There has been a lot of support throughout the course, from the mentors and the trainers. I feel I have been supported in my learning and given a lot of opportunities to use the newfound information in my planning and teaching. The observations of my practice have given me insight into what I am doing well and what needs to be worked on, again giving me vital feedback to help me in my own practice. The Independent Learning opportunities and Intensive Training and Practice weeks were well thought out and all the links of information to be completed were beneficial and super helpful. Yeliz, PgTA at Raynham Primary School
“The community of Thursday training sessions where you have the opportunity to share, collaborate and learn in a safe space. This helped the progression through the course as I learnt more about who I am as a person, as a practitioner and how I can implement things in my way. The continued, professional support from the 2SC team has been the foundation for all to progress, to deal with workload and to flourish in the classroom as they support the person and not just you as a teacher.” Joe, Trainee Teacher 2023.24
The length of the programme is one academic year. Intake for our course will commence at the start of September. We do not have a January intake.
You will be able to search for our courses on Find postgraduate Teacher Training courses from October 2025.
https://www.gov.uk/find-postgraduate-teacher-training-courses
You will be able to apply for our courses from October 2025.
Please select 2 referees who can comment on your ability to work with children. If you are currently employed, one reference must come from your employer.
When it comes to teacher training an academic reference is not always as relevant (particularly after 5 years or more).
Please select the option Find Courses by school, university or other training provider and type ‘Oakthorpe Primary School’ for Postgraduate Teaching Apprenticeship or ‘2Schools Consortium’ for our SCITT programme (tuition fee).
PLEASE READ ALL THE INFORMATION ON THE PgTA PAGES of the 2SCHOOLS WEBSITE and on the Gov.uk Find Postgraduate Teacher Training Courses BEFORE COMMENCING APPLICATION.
An enhanced disclosure check is required for entry to Initial Teacher Training. We ask applicants to confirm that they agree to a check by the UK Disclosure and Barring Service or Disclosure Scotland.
The Postgraduate Teaching Apprenticeship (PgTA) is an employment-based route to becoming a qualified teacher and achieving Qualified Teacher Status (QTS). The training, which normally takes four terms, takes account of previous experience and is tailored to suit individual needs.
Schools can use their Levy to pay for the training.
Although it is possible to train as a primary or secondary teacher via this route, our consortium only trains primary teachers, who may choose to focus on Foundation and KS1 or KS1 and KS2.
Throughout this experience trainees acquire the skills, knowledge and understanding of the range of elements which make an outstanding teacher, as specified in the Teachers’ Standards; from developing good relationships with children and other colleagues to promote learning, to working within a framework and national and school policies to deliver the Curriculum. Experience in school progresses from observing and working alongside the class teacher, to taking full responsibility, initially for individuals and groups, and later, for a whole class.
“I genuinely enjoy the work I do for the training school and I love how positive and progressive it is!” S. McCarthy, Class Teacher, Subject Leader, and Adaptive Teaching Expert trainer with 2Schools Consortium
Training sessions
Training sessions are delivered weekly throughout the year by a range of experienced teachers, outstanding practitioners and leading figures in their field.
Trainees are expected to develop their subject knowledge and understanding through directed tasks in school, assignments and personal study.
Tutors, mentors and expert professionals across our partnership schools all contribute to the bespoke support of our Trainee Teachers.
The tasks and assignments are aimed to raise the quality of primary teachers on school-based routes by developing their critical awareness of current issues, engaging them in scholarship and research through enquiry based opportunities. These are essential skills in creating the self-directing and independent learners that the profession requires.
Assessment
Assessment of teaching and acquisition of skills, knowledge and behaviours is carried out regularly through formal and informal observations of lessons, discussions and scrutiny of evidence throughout the placement.
Target setting leads the formative assessment and progress of the Trainee Teacher.
An essential part of the course is the tasks and assignments that trainees carry out to address a number of topics including amongst others, behaviour management, formative and summative assessment in the classroom and an Inclusion task.
Teaching is progressively assessed against Qualified Teacher Status (QTS) Standards, across two school teaching placements. Observations and assessments are made by school-based mentors and link tutors.
Subject knowledge, pedagogy and a trainee’s development as a reflective practitioner are assessed through a combination of observations, written assignments and evidence files.
A personalised training plan guides the trainee through weekly expectations of their learning through class based activities, tasks and assignments and out of school training.
Evidence file: Trainees on a teacher training course are expected to collate evidence against the Teacher’s Standards. All tasks, assignments, observations and feedback will provide evidence towards these. Guidance on evidence gathering is provided throughout the course.
Course Content (Curriculum) and Structure
The content and structure of the course vary according to a trainee’s previous experience. The training programme lasts three terms and follows a developmental model. It starts with an induction to include:
* programme and teaching expectations
* professional behaviours
* safeguarding and child protection
* the role of the teachers’ Union
We cover core teaching aspects in a specific developmental order:
* Foundations of behaviour management
* Phonics
* Reading
* Literacy planning and oracy
* Early Mathematics
* Early Years Curriculum
* Maths Planning
* Modelling and Explicit Instruction
* Well-being
* Trauma Informed Practice
* The Principles of Assessment
* Inclusion: EAL
* Inclusion: Autism
* Adaptive Teaching
* Working with Parents and Support Staff
* Planning for Foundation Subjects
* Embedding assessment: Mastering Questioning
* Addressing Social Injustice Through Education
(Foundation Subjects covered:)
* PSHE
* Science
* Computing
* Geography
* History
* Religious Education
* Art & Design
* Design and Technology
* Maths Mastery
* Outdoor Literacy and Learning
* Primary Languages
* Music
* Physical education
* Preparing for your first year of teaching
(Visits:)
* Parliament visit – British Values
* London Dockland Museum visit- school visits
Experts introduce the above core teaching aspects through face-to-face sessions; these are revisited throughout the year through a spiral curriculum approach and are complemented by:
* independent learning workbooks
* mentor-led school-based training opportunities
* Intensive Training and Practice (ITAP) periods on core teaching practices
* concept maps to organise key ideas
* Trainee’s observation and deconstruction of experts’ practice
* focus and general observations of trainee’s practice with feedback and target setting
* expert-led analysis of evidence-base
* Critical analysis of relevant teaching materials and artefacts (resources, pedagogies, schemes of work)
* Approximation and Rehearsal with expert trainers: preparation for, and implementation of, classroom teaching practice
* Pre and post-training tasks link theory to practice
* Co-planning with an expert
* Joint observation of practice
All trainees will have experience in at least 2 different key stages and will be placed in contrasting school settings to ensure breadth of experience.
Successful candidates will be employed on Point 1 of the Unqualified Teacher Scale.
NOTE: THE CONSORTIUM EXPECTS ALL ITS EMPLOYEES TO HAVE A FULL COMMITMENT TO THEIR LOCAL AUTHORITY’S EQUAL OPPORTUNITIES POLICY AND ACCEPTANCE OF PERSONAL RESPONSIBILITY FOR ITS PRACTICAL APPLICATION. ALL EMPLOYEES ARE REQUIRED TO COMPLY WITH AND PROMOTE THE POLICY AND TO ENSURE THAT DISCRIMINATION IS ELIMINATED IN THE SERVICE OF THE AUTHORITY.
If you would like to find out more or have questions that are not answered, please contact us by phone or email.
Everyone at 2Schools Consortium is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. We have a number of policies and procedures in place that contribute to our safeguarding commitment and all staff and volunteers are expected to adhere to these.