Secondary
Secondary
Embedded Files
Course Structure
Course Structure
Course Calendar
Course Calendar
The calendar for the year 2025/2026 can be found by clicking here
How our curriculum is structured
How our curriculum is structured
The course is divided into 3 phases and, broadly speaking, we expect to see trainees progress in the following way:
PHASE 1 There is an explicit focus on developing strong subject knowledge, curriculum knowledge, and lesson planning skills to ensure high quality teaching in Phase 1. A key focus in this phase is also behaviour management. Trainees will begin to be involved in pupil assessment and will start to adapt their teaching to meet different needs.
PHASE 2 As lesson planning and behaviour management becomes more secure, trainees should be adapting their teaching effectively in a range of ways to meet the broad needs of learners. They will start to refine more complex teaching skills such as developing questioning and using pupil data for more targeted interventions.
PHASE 3 Trainees will now be sharply focused on pupil progress over time and deploy a range of summative and formative assessment strategies effectively. Planning will take account of assessment outcomes and individual needs, informed by strong subject and pedagogical knowledge at this stage.
Timetable Commitment
Timetable Commitment
Please click on the following link to access information a trainee's timetale commitents and teaching hours throughout the course: Trainee timetable commitments
What Trainee Teachers Must Do In Each Phase
What Trainee Teachers Must Do In Each Phase
Phase One
Phase One
Study their Course Handbook and other related documents.
Attend the University on timetabled days.
Attend the partner school on timetabled days.
Observe teaching by experienced teachers.
Under guidance from the Subject Mentor, undertake directed tasks as discussed with their mentor and record these in their mentor record.
Undertake teaching alongside teachers, taking responsibility for small parts of the work during the session.
Negotiate and undertake the classroom performance required to be assessed by the subject mentor and meet the teaching commitments for this phase.
Work with the mentor to arrange weekly formal teaching observations.
Attend Mentoring tutorials with the Subject Mentor and the Professional Mentor as required.
Complete all activities relating to the ITAP (intensive training and practice).
Negotiate arrangement for the agreed visit by the University Tutor:
joint formal observation by University Tutor and Mentor
joint feedback and Professional Interview One
copy of lesson plan and prepared lesson observation form must be available for tutor and mentor
Ensure that end of phase school-based assessment is completed by the Subject Mentor and signed by the Professional Mentor.
Maintain written lesson plans in their Digital Portfolio and agreed storage at their placement school for the regular teaching commitments.
Evaluate lessons using the reflective cycles.
Complete written assignments.
Enhance their subject knowledge and keep a record of this in their subject udit.
Complete the Mentor Record and associated mentoring activities following discussion and guidance from Subject Mentor.
Attend professional interview 1.
Phase Two
Phase Two
Study their Course Handbook and other related documents.
Attend the University on timetabled days.
Attend the partner school on timetabled days.
Observe teaching by experienced teachers.
Under guidance from the Subject Mentor, undertake directed tasks as discussed with their mentor and record these in their mentor record.
Undertake teaching alongside teachers, taking responsibility for small parts of the work during the session.
Negotiate and undertake the classroom performance required to be assessed by subject mentor and meet the teaching commitments for this phase.
Work with the mentor to arrange weekly formal teaching observations.
Attend Mentoring tutorials with the Subject Mentor and the Professional Mentor as required.
Complete all activities relating to the ITAP (intensive training and practice).
Negotiate arrangement for the agreed visit by the University Tutor:
joint formal observation by University Tutor and Mentor
joint feedback and Professional Interview One
copy of lesson plan and prepared lesson observation form must be available for tutor and mentor
Ensure that end of phase school-based assessment is completed by the Subject Mentor and signed by the Professional Mentor.
Maintain written lesson plans in their Digital Portfolio and agreed storage at their placement school for the regular teaching commitments.
Evaluate lessons using the reflective cycles.
Complete written assignments.
Enhance their subject knowledge and keep a record of this in their subject udit.
Complete the Mentor Record and associated mentoring activities following discussion and guidance from Subject Mentor.
Attend professional interview 2.
Phase Three
Phase Three
Study their Course Handbook and other related documents.
Attend the University on timetabled days.
Attend the partner school on timetabled days.
Observe teaching by experienced teachers.
Under guidance from the Subject Mentor, undertake directed tasks as discussed with their mentor and record these in their mentor record.
Undertake teaching alongside teachers, taking responsibility for small parts of the work during the session.
Negotiate and undertake the classroom performance required to be assessed by subject mentor and meet the teaching commitments for this phase.
Work with the mentor to arrange weekly formal teaching observations.
Attend Mentoring tutorials with the Subject Mentor and the Professional Mentor as required.
Complete all activities relating to the ITAP (intensive training and practice).
Negotiate arrangement for the agreed visit by the University Tutor:
joint formal observation by University Tutor and Mentor
joint feedback and Professional Interview One
copy of lesson plan and prepared lesson observation form must be available for tutor and mentor
Ensure that end of phase school-based assessment is completed by the Subject Mentor and signed by the Professional Mentor.
Maintain written lesson plans in their Digital Portfolio and agreed storage at their placement school for the regular teaching commitments.
Evaluate lessons using the reflective cycles.
Complete written assignments.
Enhance their subject knowledge and keep a record of this in their subject udit.
Complete the Mentor Record and associated mentoring activities following discussion and guidance from Subject Mentor.
Attend professional interview 3, with targets set for their ECT year having reflected on their progress to date.
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