Our experience with over 25 years in teacher training means that we have extensive experience to draw upon. Teaching Apprenticeship Programme recognises that all training situations are different, and we tailor aspects of the learning journey towards mastery of the Teaching Apprenticeship Programme ITT curriculum and the Teachers’ Standards training accordingly. Each trainee, in his or her school, is in a unique position: learning how to plan so that all pupils and students make good progress in lessons and over time.
Our aim is that the Teaching Apprenticeship Programme ITT curriculum is clearly understood in schools and provides trainees with models and multiple opportunities to rehearse and refine particular approaches through a shared vision. This in turn engages and prepares trainees for the reality of the classroom through sustainable workload and support and promotes a coherent journey toward mastery of the Teaching Apprenticeship Programme ITT curriculum.
Our curriculum is a strength in our partnership with schools – we provide professional development and ongoing support to our mentors and other expert colleagues in schools to understand and partake in discussion, observation, and deconstruction of what makes effective practice and has an impact on pupils. This has been enhanced in line with the ethos within the ITT Core Curriculum Framework.
The Teaching Apprenticeship Programme training approach is blended learning: face-to-face/ virtual learning supported by bespoke distance learning resources on our VLE (e-track). eQ tutors carry out one-day visits approximately half-termly with in-school training based on the schedule and in-depth learning tasks and resources provided by Teaching Apprenticeship Programme via learning and assessment through e-track.
Teaching Apprenticeship Programme has a high level of ITT flexibility because we have rolling recruitment where the training period is matched to the candidate’s needs. To support schools gathering confidence with social distancing bubbles in schools Teaching Apprenticeship Programme will work with schools to have half termly cohort start dates on an ongoing basis.
The course focuses on the key learn to/learn how to elements within the DfE ITT Core Content framework and creates a seamless learning journey towards mastery of the ITT Curriculum and the Teachers’ Standards including a focus on:
• How children learn – the science of learning
• How to plan and teach lessons well, including choosing the most appropriate teaching and learning strategies for the subject and adaptive teaching.
• How to manage pupils’ behaviour and motivate them towards learning.
• How to assess pupils’ learning and use assessment information when planning lessons.
• The needs of different groups of pupils, and how to meet them so that all groups of pupils do as well as possible e.g. those who speak English as an additional language, high attaining pupils, those with special educational needs.
• Why some pupils do not do as well as they should, and how teachers can make a difference to this.
• Effective subject teaching.
Assessment is ongoing through the course, with formal assessments at intervals so that everyone always knows exactly how well the trainee is doing and how to improve. The trainee builds up a portfolio of evidence to show that the Teachers’ Standards are met and that they have made effective progress along the journey towards gaining mastery of the ITT curriculum. The final assessment for QTS is by the school together with an Teaching Apprenticeship Programme tutor and checked by an assessment verifier from Teaching Apprenticeship Programme.
The assignments the trainee must complete consist of two essays of approximately 3000 words. One relates to educational psychology and one relates to a critical evaluation of supporting pupils with learning needs. See details below.
Educational psychology: The most significant impact on pupil outcomes is how well teachers understand how children learn and what factors might inhibit that learning. Consider how this relates to Teachers’ Standard 5 and critically evaluate your practice with reference to your learning to date and relevant pedagogical principles.
Critical evaluation: Supporting pupils with learning needs critically evaluates your practice in meeting and supporting pupils with learning needs through inclusive planning and delivery of teaching. You can focus on one or two learning needs to answer, for example, ASD and/or Dyslexia. With reflection on your own practice, how do you know that learning outcomes are successful for all children?