynes, with 16 years’ experience in leading initial teacher training, and has provided the region with hundreds of primary teachers. As part of the Milton Keynes Teaching School Alliance, they also provide CPD for teachers throughout their career, which gives the ITT team added expertise to bring to your training journey.
The Partnership offers undergraduate and postgraduate SCITT, School Direct and Assessment Only pathways and validates QTS for other teaching schools.
Birmingham City University accredits the PGCE and their new trail-blazing, school-based undergraduate route.
Training with disabilities and other needs
We encourage potential applicants with disabilities, or other additional needs, to visit the Partnership and discuss any programme adjustments that might be deemed reasonable. All efforts will be made to support an individual’s needs.
Additional learning needs:
Trainees are invited to complete a self-assessment checklist at interview or induction. If their score indicates they may have additional needs, or they already have a needs assessment in place, then they will be given the opportunity to be assessed by a qualified specialist teacher who may make recommendations.
Following this, the student, school based trainer, and lead tutor will put in place a mutually agreed Study Needs Agreement outlining what the student & teaching team will do to support their study and meet their needs.
Our Training facility in Corby, Northamptonshire, has level access and the majority of teaching takes place on the ground floor. The cafe area where lunch is served is also on the ground floor. There is a lift giving access to the upstairs library facility, tutors' office and meeting room.
Students with a declared disability may be eligible for additional financial support through the student loans company. Eligibility may be assessed via a Disabled Students’ Allowance assessment centre.
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