Aims of the Programme

Aims of the Course

The course aims to:

  • Increase the supply of appropriately trained, suitably qualified and inspirational teachers in Essex primary schools
  • Exploit the potential of school led training with strong mentor support, linked to in-depth knowledge of relevant theoretical frameworks and exceptionally well-developed practical teaching experiences in the Foundation Stage, Key Stage 1 and Key Stage 2
  • Provide access to outstanding quality training and professional development for potential teachers
  • Enable trainees to achieve recommendation for Qualified Teacher Status and gain the award of Post Graduate Certificate in Education at Masters level

Programme Learning Outcomes

Participants who complete successfully all the requisite components of this programme will demonstrate:

  • Outstanding professional attributes, knowledge and understanding and professional skills in teaching commensurate with a person who has exceeded the normative Teachers’ Standards for the award of QTS
  • Secure and detailed subject knowledge of the new National Curriculum, other national guidance documents and engage in critical debate about current educational issues, research and practice
  • Professional reflexivity in their approach to learning
  • Personal capacity to acquire, review and extend as needed, their subject knowledge and professional knowledge and skills to secure learning for all pupils
  • High expectations, respect and commitment for the learners in their care working with school policy and practices providing a critical analysis of frameworks for the classroom management and justify strategies for provision in the appropriate phase of education
  • Effective use of Computing as a teaching and learning tool
  • Well developed ability to critically analyse, reflect and evaluate theory/policy linked to practice to implement improvements and engage effectively in professional debate and use the outcomes to develop as an autonomous professional
  • Ability to motivate, inspire and challenge learners
  • Evaluate critically the principles of monitoring and assessment and apply them effectively within the learning and teaching context to support individual learning
  • Initiative to take personal responsibility for their own professional development by synthesising practice and theory to enhance own practice

The course focuses, during the early stages, on the acquisition of a repertoire of basic classroom management competencies to develop the confidence of trainees to work with children inside and outside the classroom. There is progressive introduction both to theoretical ideas that underpin professional practice and to the various dimensions of the professional debate. On the 5-11 programme trainees receive extended and focused support and tuition in the three National Curriculum core subjects:

  • English
  • Mathematics
  • Science

The work emphasises the importance of reading, language and development, numeracy and investigational science.

There is also support and tuition in other curriculum subjects:

  • Art
  • Citizenship
  • Design and Technology
  • Geography
  • History
  • Computing
  • Music
  • P.E.
  • PSHE
  • R.E.

THEORY based study

These sessions provide the knowledge base for trainees and address ethical issues. Theory based studies include the following: lectures, discussions, activities, seminars, discussions with professionals, assignments and tasks to ensure the link between centre based theory, subject knowledge and/or pedagogy and school based study. Assignments require trainees to undertake subject related reading.  Some of these sessions take place in schools to enable trainees to work with the pupils.  One example is at our special school, where theory is linked immediately to working with the pupils in the special school.

School based study

This method of teaching and learning enables trainees to test their knowledge and skills within the school setting. These skills are developed throughout the course by the following: observations of good practice, school training, teaching, observations and feedback from school based and professional mentors, school based tasks and discussions with professional colleagues.

Personal study

Trainees are actively encouraged to undertake personal study. Skills addressed include self-evaluations, working within a group and autonomy. Trainees write a Reflective Journal and collate quality portfolios of evidence to demonstrate they have met the Teachers’ Standards.  Trainees develop their own knowledge through reading and research for assignments.

By the effective combination of learning, practice and reflection, it is our aim that, by the end of the course, trainees become proficient and reflective classroom practitioners. They will have the confidence to start their teaching careers with a firm foundation for future development.

after the training year

Once the course is completed, our teaching school (Billericay Teaching School Alliance) has a continuing Professional Development Programme for your Induction Year (NQT) right through to senior management.