About the Course

Intake for our course will commence at the start of September. We do not have a January intake.

The length of the programme is one year- September to July.

All applications have to be made through the UCAS Teacher Training website using the ‘Apply’ system found on ucas.com.

Applicants need to provide details of two referees.


Once the application has been received and processed by UCAS, it will be made available online for training providers to consider.

An enhanced disclosure check is required for entry to Initial Teacher Training. We ask applicants to confirm that they agree to a check by the UK Disclosure and Barring Service or Disclosure Scotland.

The School Direct (Salaried) Programme is an employment-based route to becoming a qualified teacher and achieving Qualified Teacher Status (QTS). The training, which normally takes three terms, takes account of previous experience and is tailored to suit individual needs. The Department for Education (DfE) pays a subsidy towards a trainee’s salary, training and resources. Although it is possible to train as a primary or secondary teacher via this route, our consortium only trains primary teachers, who may choose to focus on Foundation and KS1 or KS1 and KS2.

Throughout this experience trainees acquire the skills, knowledge and understanding of the range of elements which make an outstanding teacher, as specified in the Teachers’ Standards; from developing good relationships with children and other colleagues to promote learning, to working within a framework and national and school policies to deliver the Curriculum.  Experience in school progresses from observing and working alongside the class teacher, to taking full responsibility, initially for individuals and groups, and later, for a whole class.

Training sessions

Training sessions are delivered weekly (during the Autumn and Spring term) by a range of experienced teachers, outstanding practitioners and leading figures in their field. A block training week in November addresses the latest and most topical issue in today’s teaching, including systematic synthetic phonics, engagement and underachievement and behaviour management.
Trainees are expected to develop their subject knowledge and understanding through directed tasks in school, assignments and personal study.


PGCE Award with Qualified Teacher Status

All trainees on the 2Schools Consortium School Direct (Salaried) Programme will have the opportunity to work towards a PGCE (Primary Education) award which will be validated by the University of East London.

Successful completion of the PGCE (Primary Education) programme at 2Schools Consortium leads to the award of Postgraduate Certificate of Education (Primary Education) by UEL.

The tasks and assignments are aimed to raise the quality of primary teachers on school-based routes by developing their critical awareness of current issues, engaging them in scholarship and research through enquiry based opportunities. These are essential skills in creating the self-directing and independent learners that the profession requires.


Assessment of the teaching is carried out regularly through observations of lessons throughout the placement. An essential part of the course is the tasks and assignments that trainees carry out to address a number of topics including amongst others, behaviour management, formative and summative assessment in the classroom and an SEND personalised task.
Teaching is assessed against Qualified Teacher Status (QTS) Standards, across two school teaching placements. Observations and assessments are made by school-based mentors and link tutors. Subject knowledge, pedagogy and a trainee’s development as a reflective practitioner are assessed through a combination of observations, written assignments and evidence files.

Assessment of the PGCE elements of the Programme

Level Module Title Credit PGCE QTS
Level 7 Special Educational Needs personalising Learning 30 Core x
Level 7 Assessing Children’s Learning and progress 30 Core x
Level 6 School based Learning; Evidence File- Impact on pupil learning 30 Core C
Level 6 Teaching and Learning in Literacy and Numeracy 15 Core C
Level 6 Classroom and Behaviour Management 15 Core C





Three of the above modules have to be completed and passed to achieve QTS as indicated in the far right QTS column (C for Core). All modules are to be completed and passed in order to obtain a PGCE award.

In agreement with UEL staff, all level 6 modules will be taught by 2Schools experienced staff. All level 7 modules will include two days of lectures (12 hours) each (delivered by 2Schools staff) with a day on academic writing delivered by UEL staff.

All trainees are expected to attend the training sessions and attempt to fulfil the expectations and requirements of the PGCE.  In completing the programme, successful submission of the two level 7 modules will lead to the award of Postgraduate Certificate of Education, carrying 60 level 7 credits.  If on resubmission either of the level 7 modules passes at level 6 only, the award is Professional Graduate Certificate of Education, carrying either 30 level 7 credits or no level 7  credits.  A resubmission opportunity is provided if trainees are unsuccessful on the first submission of any of the assignments.

The PGCE part of the programme, awarded by UEL for 2Schools Consortium, will be validated by UEL.

A personalised training plan guides the trainee through weekly expectations of their learning through class based activities, tasks and assignments and out of school training.

Evidence file: Trainees on a teacher training course are expected to collate evidence against the Teacher’s Standards. All tasks, assignments, observations and feedback will provide evidence towards these. Guidance on evidence gathering is provided throughout the course.

Course Content and Structure

The content and structure of the course varies according to trainees’ previous experience. A typical training programme lasts three terms and may be structured as outlined below:

Term 1
Induction week
Subject audits – English, maths, SPAG, Phonics and science
Input and study focuses on literacy and numeracy
Additional input and study includes behaviour management; planning and assessment; special needs; ICT; and teaching science and humanities
Work alongside an assigned teacher in one key stage
Classroom activities begin with assisting the class teacher, supporting groups of children and teaching parts of lessons
Gradually increase whole class teaching up to 50% of the week
One week teaching literacy and numeracy
Written assignments on classroom management

Term 2
Input and study includes assessment; teaching art, music, P.E., religious education and ICT; job applications and interviews.
Change key stage and work alongside a different class teacher
Gradually increase whole class teaching up to 75%
Experience of teaching in another school for a minimum of 4 weeks

Term 3
Input and study includes PSHE and citizenship; teaching in other phases; planning out of school trips; and reporting to parents
Return to key stage of term 1
Whole class teaching up to 80% with decrease in class teacher support
Final moderation
Each term progress towards the standards required for Qualified Teacher Status is assessed and targets are set for the Newly Qualified Teacher (NQT) year

All trainees will have experience in at least 2 different key stages and will be placed in contrasting school settings to ensure breadth of experience.

Successful candidates will be employed on Point 1 of the Unqualified Teacher Scale


School Direct Programme (salaried) Job Specification
Professional Requirements


As a paid member of staff you have the same conditions of service as all other staff members, as follows.


  • We expect you to be in school between 8.00 and 4.00.
  • If you are ill or have other reasons for absence please ring your school office as early as possible (before 8.a.m.) on the first day, and keep us informed daily until you are able to return. After 3 days illness teachers need to self- certificate.
  • Complete a ‘Training Absence Request Form’ for absences from training sessions, must which should be emailed to the Programme Leader.
  • Attend and contribute to year group planning meetings.
  • Maintain confidentiality- it’s OK to talk about your work but don’t name the children or parents outside the school.
  • Behave professionally at all times. As a teacher you have a responsibility out of school to maintain standards of behaviour. Refer to your school’s handbook for dress code and code of conduct
  • Do playground duty once a week.
  • Be sensitive to your mentor’s and other staff’s needs and the demands of their other responsibilities.
  • Keep your mentor informed of your timetable so s/he knows when you are going to be out of class on training or observations, and also when you are going to be observed.
  • Any time you are not teaching you need to be in class supporting groups in or outside the classroom and observing your class teacher and other adults in the class
  • You are entitled to PPA and an afternoon a week out of class which you need to use for self –directed learning (e.g. Completing tasks to be carried out of class; observing other CTs, planning/preparing for lessons, marking = anything with a learning outcome).


  • To become familiar with pastoral school policies which affect the daily life of the school, eg behaviour, equal opportunities, racial equality, health and safety, child protection, and to act in accordance with the spirit of these in all dealings with the children.
  • To follow the School’s Code of Conduct (for OPS trainees only) in the OPS Staff Handbook, a copy of which will be in the classroom;
  • To work alongside the class teacher in all non-teaching aspects of their role, for example preparation of resources, photocopying, classroom maintenance, displays and playground duties.
  • To observe and make notes on the way teachers plan for, teach and manage their classes.


  • To work with groups of children as directed by the class teacher.
  • To build up skills in whole class management, initially through taking the register, reading stories and managing whole class movement around the school to assembly, the playground etc, then through leading parts of lessons, whole lessons and parts of days as directed in training plan.
  • By the end of term 2 to have increased whole class teaching to about 75%.


To keep up with the requirements of your training plan with regard to:

  • Attendance at internal and external training (Training is compulsory and failure to attend must be addressed as per absence policy, see below. Non attendance must be authorised through completion of a ‘Training Absence Request Form’ -Doc 29. Persistent lateness to training will be addressed through our Cause for concern policy).
  • Arranging to observe or meet subject/teaching specialists within this and other schools, and to keep notes for your portfolio of evidence.
  • Meeting with your mentor and tutor at the arranged times and minute the training plan
  • To develop and maintain your portfolio of evidence, and have it available when requested.
  • To attend staff meetings and INSET relevant to your training.


  • To become familiar with the long and medium term planning formats used in the school and use the recommended lesson plans.
  • To show your plan to your class teacher in advance for them to approve or amend.
  • To be responsible for the class for an increasing proportion of the day as directed in your training plan.


I have read and understood the:

  • Job specification above requirements above
  • Trainee’s Code of Conduct Doc S1a, a copy of which will be handed out to you during induction to sign;
  • School’s Code of Conduct (for OPS trainees only) of the OPS Staff Handbook, or your school’s code of conduct, a copy of which will be in the classroom or the school office;
  • Teachers’ Legal Rights and Responsibilities (John Berry)


  • To provide you with a comprehensive induction to the training course.
  • To provide you with a training plan designed to meet all your developmental needs and to meet the Teachers’ Standards
  • To give you guaranteed non-contact time to further your professional development.
  • To ensure you are observed weekly and are given clear, focused and fair feedback.
  • To hold termly formal reviews.
  • To give you the opportunity to observe good practice in both key stages, meet with subject specialists and attend training/INSET.
  • To make available the materials and resources needed for your work.
  • To follow statutory quality assurance procedures.

If you would like to find out more or have questions that are not answered, please contact us by post, phone, fax or email.

Everyone at 2Schools Consortium is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. We have a number of policies and procedures in place that contribute to our safeguarding commitment and all staff and volunteers are expected to adhere to these.