The School Direct Training course contains:
- Comprehensive induction programme;
- Personalised school mentoring and University Tutor support throughout the programme;
- Taught days at the University with subject specialist university tutors to link theory and classroom; practice and to support research into written assignments;
- On-going assessment against the Teachers’ Standards;
- Reflective portfolio of evidence to achieve the Teachers’ Standards;
Teaching and Learning
The University places emphasis on enabling you to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress and build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.
Teaching
You are taught through a combination of:
- School experience and contrasting placements in a range of settings across School Direct Federations and partnerships;
- A personalised school based training programme, closely aligned with the University taught programme and school based training;
- Studying all areas of learning and teaching across all EYFS and Primary National Curriculum subjects;
- Tutor-led workshops, lectures, seminars, fieldwork and guest lectures , primarily to introduce underpinning knowledge, theoretical argument, practical skills, central issues, key texts and inter-professional fields of study;
- Study of key texts and supplementary reading to enable you to identify subject matter that will enhance their understanding and intellectual ability;
- Participation in high level professional practice discussions, peer presentations and debate, to encourage you to actively engage with and critically challenge the field;
- Directed studies, Professional Enquiry Tasks and problem solving tasks provide opportunities to develop approaches that will deepen levels of understanding and professional judgement; development of practice-based competence and skills of critical reflection through guided individual mentoring during placements. Completion of a Subject Knowledge Learning Log (SKLL) to demonstrate pedagogic understanding , competence and confidence in teaching the full range of Foundation Subjects, SEND and Religious Education;
- One-to-one academic and personal tutorial support including access to our first class Firstpoint student services;
- Personalised training plans supported by university and school based mentors.
In addition, there are regular opportunities throughout the year to meet with your personal tutor, where you will have the opportunity to talk about your academic progress, school experience, support with careers and applications and school based training.
Contact time
This is full time, school based training programme. Throughout the course of your programme you will be expected to attend University for between 25 and 30 days in the year, typically every other Friday, for three block weeks and additional guest lectures and bespoke training. When not in University, you will be expected to be in school every day, each week. On placement, you will be expected to attend school during term time and on training days and to attend all school based professional development, as agreed by the school, to ensure you are compliant with the requirements of the QTS qualification.
Typically class contact time will be structured around:
- Seminars
- Discussions
- Group work
- Lectures when appropriate e.g. visiting speakers
- Practical tasks
- Research tasks
Independent self-study
For every two hours of contact time, you are expected to undertake approximately 1 hour of personal self-study/follow up work per week. Typically, this will involve researching areas of teaching and learning related to areas of the National Curriculum, SEND, EAL and other key areas of interest relating to the primary setting.
Independent learning is supported by a range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources.
Teaching staff
You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. Teaching is informed by the research and consultancy, and all of the lecturers who teach on the course have a Higher Education teaching qualification and hold Qualified Teacher Status.
The majority of lecturers have their Masters qualification or higher and some are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles.
Your lead mentor in school works very closely with the School direct programme lead to ensure that school based training programmes align with and enhance the University Teaching programme.
All Lead mentors across the School Direct Federations and Partnerships meet regularly with the School Direct team to review trainee progress; undertake joint moderation visits and discuss programme developments. School based staff also contribute to University teaching sessions.
Assessment
The course provides opportunities to test understanding and learning informally through the completion of practice or ‘formative’ assignments. Each module has one or more formal or ‘summative’ assessments which are graded and count towards the overall module grade.
Assessment methods include subject assignments, subject profiles and individual subject assessment tasks. You will engage in a range of assessments during school experience, all of which combine as components towards your final award.
You will be involved in assessing your teaching skills and competence as they develop through the use of a Reflective Portfolio to which students, teachers and tutors contribute. You will also be observed teaching throughout the course of your training and assessed against a range of criteria underpinned by the Department for Education Teachers' Standards.
Throughout your course, you will be supported to prepare for your first year of teaching through the University of Worcester Career Entry Profile, as part of your Continuing Professional Development. You will continue to be supported beyond your initial training and award of Qualified Teacher Status as you develop as an early career professional.
Feedback
You will receive feedback on written assessments undertaken by coursework. Feedback is always intended to support learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.
We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.
Teaching practice and partner schools
We work very closely with our outstanding partner schools to carefully craft inspiring and innovative initial teacher training programmes. The School Direct route is underpinned by a coaching and mentoring model to ensure you receive the highest quality teacher training experience. Throughout your training you will have regular built in opportunities to observe and learn from outstanding teaching in a range of contexts.
Our partner schools include a range of settings from rural to inner city. You will practice teaching at least two schools and across two key stages based on your entry pathway.
The course is designed with periods in University where you will: develop a Masters' level understanding for the complex nature of teaching and learning; be taught by expert University tutors; and come together in peer group subject communities to reflect on your professional development as a trainee teacher. You will be allocated a personal Pedagogy and Professional Practice (PPP) tutor who will oversee your training journey and act as one of the key links in this.
In each school you will be supported by a Lead Mentor, as well as your class teacher and University Supervisory Tutor. Your progress will be supported and developed by this key team as part of a three way tripartite model, underpinned by professional dialogue between trainee, School and university. You will receive an inspiring range of additional professional development across your training for example Early Years conferences, training in Child Exploitation and Online Protection (CEOPS) and recognised external speakers. Your progress and development will be regularly reviewed with additional support and enrichment and extension for high performing trainees. Throughout your training your Reflective Portfolio (RP) will enable you to gather evidence of your professional development against the Teaching Standards Parts1 and 2.