Course structure

COVID modifications to our programme

The COVID pandemic has inevitably impacted on how we deliver our training, however we are trying to maintain as much of the programme structure as possible. Our trainees are in school 4 days a week and are integrated in to the school community, working alongside teachers to develop their understanding and skills. They have weekly meetings with their mentors and fortnightly meetings with their ITTCs. 

Weekly professional training is delivered on line on Tuesdays and consists of pre reading, presentations, group discussions and the submission of short written tasks. There is the opportunity to have 1:1 tutorials with MSC staff on Tuesday afternoons to ask questions and just ‘check in’ on how things are going. 

We plan that trainees will still be visited in school by MSC visiting tutors but visits to other schools by trainees will not be available until the COVID restrictions are lifted. 

 

  • All teacher training courses run from Sept 1st until 30th June. Successful trainees will be awarded Qualified Teacher Status on 1st July. If applicable, the Post Graduate Certificate in Education (PGCE) is awarded by Bath Spa University at its awards board later in July.
  • PGCE is optional. Although the majority of our trainees study for both QTS and PGCE, the PGCE is an optional qualification. In some cases trainees feel that they would like to reduce their workload during their training year and therefore opt out of doing the PGCE. If trainees are fee paying then the Bath Spa University accreditation fee may be reimbursed to them. If trainees are salaried then then they do not pay the accreditation fee for the PGCE.

  • In school from day 1. Pupils and staff see you as a new member of the department and school rather than as a trainee joining them part way through the term. You have the opportunity to integrate in to the school community and take a full part in school life.
  • Trainees are supported by a subject mentor and an Initial Teacher Training Coordinator (ITTC) in school. The trainees work closely with their mentors and have a dedicated weekly meeting to discuss their progress and set targets. ITTCs meet trainees fortnightly to discuss wider school issues and offer pastoral support.

  • Visiting tutors. All trainees will be visited by an MSC visiting tutor three times throughout the course. Visiting tutors ensure that schools are providing trainees with a quality placement, that judgements made about the trainees are agreed and that trainees are on track with their programme.
  • Weekly, centralised professional training at the MSC. On Tuesdays training sessions are delivered by current practitioners who are experts in their fields. This includes lead teachers, educational psychologists, school professional development leads etc. Training is designed to be engaging and relevant, sending trainees away with ideas to try in their lessons.

  • A small inclusive community who know you and your school well. We pride ourselves on our capacity to support trainees during their training programmes. We understand the pressures of training to teach and managing life outside of school at the same time. We encourage trainees to share any problems or issues with us so that we can offer support and advice.
  • Second school placement. All trainees must complete a teaching practice in a second, complementary school. Trainees are able to choose which schools they approach to secure a placement (trainees receiving a training bursary are expected to complete both practices in the state funded sector). This allows a degree of personalisation for trainees e.g. we work with a range of schools and alternative educational settings e.g. Pupil Referral Units and Special Schools. Trainees can decide where they might gain most benefit.
  • Visiting other schools. We try and give our trainees the opportunity to visit different schools which can offer different expertise and experiences. As part of our Tuesday Professional Training we offer focussed visits to schools outside of the partnership e.g. special schools, Pupil Referral units, forest school, inner city schools etc.
  • We do not require trainees to specifically compile files of evidence. We are mindful of the need to reduce workload so aim to limit unnecessary photocopying and printing. Trainees are given feedback and targets weekly which provide evidence of their practice and progress. Along with filing their lesson plans and resources weekly. They also complete short portfolio tasks to supplement their teaching files. This altogether provides enough evidence they need. 

 

 

Ofsted Report