What you can expect from CTG
All our training programmes lead to the recommendation of Qualified Teacher Status (QTS) essential for teaching in England. QTS is assessed through the collation of evidence that the Teachers' Standards (2012) have been met.
You will also complete either a Professional Graduate Certificate in Education (PgCE Level 6) or a Postgraduate Certificate in Education (PGCE Level 7). Both of these academic qualifications demonstrate that you have critically engaged with the research and knowledge base which underpins professional practice.
Trainees who pass the PGCE (Level 7) will be awarded 60 credits which can be put toward a full Masters qualification in the NQT year and beyond.
Our PGCE courses are validated by the University of Hertfordshire.
The aim of the school based placement is that is should be progressive, giving trainees scope for reflection and time to develop a range of appropriate teaching styles and strategies. Teaching experience is interwoven with Developing Professional Practice lectures and Subject and Curriculum Knowledge sessions enabling theory and practice to be fully integrated.
This is a core element of the course and will enable you to place the pedagogy of your subject within the wider context of educational provision and practice in society. Sessions will cover topics looking at the education system, legal and professional responsibilities of teachers as well as reflecting on wider key educational issues. Sessions take place on a Monday morning at Challney High School for Boys in Luton (secondary) and at Parkfields School in Toddington for primary trainees.
For secondary trainees, weekly sessions take place after school at various venues within our consortium.
Primary trainees will develop their subject knowledge through exciting immersion sessions focusing in a practical way on specific subjects such as art, music and physical education.
In both primary and secondary programmes you will develop skills associated with: presentation and communication; implementation of the National Curriculum; plan individual lessons and series of lessons; how best to organise and manage groups of pupils, assessing and recording pupils’ progress and attainment.
Assessment is undertaken on an on-going basis through performance during school experience and through academic coursework. A termly profile of progress is created during the course and this provides a log of achievements. Evidence is recorded against each of the Teaching Standards and uploaded to an e-portfolio. For the PGCE qualification trainees submit two assignments across the academic year.
The pace of the phased introduction to classroom teaching needs to be carefully judged and will not be the same for all trainees. We provide guidance on the progression of teaching experience over the academic year but this will depend on individual trainees and the context in which they find themselves. Most trainees will start the year mainly observing or team teaching small sections of classes and by the end of the year they will be teaching close to the expectations of a Newly Qualified Teacher.
The course is based around a strong foundation of personalised learning and development. Central to this is the trainee relationship to the mentor and other staff. This is developed through an understanding of strengths and needs as well as recognising how to enable trainees to develop professionally. Each trainee has different needs and brings different strengths to the course.
Responsible for your development of classroom management skills.
Develops your skills to teach your subject effectively and runs a weekly sessions.
Oversees your 'whole school' experience and meets with you once a week.
Training Support Tutor
Arranges termly observations to discuss your training needs and provides support and guidance throughout the course.