The Journey of a Lifetime

Teacher Training

Applying feel free to use our interactive form here. Reference to be filled in? Use our template: Reference Template

 

Early Foundations Teaching School Alliance works with the University of Greenwich as the registered training provider for the School Direct programme. The university has a long history of teacher training, going back over 100 years at the Avery Hill Campus. Employment rates are consistently above national and London averages. Training is delivered by highly effective teachers from both the Alliance and also from the university.

 

 

We Are Here For You

Our aim is to ensure all ITT

students, teachers, support staff and Early Years practitioners that use us as a provider are enthused by the quality trainers; leaving with materials, tools and ideas to use in the classroom the very next day.

If you don’t see what you need for your school/setting CPD requirements we will work with you to create  bespoke training relevant to your needs.

 

Our training includes:

  • NQT induction programme
  • Developing tomorrow’s leaders
  • Research projects
  • Becoming the best TA
  • Helicopter Stories
  • Risk assessment
  • Awesome environments
  • Funky Fingers (developing fine motor skills)
  • Assessment—Why? How? When? Where?
  • Children with challenging Behaviour
  • Language acquisition
  • Developing children as writers
  • Developing children as mathematicians
  • Writing moderation workshops
  • Know your data and preparing for pupil progress
  • Cross Curricular approaches

 

Why apply for this programme?

Do you want to undertake a programme that is very highly regarded by current students and employers for its quality of provision?

Do you have a desire to make a positive impact on a child's life opportunities?

Do you have the ability to motivate and engage children?

Do you want to acquire a deep understanding of how children learn and of the primary curriculum?

Are you committed to continuous self-improvement?

 

By studying this programme, you will become a confident, competent and effective teacher with the skills and knowledge to teach within the primary phase. Applicants for this programme can apply for the 3-7, 5-11 or 7-11 age range.

You will develop your practical knowledge and theoretical understanding to successfully work with children in a range of settings/primary school within the Alliance and its partner schools and acquire the ability to plan, teaching monitor and assess children's learning. You will also develop an understanding of the National Curriculum and the learning needs of children. You will acquire an awareness of factors that may influence the progress and wellbeing of learners, particularly in urban environments, and develop the professional values and practice needed to meet the broad demands of the teaching role.

 

How to apply

Please complete the Early Foundations Teaching School Alliance/Greenwich University application form available by clicking here or by requesting a form by e-mailing office@earlyfoundataionstsa.org.uk

Send the completed form to Charlotte Dinning, Early Foundations Teaching School Alliance, 140 London Road, Northfleet, Gravesend, Kent DA11 9JS

This information is also available on our Get Into Teaching page for early years https://getintoteaching.education.gov.uk/explore-my-options/become-an-early-years-teacher.

Contact details

Charlotte Dinning

Early Foundations Teaching School Alliance, 140 London Road, Northfleet, Kent, DA11 9JS

Call: 01474 567869 Email: office@earlyfoundationstsa.org.uk Website: www.earlyfoundationstsa.org.uk

Final reflections from Schools Direct students about their school experiences

 

James McGrath

Throughout this placement, I feel I have developed my teaching practice in many different ways and has developed me professionally towards becoming a teacher. Throughout the placement I have been able to assess the learning of all students within my class which has helped ensure progression in learning was made across all lessons that I planned for. I feel this was most evident within numeracy lessons that I planned for as this was an area where my subject knowledge was best; assessment of pupil progress after each lesson allowed for maximum progression possible. Prior to this placement, I had little experience within a classroom and this placement has allowed me to experience all aspects of the teaching career. I had identified literacy to be my weakest area for subject knowledge and this placement has allowed me to further develop my knowledge to the point I was able to be more confident when delivering lessons that I might have previously been worried about. The continuous assistance and guidance of all staff at the school have provided me with the advice that has allowed me to develop myself as a confident teacher while guiding me towards the areas that I now need to improve for the next placement.

“I will continue to maintain my improved behaviour management as I am aware of the impact this has on the children and the outcomes of lessons.”

James McGrath

 

Hollie Slater

As a teacher, I understand the importance of setting high expectations and creating lessons that challenge, inspire and motivate the children to learn. I am looking forward to putting this into practice with a creative curriculum next year. From my University teachings I have learnt the importance of incorporating the wider environment into children’s learning and hope to have the opportunity to plan lessons that involve outside learning with KS1. I have observed how practical activities (particularly Science) and school trips really impact the children’s learning; their engagement and motivation increases dramatically when they are able to have hands on experiences. I would like to encourage this as an NQT, creating lessons that are practical, multi-sensory and fun, where children can be creative and contribute to their learning journey.

In addition, I have learnt a range of behaviour management strategies (including non-verbal) and aim to apply these as an NQT, to deal with situations where children are off task. My target is to improve transition times to avoid potential opportunities where children could become disengaged and distracted.

During my time at Hoo St Werburgh, I feel my understanding for assessment for learning has improved immensely. I feel confident going into my NQT that this will only develop further and I will continue to use the skills I have learnt in order to promote children’s progress in the future. My target is to ensure that all formative marking is effective and this has an impact on children’s future work.

“When I have planned sequences of lessons particularly in maths, I have been able to see the progress children have made. This has helped me to gain understanding of the importance of assessment to inform planning for individual children.”

Hollie Slater

 

Dalene Hudson

Throughout this placement I have strived to become a successful teacher. I have developed my knowledge and skills in many aspects of teaching particularly with behaviour management. This has been one aspect that I have had to work hard at improving in order to gain effective classroom management. I have worked well with other teachers and participated in collaborative planning, as well as sharing resources with my partner class. I have acted on feedback from observations and worked hard to improve my standard of teaching by putting particular actions in place and this has been successful. I have had the opportunity to teach most of the curriculum subjects and feel that my subject knowledge is good. I have developed my skills in the planning of well-structured lessons in order to ensure the children are aware of my expectations regarding behaviour and amount of work to be completed. Since using the school policy behaviour system more consistently, I have found that children are clear of my expectations which have resulted in an effective working environment. Working in year three has provided me with a good understanding of children’s level of ability and the next steps of learning. I have used gap analysis to assess children’s learning and used this to inform my planning. This has been successful with regards to being clear about individual needs and next steps.

“I have gained a wealth of experience from working in year three and will continue to develop my skills and knowledge further in order to become a good teacher or even better in the future.”

Dalene Hudson