1. Wickford Teaching School Alliance

2. Our partners 3 Secondary Schools: 1 Outstanding(Beauchamps High School), 1 Good(Moulsham High School) & 1 RI (Bromfords) 17 Primary Schools The Church of England Billericay SCITT Anglia Ruskin University

3. What We Do School 2 School Support: NLEs, LLEs, & SLEs CPD: Teach Meets, SENCO training, Lesson Study for Maths, Stonewall Train the Trainer, Nurture training ITT: Primary & Secondary teacher training Leadership & Management: NPQH,NPQSL & NPQML Research & Development: International links with Sweden & Finland

4. ITT Billericay SCITT BEC was named as the top quality provider of Primary Initial Teacher Training in England for 2013, 2012, 2011 and 2009 and is the only provider in Essex to be awarded an OUTSTANDING grade by Ofsted in 2010 and again in 2014 Experience the best of both worlds, a school led course with all the facilities a University can offer including extensive Library, online journals, NUS membership and bookshop

5. The Course This is a one year full time training programme running from the beginning of September to the end of June. Orientation Day – held in July for trainees to meet their mentors. Induction – the programme begins in September with an induction day. Trainees are based in one specific school for the whole course, with a six week- half term placement in another school during the first half of the Spring term. Placements in Special Needs setting, Pupil Referral Unit and schools to work with subject specialists are also provided during the year with a two day Key Stage 2 experience and a day in an early years setting learning how children learn including the teaching of phonics. Structured Mentoring – to develop classroom skills and to support the application of skills, knowledge and understanding gained by trainees as they progress through the course.

6. The Course Continued General Professional Studies - an introduction to issues relating to: Child Development the Curriculum, including planning teaching strategies, assessment for learning and cross-curriculum themes and dimensions includingt key skills aspects of the broader educational debate including Child Protection and Principles of Safeguarding, Special Educational Needs and Disabilities, Behaviour Management, Inclusion, Systematic Synthetic Phonics and English as an Additional Language The programme meets the requirements of the Teachers’ Standards for the recommendation of Qualified Teacher Status.

7. Teachers’ Standards To be awarded Qualified Teacher Status you are required to provide evidence that you have met the Teachers’ Standards. The standards are grouped in nine sections: A teacher must set high expectations which inspire, motivate and challenge pupils A teacher must promote good progress and outcomes by pupils A teacher must demonstrate good subject and curriculum knowledge A teacher must plan and teach well structured lessons A teacher must adapt teaching to respond to the strengths and needs of all pupils A teacher must make accurate and productive use of assessment A teacher must manage behaviour effectively to ensure a good and safe learning environment A teacher must fulfil wider professional responsibilities Personal and professional conduct

8. HOW MUCH READING AND STUDY? There are training sessions every Thursday. The morning session will cover the General Professional Studies with the Course Director and other specialised teachers and in the afternoon trainees will experience sessions on subject specific issues led by the Lead Subject Mentor. These sessions are cross-referenced and closely linked with the school experience, the General Professional Studies programme and the Teachers’ Standards. Trainees are required to criticially reflect on outcomes and apply practice in the context of their school circumstance. Each module is assessed, and evidence to demonstrate the meeting of the standards is loaded onto a portal

9. HOW WILL THE PROGRAMME BE ASSESSED? During the course trainees are continually assessed against the Standards in the following ways: Through observation of lessons during school practices in mainstream and special schools Through examination of the trainee’s professional development portfolio, lesson plans and portal evidence Through written assignments and assessment tasks There is a formal review of the trainee’s expectation regularly throughout the programme. Trainees will receive early warning if their performance is not meeting the required standard. Intervention strategies are available to support trainees to improve their performance. The final assessment towards the award of QTS takes place in the third term and takes into account the evidence provided by the previous reviews.

10. WILL YOU BE THROWN IN AT THE DEEP END? The answer is ‘No’. You will spend a considerable amount of time in the early weeks on structured observation. There will be a phased introduction to small group teaching, part lesson teaching and full lesson teaching, all under the direct supervision of a trained and experienced mentor