Outline of the Course
This is a one year full time training programme running from the beginning of September to the end of June.
What is the structure of the PROGRAMME?
“A very strong sense of teamwork exists across the partnership. Schools are highly influential and involved in the future direction of the partnership.” – Ofsted 2014
There are several main elements to the programme:
- Orientation Day – held in July for trainees to meet their mentors.
- Induction – the programme begins in September with an induction day. Trainees are based in one specific school for the whole course, with a six week-half term placement in another school during the second half of the Spring term. Placements in Special Needs setting, Pupil Referral Unit and schools to work with subject specialists are also provided during the year with a two day Key Stage 2 experience and a day in an early years setting learning how children learn, including the teaching of phonics and transition from Key Stage 2 to Key Stage 3.
- Structured Mentoring – to develop classroom skills and to support the application of skills, knowledge and understanding gained by trainees as they progress through the course.
- General Professional Studies – an introduction to issues relating to:
- Child Development
- the Curriculum, including planning teaching strategies, assessment for learning and cross-curriculum themes and dimensions including key skills
- aspects of the broader educational debate including Child Protection and Principles of Safeguarding, Special Educational Needs and Disabilities, Behaviour Management, Inclusion, British Values and English as an Additional Language
The programme meets the requirements of the Teachers’ Standards for the recommendation of Qualified Teacher Status.
To be awarded Qualified Teacher Status you are required to provide evidence that you have met the Teachers’ Standards. The standards are grouped in nine sections:
- A teacher must set high expectations which inspire, motivate and challenge pupils
- A teacher must promote good progress and outcomes by pupils
- A teacher must demonstrate good subject and curriculum knowledge
- A teacher must plan and teach well structured lessons
- A teacher must adapt teaching to respond to the strengths and needs of all pupils
- A teacher must make accurate and productive use of assessment
- A teacher must manage behaviour effectively to ensure a good and safe learning environment
- A teacher must fulfil wider professional responsibilities
- Personal and professional conduct
How much reading and study? How will the PROGRAMME be assessed?
There are training sessions every Thursday. The morning session will cover the General Professional Studies with the Course Director and other specialised teachers and in the afternoon trainees will experience sessions on subject specific issues led by the Lead Subject Mentor. These sessions are cross-referenced and closely linked with the school experience, the General Professional Studies Programme and the Teachers’ Standards. Trainees are required to criticially reflect on outcomes and apply practice in the context of their school circumstance. Each module is assessed, and evidence to demonstrate the meeting of the standards is loaded onto a portal.
All Fee Paying trainees need to pass two written assignments and two teaching practices, one in the Spring and Summer terms to gain the PGCE award. There is a good University library facility with the use of academic journals for both salaried and fee paying trainees to use.
During the course trainees are continually assessed against the Standards in the following ways:
- Through observation of lessons during school practices
- Through examination of the trainee’s professional development portfolio, lesson plans and portal evidence
- Through written assignments and assessment tasks
There is a formal review of the trainee’s expectation regularly at the end of each term. Trainees will receive early warning if their performance is not meeting the required standard. Intervention strategies are available to support trainees to improve their performance.
The final assessment towards the award of QTS takes place in the third term and takes into account the evidence provided by the previous reviews.
Will the trainees be thrown in at the deep end?
The answer is ‘No’. Trainees will spend time in the early weeks on structured observation. There will be a phased introduction to small group teaching, part lesson teaching and full lesson teaching, all under the direct supervision of a trained and experienced mentor. There are clear expectations of when trainees should start teaching depending on the route selected. Trainees on the salaried route can expect to be teaching earlier than those on the Fee Paying route.
How is the Billericay Educational Consortium course different?
There are several aspects that make the course offered different from most other courses:
- Head teachers and Professional Mentors are responsible for the course, its management and organisation.
- It is designed and delivered by schools working in collaboration with experienced teacher trainers.
- There is practical classroom experience throughout the course.
- Trainees spend time once a week (Thursdays) as a group in workshops and then apply that theory learnt into practice in a school, where they are involved in the day to day routine. This includes staff duties, staff meetings, parent evenings and school in-service programmes. Expectations of trainees are those applied to the teachers working in the school where the trainee is based.
- Trainees are allocated trained and experienced mentors who are responsible for helping them to develop their classroom management skills and also to monitor and support their overall professional development.
- Trainees will teach in two different schools.
- Trainees will gain experience of Key Stage 2 and Key Stage 5 during the course of the year.
- Fee paying trainees will have full use of all the University facilities.
- On completion of the two assignments and the passing of two teaching practices, trainees who have paid a tuition fee are awarded a Post Graduate Certificate in Education at Masters level.