We pride ourselves on the ambition and cognitive sequence of our Primary and Secondary teacher training curricula. The centrally taught curriculum is curated around four main strands: Behaviours and Relationships, Diversity and Inclusion, Subject and Curriculum Pedagogy and Assessment. The Wildern Partnership General Professional Studies and Subject Knowledge for Teaching curriculum is: 

Coherent – subject knowledge development which is personalised, responsive to context and informed by research and by the local and national context

Sequenced – builds firm foundations for the cognitive understanding of the subject/s and child development to be secure

Rigorous – encourages our early career teachers to critically reflect on their own practice, learn from experts within the partnership and be ambitious for further improvements

With the understanding that Initial Trainee Teachers develop through phases in their development, the curriculum too moves through phases in its aims and methods. These are not fixed in time. Tutors and mentors will respond sensitively and formatively to the needs of trainees and the pace at which they are able to develop their understanding and practice.

Initial sequences of the curriculum offer a scaffold to:

  • Establish secure learning frameworks to support subject and pedagogical development
  • Articulate the place and purpose of subject within the curriculum
  • Grasp fundamentals of effective lesson planning
  • Develop an awareness of children’s physical and mental health, child psychology, brain development
  • Interpret initial aspects of inclusion and diversity  
  • Understand and build relationships with pupils and staff that will be fundamental to success
  • Build professional confidence and communication skills
  • Begin to reflect on and critically analyse own and others’ practice
  • Appreciate context of local area
  • Understand what makes education meaningful
  • Apply SCITT and school policies and frameworks

The curriculum will then develop trainee teachers to:

  • Design pedagogical subject knowledge through practice, reflection, comparison
  • Support language and literacy capability
  • Learn how to utilise subject assessment frameworks
  • Critique and reflect on the appropriate use of formative assessment methodologies
  • Learn how to adapt to, and reflect upon, the needs of individuals and cohorts of children
  • Appraise the diversity in school experiences to make professional comparisons and understand contextual choices
  • Understand the wider influence and responsibility of being a teacher, e.g. pastoral care, working with parents, English and maths fundamental skills

During the transition sequences, trainee teachers will become more autonomous, accountable in order to refine their subject and professional practice to:

  • Secure subject and curriculum fluency, building on misconceptions
  • Experiment and reflect on engaging curriculum design
  • Explore cognitive sequencing of lessons
  • Embed professional and meaningful relationships with pupils and colleagues
  • Refine practice with deployed staff and other expert colleagues in order to personalise learning for individual students and under performing cohorts
  • Pursue professional interests to consider career paths
  • Engage with and reflect upon relationships with parents and external agencies

Working with mentors and expert colleagues will support trainee teachers as they develop from task managers to concept builders. (Professor Sam Twistleton)

  • Task Manager – teachers who see success as getting things done
  • Curriculum deliverer – teachers who begin to talk about learning but can’t articulate why. In effect, they are following a curriculum given to them without adapting their plans and understanding why content/skills are being delivered in a certain way.
  • The Concept skilled builder – teachers who think about the bigger picture and tend to be self-critical. They understand and have the ability to get students to really understand what they are doing and why. They create lasting learning that goes beyond the lesson.