“This course has provided me with so much knowledge to prepare me for working in the field. The Training Team have all been fantastic mentors and encouraged me throughout my training, keeping me on track and providing me with endless support. They continuously looks for ways to improve the course and listens to the suggestions we make, leading to us having training sessions that were both relevant and engaging from trainers we enjoyed. Overall I have really enjoyed my training year and feel well prepared to undertake my new adventure in September! Thank you 🙂” Katrina Toal, NQT July 2020
Intake for our course will commence at the start of September. We do not have a January intake.
The length of the programme is one year and one term- September to July for the QTS assessment and one additional term for the award of PgTA assessment (Level 6).
You will be required to spend four terms in a school (Qualified Teacher Status is awarded after 3 terms; after an additional term the apprentice will go through an End Point Assessment, carried out by a different provider).
You will be able to search for our courses on Find postgraduate Teacher Training courses from 4th October 2022.
https://www.gov.uk/find-postgraduate-teacher-training-courses
You will be able to apply for our courses from 11th October 2022
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 July 2020, Class Teacher, Subject Leader, Mentor and Link Tutor with 2Schools Consortium
Training sessions
Training sessions are delivered weekly (during the Autumn and Spring term) by a range of experienced teachers, outstanding practitioners and leading figures in their field. Training is regularly updated and addresses the latest and most topical issue in today’s teaching, including pedagogy and cognitive Load Theories, British Values, cultural capital, engagement and underachievement.
Topics related to well-being and workload are regularly addressed across the year through distinct sessions at key points in the year but also across all training sessions.
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 varies according to trainees’ previous experience. A typical training programme lasts three terms and may be structured as outlined below and will follow the Developmental Model of Teacher:
| Â | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer |
| Developmental Stages of a Teacher | The principles of Behaviour, Attitudes and Values
The Principles of Pedagogy, Planning and Assessment The Principles of Professional Behaviours The Principles of Effective use of Other Adults
|
Developing Behaviour, Attitudes and Values
Developing Pedagogy, Planning and Assessment Developing effective use of Other Adults The principles of Inclusion Language Skills Developing Professional Behaviours |
Developing Pedagogy, Planning and Assessment
Developing Inclusion Embedding/Extending effective use of Other Adults |
Embedding/extending Behaviour, Attitudes and Values
Embedding/ Extending Pedagogy, Planning and Assessment Language Skills Embedding/Extending Inclusion Embedding/Extending effective use of Other Adults |
Extending Pedagogy, Planning and Assessment
Embedding/Extending Professional Behaviours Embedding/Extending effective use of Other Adults |
| Input and Expectations* | Induction (2 or more consecutive days) Subject audits – English, maths, SPAG, Phonics and science Input and study focuses on literacy and numeracy Additional input and study includes behaviour management; planning and assessment; special needs; ICT; and teaching science and humanities Work alongside an assigned teacher in one key stage Classroom activities begin with assisting the class teacher, supporting groups of children and teaching parts of lessons Gradually increase whole class teaching up to 50% of the week One week teaching literacy and numeracy Written assignments on classroom management |
Input and study includes assessment; teaching art, music, P.E., religious education and ICT; job applications and interviews. Change key stage and work alongside a different class teacher Gradually increase whole class teaching up to 75% Experience of teaching in another school for a minimum of 4 weeks |
Input and study includes PSHE and citizenship; teaching in other phases; planning out of school trips; and reporting to parents Return to key stage of term 1 Whole class teaching up to 80% with decrease in class teacher support Final moderation Each term progress towards the standards required for Qualified Teacher Status is assessed and targets are set for the Newly Qualified Teacher (NQT) year |
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*For more details on our curriculum offer please get in touch.
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.