Our curriculum is built around five key pillars that inform the content and structure of the course. Strong subject knowledge supported by evidence-informed and reflective practice promotes successful pupil progress. Alongside this, we really value the strong partnerships built with local schools and practitioners that ensure all our trainees receive high quality training.

We have clear processes and practices in place to support trainee well-being throughout the course, but also put a clear emphasis on the importance of preparing future teachers to maintain high levels of well-being throughout their careers.

Course overview:

The course consists of six elements:

• Centre Professional Studies
  Led by the course leaders and delivered by local practitioners and experts, these sessions cover aspects of curriculum, pedagogy, classroom teaching and wider educational practice that prepare you for your school placements.
• Subject Pathway
  Every Thursday afternoon you will come together with your Subject Lead and other trainees in your subject. This unique element of our course provides the opportunity for you to learn more about your subject and the pedagogy surrounding it as well as share good practice with your peers. Subject Pathway sessions are incredibly varied and include workshops, seminars, guest speakers and trips.
• School-based Professional Studies
  These sessions are held weekly in your placement school, led by the Professional Lead and other expert colleagues and bring you together with other GITEP trainees placed at the school.

• Intensive Training and Practice (ITAP)
  There are four separate weeks of intensive training and practice throughout the year related to behaviour management, Special Educational Needs and Disabilities, planning for progress and adaptive teaching. Each week comprises taught sessions, school experience, implementation and practice, and an assessment.
• School Placements
  There are three placements across two schools: a Parent School where you spend the autumn and summer terms and a contrasting Twin Placement School attended in the spring term. Here you build up your teaching practice and attend weekly school based professional studies sessions where theory is put into school context. 
• PGCE Assignments
  There are two assignments across the year which will be introduced, set and marked by subject tutors from Bath Spa University. Support is provided by the University, Subject Leads and school staff. 

Autumn Term – EXPLORE				Spring Term – EMBED			Summer Term – ENHANCE
An opportunity to explore the application of your learning to the context of your parent school. Work towards teaching 13 hours a week.				Embed your practice in a different context. Try new approaches and be creative. Work towards teaching 15 hours a week.			Progress and enhance your practice in a familiar environment. Work towards teaching 17 hours a week.
Professional Studies ITAP 1 & 2 3 weeks	Parent Placement One Induction 3 weeks	Parent Placement 1 7 weeks		ITAP 3	Twin Placement 9 weeks		Professional Studies & Enhancement 5 days ITAP 4	Parent Placement 2 9 weeks

Curriculum Content

Our curriculum content comprises five strands:

• Pedagogy – How pupils learn, curriculum practice, adaptive teaching and inclusion
• Assessment – Making effective use of assessment and feedback
• Curriculum – Whole school and subject curriculum and subject knowledge
• Behaviour – High expectations and behaviour management
• Professional behaviours – Professional behaviours and wider school contribution

Support

Throughout the year there are a number of people with a wealth of experience available to support you with every aspect of the course:

COURSE LEADERS		SUBJECT LEADS		UNIVERSITY TUTORS
Keep an overview of all training and liaise between schools, as well as providing consistent support to help trainees make the most of their course. They organise central professional studies, school placements and complete course assessment.		Serving teachers who deliver subject specific training at weekly sessions, visit trainees in placement schools and monitor trainee progress.		Introduce, set and mark the PGCE assignments and provide advice and support throughout the year.

PROFESSIONAL LEADS	SUBJECT MENTORS
Senior teachers in placement schools who meet every week with trainees in their school and oversee school-based training and assessment.	A teacher in the placement school who provides day to day support and training and meets weekly to review progress and set targets.