As soon as you begin the programme, you start your journey of professional development towards becoming a qualified teacher. In your first year, you will become familiar with the Teachers' Standards and the key roles and responsibilities of a class teacher. You will begin to develop an understanding of the key learning theories and aspects of child development that underpin all classroom activities.
Your specialist subject tutors will introduce you to key aspects of the curriculum for Early Years, Key Stage 1 and Key Stage 2. You will develop a good understanding of early reading and early mathematics development and how this underpins learning in the core subjects in later age-phases. Your subject tutors will support you in assessing and developing your own subject knowledge so that you feel confident in teaching your first lessons in school.
You will visit school weekly in the first semester to reflect on the key principles that you are learning, and to prepare for your first assessed block of school-based training. In your school-based training, you will be placed in a class appropriate to the age-phase you have chosen for your programme. With support from a school mentor and a University link tutor, you will begin to plan, teach and assess children's learning in individual lessons or areas of provision. You will be assessed throughout your placement against teachers' professional standards and finish with targets to support your progress to year two of the programme.
In your second year, you will reflect on your own progress towards becoming a qualified teacher and set targets to develop your independence in the classroom. As part of your professional development, you will continue to build your understanding of how best to support children with a wide range of needs. Your weekly school visits prior to school-based training will help you reflect on best practice in this area. As well as a second assessed block of school-based training, you will have the opportunity to complete a placement in an alternative educational setting.
Working alongside subject specialist tutors, you will explore both the core and wider curriculum in further depth. You will have the opportunity to plan sequences of learning across a range of subjects and consider the impact on children's learning in terms of a holistic curriculum. In the core subjects of English and Maths you will consider in depth how to create opportunities for children to engage with key objectives and progression across the key stages.
In preparation for school-based training, you will develop skills in planning, teaching and assessing sequences of learning in the core curriculum and how to start making some links to the wider curriculum.
In your final year, you will make the transition from trainee to Newly Qualified Teacher (NQT). Your University and school-based tutors will support you in preparing for your final assessed block of school-based training, where you will take on the full role of the class teacher. You will learn about the key ethical and legal responsibilities of the teacher and how to establish good working relationships with colleagues in school, including professionals from support services and parents. You will have the opportunity to identify a specialist subject or area for study, including an independent enquiry focusing on this aspect of professional practice. Throughout your final year, tutors will support you in preparing for your first teaching job and beyond.
You will build on your previous experiences at University and school to critically reflect on national priorities for Key Stage 1 and Key Stage 2. You will consider how the primary curriculum and assessment regime is influenced by political decisions and develop an understanding of the broader educational landscape. In preparation for school-based training you will consider how to approach the wider curriculum and how to support children's cross-curricular learning. There will be an opportunity to reflect on what you consider to be best practice in engaging children with the curriculum, particularly taking into account the needs of vulnerable groups of learners.