About the course
At its core, this course has two key elements that drive its success; practical experience and personalised support. These are delivered through two components:
School based training:
From the outset, trainees are immersed in a school environment, each being assigned a main school placement, a classroom base and an experienced Teacher Tutor who will support their development throughout the year. This main placement is complemented by a crossover experience, typically during the first half of the Spring term. Designed to complement each other, the crossover offers experience in a contrasting school and key stage.
The close working relationship of trainee and Teacher Tutor sits at the core of this programme model and facilitates the depth of understanding necessary for personalised support. Tutorials every two weeks with a Training Manager extend this, together providing a truly individual learning journey.
School based training is complemented by core training on a Friday within one of the partnership schools. It is delivered by a range of subject specialists and provides a comprehensive programme that closely links to the Teacher Standards in Initial Teacher Education, and other important issues such as Safeguarding, E-Safety and Emotional Well-Being. The sessions enable trainees to develop a deeper understanding of key issues and pedagogical thinking by encouraging them to critically reflect on research in relation to their own classroom practice.
If you would like further information about any of the training opportunities available through the Ashmead ITT partnership, please visit our website (http://www.ashmeadschoolteachertraining.org.uk/)
The interview process is undertaken at either Ashmead School or a possible placement school within the partnership and comprises of a number of different elements; typically this would include a taught session to a group of children, a short written task and an interview that includes a verbal presentation. Also of critical importance is the opportunity for potential trainees to ask questions; we will do all we can to ensure candidates feel informed when making their choices.
For those who are successful at interview, a conditional place on the course will be offered. The conditions will vary for each applicant, but may include, successfully gaining outstanding qualifications, passing your Skills Tests, a criminal record check (DBS) and an occupational health assessment. To reflect individual circumstances, further conditions may be discussed at interview.
How school placements work
With a primary focus on Aylesbury town and the surrounding area, our large partnership of schools offer a broad range of learning experiences across the primary years. Typically, trainees spend four days each week in school with the fifth being allocated to core training. Matching trainees with the right schools is critically important to us and we do all we can to accommodate personal wishes; for example, proximity to home, consideration of public transport, extended experience of a different key stage or a placement in a school outside of our regular geographical partnership. Through individual discussions, travel time and individual circumstances are always taken into consideration before an offer of placement is agreed.
An indication of what each Teaching Practice comprises of is illustrated below:
TP1 First Teaching Practice – Autumn
Trainees work from existing school medium term planning and along with support from their Teacher Tutor begin delivering lessons in accordance with their personalised targets. By the end of the Autumn term the expectation is that their teaching commitment should be approximately 40% of the week.
TP2 Second Teaching Practice – Spring
This practice takes place in a different school and different key stage and lasts for six weeks. The first week is largely observation based and working with groups. The second week will involve solo teaching, building upwards to 50% teaching from Week 3 onwards and 60% in the final week. Trainees will plan full lessons, drawing from medium term planning in the school.
TP 3 Final Teaching Practice – Summer
This is the final assessment period. At this stage, it is expected that trainees demonstrate that they can fully plan an appropriate sequence of work across the full range of curriculum areas. They must demonstrate that they can sustain a satisfactory teaching standard over an 80 - 90% teaching timetable. They should prepare teaching resources, mark work and fulfil the main requirements of a classroom teacher to demonstrate their abilities in readiness for entry as a qualified teacher into the profession.
The course fees for 2019/2020 are as follows:
Trainees will need to fund their own tuition fees – this can either be done privately (in three termly instalments, further details available from the Partnership if required) or by applying for a tuition fee loan from the Student Loans Company.
If you take out a tuition fee loan, the tuition fees will be paid automatically to the Partnership by the SLC and you will pay them back, according to a pre-determined schedule, once you are employed and earning over the minimum salary threshold.
Loans should be applied for as soon as you have accepted your UCAS offer.
Depending on your personal financial circumstances, you may also be eligible for a maintenance loan to contribute towards your costs of living. This is means-tested and will be completely individualised to each applicant. This is paid termly, at the start of each term, by the Student Loans Company.
In addition to the fees, you will also be required to cover the cost of a Disclosure and Barring Service (DBS) application (Approx. £60), which is a prerequisite for working in schools.
A British Bachelors Honours degree or recognised equivalent qualification (2nd Class or higher)
•A GCSE grade C / level 4 or above in English Language, Mathematics and Science
•Successful completion of both the literacy and numeracy professional skills tests
•Clear and accurate written and verbal communication skills and the abilty to read effectively.
•Successful safeguarding checks including an Enhanced DBS check
•A successful 'Fit to Teach' health assessment
Prior experience of working with children is useful, but beyond that are personal qualities critical for a successful career. Teaching is both rewarding and demanding, and those wishing to undertake it must have commitment, self-motivation, and the resilience to work within a changing environment that presents different challenges each day. The ability to work openly and effectively within a team is vital; enthusiasm, empathy and trust are qualities we hope a reflective practioner would identify. If you embrace the challenge of new learning and are ambitious for the development of those around you; teaching offers the most rewarding profession.
Individualised programme agreed and Partnership Agreement signed by Headteacher.
•Identification, through the selection process, as exhibiting the potential to be a Good or Outstanding teacher by the end of the programme.
About the training provider
Ashmead School has been engaged in the delivery of Initial Teacher Training for over 10 years. As a Lead School based in Aylesbury, we are well placed to provide a centre for training that caters not only for those living within Buckinghamshire, but also areas of neighbouring Oxfordshire and Hertfordshire.
The partnership offers Initial Teacher Training opportunities across a diverse group of schools that collectively recognise the mutual value of providing the best opportunities for those wanting to join our wonderful profession. Our commitment is absolute, and to those wishing to join our partnership, we extend the warmest of welcomes.
If you would like further information about the training opportunities available through the Ashmead ITT partnership, please visit our website (http://www.ashmeadschoolteachertraining.org.uk/)
About the accredited body
TMA ITTP 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 our ITT team added expertise to bring to your training journey.
The Partnership offers undergraduate and postgraduate SCITT, School Direct and Assessment Only pathways and also validates QTS for other local teaching schools. Birmingham City University accredits both their PGCE and their new trail-blazing, school-based undergraduate route.
Training with disabilities and other needs
Ashmead School is committed to equal opportunities and will not discriminate on the grounds of colour, race, nationality, ethnic origin, sex or marital status or on the grounds of disability.
We encourage all potential applicants to discuss their needs in order that we can consider them individually and explore any adjustments that can reasonably be made to offer the best learning experience. All efforts will be made to support an individual’s needs, but applicants should be aware that unsuccessful management of a condition may result in termination of the programme.
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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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