Programme at a glance
"Sessions are incredibly useful ... delivered by experienced professionals who still work as teachers or in their fields of expertise."
School Direct trainee 2020-21
Our unique, blended programme has been designed in partnership with the University of Derby.
Teaching is a rewarding but demanding career and we know that it can be particularly challenging to maintain a healthy work-life balance during your initial teacher training.
Because of this, we have designed our programme with mental health and well-being at its heart. Well-being is integral to what we do, with three well-being days built in to the training schedule.
Our distinctive blended-learning experience maximises the time you spend in school and reduces time spent travelling to partnership or University training. It is structured via 12 face-to-face training days in local partner schools and 12 online training sessions.
As a national partnership boasting an experienced training team of school based subject practitioners, we are adept at providing exceptional remote learning through effective use of technology.
Face-to-face sessions are held in exemplary schools where trainees observe and de-construct a range of outstanding teaching practice alongside fellow trainees, led by expert facilitators who are all outstanding primary school teachers and leaders. Our training locations change each year depending on which schools our trainees are placed in, and to try to keep travel time to a minimum.
With an additional 14 hours of Masters level teaching from The University of Derby - also delivered via a blended model- our curriculum provides firm pedagogical foundations which go beyond the mechanics of teaching so you become a confident teacher with a clear professional identity.
Programme content at a glance
Download a copy of the Programme at a Glance here
Core modules focus on pedagogy and its practical implications and include:
* Professional Practice and Pedagogy
* Theories of Learning and Teaching: The Pupil as Learner
* Developing Teacher Enquiry: Research Informed Practice