Qualified Teacher Status Course Structure
The QTS element is the same for all programmes
The theoretical side of the course is delivered by practising professionals who bring the reality of teaching into the training. The enthusiasm, experience and dedication of the facilitators will help course members to link theory to practice, turn planning into delivery and to stimulate the development of learning behaviour in children.
An important feature of the course is the emphasis on managing behaviour for learning. It also recognises the importance of good planning, curriculum knowledge and developing the skills necessary for good practice.
Trainees will be able to choose to train for Early Years and Key Stage 1 (ages 3 – 7) or Key Stages 1 and 2 (ages 5 – 11) .
Placements at two different primary schools will help build confidence and experience. Trainees will be regarded as members of staff within their practice schools and will receive the benefit of support from the headteacher, mentor and other colleagues. Additionally trainees will experience special school, early years and KS3 settings.
Trainees will start by observing lessons and progress through collaborative teaching to whole class teaching.
The programme contains the distinctive elements that will contribute to the development of the knowledge, understanding and skills needed to meet the requirements of the Teachers’ Standards.
The taught core subjects of English, mathematics and science are all linked to classroom experience. The development of pupils’ literacy and numeracy skills are strong elements and trainees will learn how to use mastery approaches to teach mathematics and systematic phonics to teach reading, as well as strategies to develop pupils’ reading comprehension skills and a love for reading.
Computing, Geography, History, Music, Art, Design & Technology, PE, PSHE, Citizenship, RE and MFL are taught explicitly through the programme. Cross-curricular themes are also explored.
This considers all the practical aspects of a teacher’s daily work including: planning and delivering learning opportunities for pupils; assessing and recording pupil learning and progress; working with colleagues such as teaching assistants; communicating with parents and carers; meeting the needs of pupils with additional needs including special educational needs & disabilities (SEND), English as an additional language (EAL) and pupils eligible for the pupil premium; classroom and behaviour management.
This considers the theory of child development and learning. It will support you to develop the skills required to use educational theory and research to understand, inform and improve your own classroom practice.
Trainee Participation in Committees
Within the FIPC, various committees work together to provide the management structure for the SCITT.
A trainee voice is represented at the scheduled management committee meetings.
Personal and Professional support
Every trainee is allocated a personal professional tutor (all with primary head teacher experience) who will look after you for the whole year and visit your school regularly. Our tutors are renowned for friendly, understanding, compassionate and patient support – both personally and professionally
Trainees are allocated a mentor in each practice school who will provide structured support. Mentoring sessions are held weekly to guide trainees to develop expertise in the curriculum, subject knowledge and in the application of skills.
All the mentors are highly skilled classroom practitioners who understand directly the professional needs of a teacher. They will be able to help each trainee acquire those capabilities.
The newly formed team of FIPC Principal Professional Mentor and Senior Professional Mentors further support the mentoring in schools with a focus on subject knowledge within the curriculum.
Every trainee teacher must meet a set of Teachers’ Standards before being awarded QTS.
Professional Learning Conversations take place at key points throughout the year. These conversations focus on professional behaviours, curriculum, pedagogy, assessment and behaviour. Evidence is collated throughout the year in a portfolio.