Outline of the Course

Outline of the Course

This is a one year full time training course running from the beginning of September to the beginning of July.

What is the structure of the course?

“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 seven main elements to the course:

  • Orientation Day – held in July at The Bromfords School, Wickford.
  • Induction – the course begins in September. Trainees are based in one specific school for the whole course, with a six week placement in the alternative key stage during the Spring term. You will also have additional placements in the Foundation Stage, Key Stage 3, Special Needs setting, Pupil Referral Unit, schools in diverse areas and schools to work with subject specialists.
  • 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.
  • Core Subjects – extended and focused tuition on the three core subjects, English, Mathematics and Science.
  • Other Curriculum Subjects – focused tuition in Art, Citizenship, Design and Technology, Geography, History, Computing, Music, PE, PSHE and RE in KS1/KS2.
  • Enhanced Experience – you will be working with a subject specialist to provide an understanding of the skills to co-ordinate a curriculum area of English and Mathematics and gain an understanding of School Improvement.
  • Broad Professional Studies – an introduction to issues relating to:
  • Child Development
  • the new National Curriculum, including planning teaching strategies, assessment for learning and cross-curriculum themes and dimensions
  • aspects of the broader educational debate including Child Protection and Principles of Safeguarding, Special Educational Needs and Disabilities, Behaviour Management, Inclusion, Systematic Synthetic Phonics and English as an Additional Language

The course meets the requirements of the Teachers’ Standards for the recommendation of Qualified Teacher Status.

To be awarded Qualified Teacher Status you will be required to provide evidence that you have met the Teachers’ Standards. The standards are grouped in nine sections:

  1. A teacher must set high expectations which inspire, motivate and challenge pupils
  2. A teacher must promote good progress and outcomes by pupils
  3. A teacher must demonstrate good subject and curriculum knowledge
  4. A teacher must plan and teach well structured lessons
  5. A teacher must adapt teaching to respond to the strengths and needs of all pupils
  6. A teacher must make accurate and productive use of assessment
  7. A teacher must manage behaviour effectively to ensure a good and safe learning environment
  8. A teacher must fulfil wider professional responsibilities
  9. Personal and professional conduct

How much reading and study? How will the course be assessed?

Each module is assessed and formative evidence is loaded onto a web portal. To be awarded a PGCE, trainees need to pass assignments set by The Institute of Education and two teaching practices, one in both Key Stage 1 and Key Stage 2.  There is a weekly focused professional tutorial with the school lead mentor to cover the professional standards for recommendation of Qualified Teacher Status and a weekly individual tutorial with the class mentor to discuss the classroom practices and to reflect on your weekly progress. During the course trainees are continually assessed against the Teachers’ Standards in the following ways:

  • Through observation of lessons during school practices
  • Through examination of the trainee’s personal development portfolio, lesson plans and teaching files on the portal
  • Through written assignments or assessment tasks

There is a formal review of the trainee’s process at the end of each of the first two terms. Trainees will receive early warning if their performance is judged not to be at the required standard.

The final assessment towards the recommendation of Qualified Teacher Status takes place at the end of 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 a considerable amount of 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.

How is the Billericay Educational Consortium course different?

There are several aspects that make the course offered different from most other courses:

  • Head teachers 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 in lectures and then a week or two later 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 spend a period of 6 weeks in the Spring term at a school in the alternative Key Stage to undertake their first teaching practice.
  • Trainees will have full use of all The Institute of Education’s facilities.
  • On completion of the assignments set by The Institute of Education and the passing of two teaching practices, trainees are awarded a Post Graduate Certificate in Education.