Primary and Early Years Education with Qualified Teacher Status (School Based)

This BA Honours in Primary and Early Years Education is a school based three year undergraduate course leading to Qualified Teaching Status (QTS).
Who is the course relevant for:
Anyone who would like to be a primary school teacher and has A levels or equivalent.

Course delivery:
Trainees will be placed in a host school for two days each week.
One and a half days a week will be directed study with Haybridge SCITT based at Haybridge High School, Brake Lane,
Hagley DY8 2XS
One and a half days will be for self-directed study time and enrichment activities.

Benefits:
School based training means that trainees will be placed in a school environment from the start of their training, learning from experienced teachers/mentors whilst using and applying their knowledge and understanding to classroom learning through teaching placements.
Trainees will take part in a variety of training which focusses on developing a reflective and critical evaluation of research, practice and policy to ensure that their pedagogical knowledge reflects current thinking.
Trainees will be based in a school for a year, each year the trainee will be based in a contrasting school so that the trainee has a wide experience of working in a variety of schools.
Haybridge SCITT is able to offer a bespoke approach to this Undergraduate programme and the achievement of Qualified Teacher Status (QTS).
Haybridge SCITT is currently the only training provider in the West Midlands to offer the school based three year Undergraduate course and we are already extremely experienced in supporting trainees to become outstanding teachers through our PGCE route.
We have many host schools across the West Midlands and this enables us to find the best schools to place and support each of our trainees.

Trainees will be able to access resources from both Haybridge SCITT and Birmingham City University.

The Teachers' Standards form the basis of assessments of trainee progress throughout the year. Each half term our School-Based Trainers refer to our step-by-step framework for assessing trainee teachers, which explicitly states the competencies trainees are required to demonstrate, not just in their teaching, but overall as a teacher. It is used to support regular summative assessments and used formatively to identify where training opportunities are needed. This framework is shared directly with trainees so that they are well-equipped to self-evaluate and prioritise targets for their continued development. Trainees are assessed through a combination of evidence portfolios, reflective journals, written assignments, written examinations, group presentations, case studies and a research project in the final year, as well as through observations of their teaching practice. Trainees will receive feedback on their interactions with the children, and then gradually focus in more specifically on how effectively their teaching promotes learning. When overall judgements are made on the quality of lessons, School-Based Trainers will refer to set criteria which have been developed by the Alliance, and which are based on the Ofsted Framework for School Inspections. This ensures consistency of judgement across the Alliance, as well as allowing trainees from the very beginning to understand how qualified teachers are judged in terms of their teaching.