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Course Structure

The structure of our PGCE course is outlined below:

TERM ONE:  Based in ‘home’ school beginning by guided observations of lessons and building up to teaching 6 or 7 hours of lessons per week for non salaried trainees, more for salaried trainees.  At least a day per week will be in formal training. Training commences with basic lesson planning, behaviour management and familiarisation with the standards.  It progresses to look at groups in schools who may need extra support.  The theoretical base for child development are studied, and throughout links will be made to subject and practical application.  Learning to learn and assessment for learning will be introduced as key elements in ensuring pupil progress.

TERM TWO:  Five weeks will be spent  in a second placement which contrasts from the first, and a further two weeks in another institution working on the research project.  The remainder of the time in ‘home’ school. At least a day per week will be in formal training. The research project is agreed between mentor, programme manager and trainee.  It will be based on the needs of the trainee and on the school development plan of the school where the research is taking place.  During this term trainees will become familiar with data sources in school, data analysis and using data to improve the learning of young people.  Behaviour management will be revisisted as will assessment for learning.

TERM THREE: All of this term will be in the ’home’ school with teaching increasing up to 75% for non salaried trainees,  possibly as much as 90% for salaried. At least a day per week will be in formal training. This term will be spent embedding the theory and skills developed in the past two terms. New government initiatives and directives will be investigated and trainees will be able to reflect on the year and establish plans for the future.

ASSESSMENT: There are three written assessments plus a series of tasks which may be written, verbal or action.  The programme is designed to be personalised and meet the needs of the trainee, therefore these will vary from student to student.  Trainees are also required to keep a reflective journal which plots their learning journey throughout the course.  They also need to keep a record of planning and lessons which reflect their ability to meet the teaching standards. Trainees may be able to obtain masters modules through CCCU for their assessments.

SUPPORT: All trainees will have a dedicated subject mentor in their home school with whom they will meet once per week for a formal mentoring session and more often for informal chats.  In each school there is also an experienced ITT co-ordinator who will oversee the in-school training.  Central training is led by experienced trainers and devised by the Programme Manager who will also support trainees.  The Course Director who oversees the whole process is also available to support our trainee teachers. Throughout the course the subject audit is reviewed so that the trainee can develop her/his subject knowledge and its application in teaching.

Education is about pupils making progress in every lesson. 

Teaching is a means to a much more important end - PUPIL PROGRESS.