Respond • Inspire • Transform

Respond • Inspire • Transform

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Programme Structure

Programme Structure

Trainees will have the opportunity to benefit from hands on classroom experience in two local schools and high quality professional learning sessions held at Skipton Girls’ High School. In addition, Subject Leads will deliver subject specific training in their own schools.  At the end of the programme, trainees will have experienced a variety of school settings.

Schools participating in the programme include:

Skipton Girls’ High School    Feversham College
Belle Vue Girls’ Academy    Titus Salt School
Settle College Harrogate High School
Colne Primet Academy Upper Wharfedale School
Ermysted's Grammar School South Craven School
Carlton Bolling

Other local schools also provide placement and training opportunities.

The programme is divided into three stages all of which are delivered in the school setting:

 STAGE 1 September to December   
  • an initial focus on both professional learning and subject knowledge/pedagogy.

  • a primary experience.

  • a placement in your first school.

 STAGE 2 December to March  
  • further professional learning and subject studies.

  • a full time teaching placement in your second school.

 STAGE 3 March to June  
  • a week of further professional learning.

  • the placement in your second school resumes in a new class, culminating in a 70% teaching timetable alongside additional student focussed activity. 

  • an enrichment block follows this placement with the opportunity to extend experience to a very different setting. 

  • further professional learning days including preparation and transition to employment.

  • enrichment opportunities focussing on key national priorities e.g. phonics teaching in primary school.

Each trainee will be allocated a Lead Tutor to work with them throughout the year in addition to the Subject Mentors in each of their placement schools. These are all experienced and current classroom practitioners.

Assessment of Trainees

Trainees are assessed against teachers’ standards in order to gain Qualified Teacher Status. Evidence for this comes from a range of sources which include lesson plans, lesson observations, pupils‘ work scrutiny, medium term planning, mentor meeting records and subject knowledge tracking.  In order to gain the Post Graduate Certificate of Education, trainees must reflect and evaluate their own practice as well as completing two additional level 7 assignments, which also earn Masters Credits.

Trainees’ progress will be formally reviewed and assessed at the end of each stage but formative assessment underpinning development occurs continuously throughout the course.


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