This is a two year part time training programme running from the middle of September to the third week of July.
Terms 1 & 2 – 2 days per week, term 3 – 5 days, term 4 – 2 days per week and term 5 – 5 days per week. This model works well for someone who wishes to work full time as a teacher at the end of the training and is able to invest in the full-time placements.
All together, over the 5-6 terms, trainees will have over 140 days in school for each option and 36 days training centrally or in regional tutor groups. Central training takes place in Harrogate.
Training will combine learning on the job in the classroom, on-line modules, academic assignments, regional tutor groups, central training, themed visits to schools to observe specific elements of good practice, and teaching impact studies.
Teaching practice 2 and 4 schools are selected on suitability for the trainee and geographical location. They are matched with trainees based on the current strengths of the school and the requirements of the trainee. In this way we ensure that trainees have the best possible support in school over their training year and a personalised approach to training.
Starting on the first day of the autumn term, you will be based in your “home” school. You will be seen as a member of staff, quickly appreciating the workplace and seeing theory put into practice every day following a carefully designed plan to support your learning. You will undertake training by staff in your “home” school as well as tutor groups, central training sessions and other activities with trainee teachers from other schools on the programme.
When you are ready, you will start to take responsibility to deliver parts of lessons on your own. The programme will build your confidence and subject knowledge and give you the necessary skills to become an effective classroom practitioner. As you become more confident and competent you will take on greater responsibility until you are teaching full lessons.
The academic modules will be completed each year to build and consolidate knowledge of special educational needs, how children learn and how pupils make progress in lessons.
The mentor support got me through, my mentor was there for me even on those days when she was very busy, I was amazed at how much support there was”