All trainees on initial teacher training will complete phases of school experience, which are structured using training plans. These are designed to be progressive and to support trainees in moving towards independent practice by the completion of their final school experience.
- Foundation: the first phase of school experience is designed to allow trainees the opportunity to familiarise themselves with the routines and structures of a school and build foundational knowledge and skills in their teaching practice. They will be expected to plan and teach lessons with the support of a mentor alongside contributing to the wider life of the school.
- Development: the second phase of school experience is designed to provide trainees with the opportunity to develop core aspects of their practice based on individualised targets from their foundation phase. They will be required to focus on planning and teaching with greater independence, while also developing their understanding of adaptive practice and the use of assessment.
- Consolidation: the final phase of school experience requires trainees to work with greater consistency and independence across their practice and progress towards fulfilling the expectations of an early career teacher. This will involve taking increased ownership of pupil progress and responsibility for 80% of the teaching timetable in the final six weeks of their training.
Mentors and PCMs/training coordinators will be required to facilitate this progressive engagement with school practice by supporting the trainee in teaching their allocated lessons, reviewing planning, conducting formal observations, and providing clear and constructive feedback. Please refer to specific training plans for more detail as to what is expected during each week in the various phases of school experience.
Please note that BA QTS (Work Based Route) trainees will begin at the Development phase in recognition of their ongoing experience in school settings.