What's It Like Undertaking Initial Teacher Training Via The Schools Direct Route? By Philippa Bryant
I was first aware of the School Direct course at Uffculme School when I participated in the Get Into Teaching internship programme in 2022; one of the speakers was the ITEC at the school. I was intrigued by this alternative to a University-led course, and felt that School Direct would provide me with the best opportunity for my training. The course combines the Autumn term studying at University in Exeter, followed by 2 term-long placements at schools within their trust after Christmas. This worked well for me as it guaranteed that I wouldn’t be more than 1 hour’s commute away from my placement schools, and incorporated the high-quality teaching at the University of Exeter.
At 13 weeks into the course, I am loving every bit of it. In September I spent 3 weeks in school as ‘Beginning Practice’: the University required trainees to find their own placements but Uffculme School co-ordinated ours, which was helpful. Acting as a classroom assistant for 1 week at a primary school was fantastic for understanding the maths knowledge that children are joining secondary school with. I also completed 2 weeks at Uffculme School; I began to build relationships with students and teachers ready for the placement later in the year, and get to know the school. I also had the opportunity to get to grips with the format of the course and practice using the observation forms ready for placements. It was insightful to experience an INSET day and the first day of taught lessons, to see how teachers handle introducing their new classes to their expectations and routines. I enjoyed getting to know the 10 other trainees on the School Direct programme, one of whom is another maths trainee who I have since worked on group tasks with at University.
The 8 weeks spent at University so far have been greatly informative, helping me to understand how effective teaching can be delivered in the maths classroom. I observed a range of teaching practices first hand for 2 weeks at my first placement school, where I had the opportunity to get to know the classes I will be working with in the spring. I also put my knowledge into practice by leading some lesson episodes. Reflecting on my 2 weeks at school has helped me feel more prepared to begin teaching in January and, having built positive relationships with students, I feel more confident in taking on their classes. While it has felt strange to go back to University since the 2-week placement in November, I have enjoyed working with a group of 20 other maths trainees to share ideas and I am excited to get back into school in January!
By Philippa Bryant
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