Our Secondary Teacher Teaching Apprenticeship is full time and runs for three terms from September with an end point assessment in the following September. We expect you to take the lead in managing your own learning but will provide guidance and support from trainers at Star Institute and in our partner schools. The number of sessions throughout the year will be approximately 30 days and these will mainly take place on Fridays.
Secondary Teaching Apprenticeship (11-16)
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The Postgraduate Teaching Apprenticeship begins with an intensive, centrally delivered two day introduction on 29 and 30 August. The induction coves core aspects of the school curriculum: features of effective learning and teaching; how pupils learn and how teachers facilitate learning; behaviour management; pupil assessment; planning effective learning for all children, including those with special needs (SEND); English as an additional language (EAL); and planning differentiated learning that meets all young learners’ needs.
During this time, there will be a focus on developing the apprenticeship group, sharing and disseminating practice together, collaboration and teamwork in learning, planning and teaching. Apprentices will undertake audits of skills, experience and knowledge in relation to the programme requirements and the Teachers’ Standards. These will be used to build a personalised learning plan that you will update and maintain throughout your apprenticeship. The number of college sessions throughout the year will be approximately 30 days.
Our Secondary Teaching Apprenticeship is structured to offer training across the full 11-16 age range which covers KS3 and KS4. Apprentices will experience a contrasting 6 weeks’ placement.
In recognition of the fact that certain teaching approaches must be secured before a teacher can bring about good or better pupil progress as a result of the lessons they deliver, we adopt a graduated approach to ensure the systematic development of our apprentices.
In Term 1 we will begin to develop the ‘foundations’ of teaching practice, relating educational theory to classroom practice. As your skills develop, you will take on increasing responsibility for the classroom planning, teaching and assessment and progress.
In Term 2 you will be placed in a contrasting school for 6 weeks from January to enrich your apprenticeship experience. You will build upon the basics from your first term and start to develop a deeper understanding of effective pedagogical practice.
During the final phase in the third term you will master an extended repertoire of teaching practices that ensure outstanding learning and progress. This will enable you to see the progress pupils make and the impact you have had in securing positive outcomes for young people.
Apprentices are supported by tutors at the Institute during their school placements. Tutors will visit each apprentice during their placement and contrasting school experience.
Apprentices will undertake 1 day in a Primary setting and 1 day in a Sixth Form or College to gain Key Stage 5 experience. The enrichment may take place in their own school if this can be facilitated. These experiences will complement the sessions centred on transition and ensure apprentices fully understand the expectations, curricula, strategies and teaching arrangements in the age group immediately before and after those qualified to teach.
Apprentices will gain 1 day experience in a Special School to focus on Special Educational Needs and Disabilities (SEND). This will build on learning already undertaken during the centre-based programme and develop a keen appreciation of the needs of diverse children and how to support their learning. This enrichment may take place in their own school if this is appropriate.
Apprentices will gain experience of working with pupils with English as an Additional Language (EAL) to further enhance training and to develop strategies to support these learners. This enrichment may take place in their own school I this can be facilitated.
Apprentices will lead a small-scale action research project. The expectations will be to undertake a project that explores the effectiveness of an aspect of teaching and pupils’ learning. The project will provide an opportunity for critical reflection on both the process and the outcomes and will take place in the apprentice’s own school.
The school-based teaching apprenticeship route is underpinned by a structured taught course which provides deep insight into the required subject knowledge and the appropriate pedagogy to inspire effective learning in children and young people and secure progress. The apprenticeship focuses on:
- Pedagogy and progression
- Curriculum, assessment and progression
- Subject development
- Personal development, behaviour, and welfare, including anti-bullying and Social, Emotional
- Personal development, behaviour, and welfare, including anti-bullying and Social, Emotional and Mental Health (SEMH)
- Behaviour for learning
- Literacy and numeracy across the curriculum
- Safeguarding, including the Prevent, Female Genital Mutilation (FGM) duty
- Special Educational Needs and Disabilities (SEND)
- Character development, including Spiritual Moral Social and Cultural (SMSC), PSHE and British Values
- Reflection and self-development
During each half term, apprentices will be expected to undertake independent study to supplement the taught programme and develop subject knowledge of pedagogy and curriculum content.
Throughout the programme, apprentices will benefit from a wrap-around team who will provide personalised guidance support and mentoring to secure success.
In order to gain Qualified Teacher Status (QTS), you will need to demonstrate that you can fully meet each of the Teachers’ Standards by the end of the Postgraduate Teaching Apprenticeship.
The Postgraduate Teaching Apprenticeship will operate within a coaching culture where you will maintain a personalised professional development plan and agreed coaching plan to support you throughout the programme. This will be designed to meet your needs as an apprentice and will focus on what you need to do to become an outstanding teacher and reach the required standards.
You will take an active part in assessing and promoting your own professional development and you will be supported in this by weekly reviews with your subject specialist and personal tutors at the Institute and with your Subject Coaches in your school. You will be continually assessed through lesson observations and your progress will be formally reviewed at 6 points during the year.
Our assessment and support tools include:
Your first assessment will occur at interview. Feedback from the process will identify the immediate areas of development in subject knowledge, experience or skills. A preparatory Reading List will be provided alongside any suggestions for further experience prior to commencement of the course.
RECORD OF PROFESSIONAL DEVELOPMENT
During the Induction, you will audit your subject and curriculum knowledge. These audits, reviewed by our team, will identify your development needs and form the beginning of your Record of Professional Development (RPD). Using the RPD, you will plan and track your progress towards demonstration of the Teachers’ Standards for the award of QTS.
FORMAL LESSON OBSERVATIONS
You will be formally observed each week by your mentor in school. These observations and feedback will form the basis of weekly review discussions.
Half-termly reviews will focus on work sampling with a view to reviewing marking, homework and their impact on pupil progress.
PERSONAL DEVELOPMENT PLAN
A Personal Development Plan, updated in line with weekly review meetings, will record agreed targets, actions and support needs.
You will be required to keep detailed planning notes for your lessons supported by half term plans of overall directions and learning outcomes for your pupils, individually and in groups.
If you wish to gain a PGCert, you will be required to complete additional written assignments linking your day-to-day teaching experience to educational theory.