About the course
We pride ourselves in a highly personalised approach and our course is tailored to your individual training needs. We recognise that our students come from a wide range of different starting points and the training is well tailored to cater for this. Some students come along with experience of working within schools already whilst others have spent very little time in school prior to starting. Training commences on the first week in September and ends at the end of June.
You will train across at least two school phases in at least two different schools throughout the year. In a typical week, you will spend four days in your 'home' school learning from outstanding, inspiring and supportive mentors, teachers and leaders. Once a week, you will attend a theory based session (40 days throughout the year) delivered by subject specialists from within our school partnership at Bransgore Primary in our learning centre or at the University of Winchester to enable you to develop into a competent and confident Primary School teacher by the end of the course.
During the first term, the ‘formative placement’is an ideal opportunity to gather lots of experience without it being formally assessed. Your time teaching is balanced with time out of class which may include observing other teachers, planning alongside teachers, planning individually, visiting other classes/schools and having time to work on University assignments and research. After Christmas students partake in an assessed 6 week placement in a contrasting school before returning to their host school for a final assessed school experience. There is also opportunity to spend time in a KS3 or Early Years settings in the summer term. Whilst our assessed placements are not in Early Years, a number of our students go onto be successful Early Years teachers.
Partnership with the University of Winchester
Our Primary School Direct program is delivered over the course of an academic year in partnership with the University of Winchester. Successful completion of the course leads to Qualified Teacher Status (QTS), a Postgraduate Certificate in Education (PGCE) and credits towards a Master’s Degree.
Bransgore Primary School has been judged outstanding. The University of Winchester is rated as outstanding by Ofsted for its Initial Teacher Training provision and in a recent National Student Survey it was ranked in the top ten universities in England.
Our partnership spans the areas of Hampshire, Dorset and Bournemouth. Many of our trainees find employment within the partnership and often go on to become school-based mentors or contributors to the taught course. A distinctive feature of our partnership schools is their commitment to providing high quality provision, reflected by nationally recognised awards and inspection reports. The schools serve diverse communities including rural and urban catchments.
(click on each one to visit their website)
- Hordle CE (VA) Primary
- Highcliffe St Mark Primary
- Poulner Infant School
- St Luke’s Primary (Bournemouth)
- William Gilpin CE Primary (Lymington)
- St James Primary (Bournemouth)
- Trinity First School (Verwood)
- Somerford Primary
- Training provided by the very best and experienced teachers within our schools
- Personalised coaching and support – we are very aware that people start teacher training from many different aspects of life
- Professional academic support from a university lecturer
- Schools who are committed to growing the best future teachers possible
- High standards of achievement in our schools
- Children who are enthusiastic learners
- At least two different school-based experiences within our group
- Opportunities for experience of cross phase training
- Early Years and Special needs Education Experience days
By the end of the course, trainee teachers will be expected to have demonstrated a thorough understanding of the Teaching Standards.
The Teaching Standards are:
- Set high expectations which inspire, motivate and challenge pupils
- Promote good progress and outcomes by pupils
- Demonstrate good subject and curriculum knowledge
- Plan and teach well-structured lessons
- Adapt teaching to respond to the strengths and needs of all pupils
- Make accurate and productive use of assessment
- Manage behaviour effectively to ensure a good and safe learning environment
- Fulfil wider professional responsibilities
- Demonstrate consistently high standards of personal and professional conduct