Subjects offered at Secondary in Partnership with University of Worcester: Biology, Chemistry, Computing, Physics, Business Studies, Economics, English, Geography,History, Mathematics, Modern Languages, Psychology, Religious Education.
Primaryand Primary Early Years
Subjects offered in partnership with Haybridge SCITT: Art and Design, Design & Technology, Music
“It is my belief that every child deserves the very best when it comes to education and we make it our purpose to provide just that to all the young people who enter our school. We endeavour to provide the best possible teaching and curriculum; we want you to make progress and achieve the very best you can; but most of all we want you to be happy and enjoy your time with us.”
Chris Smith, Head Teacher
The South Bromsgrove Teaching School Alliance provides a high quality, school based learning opportunity in partnership with The University of Worcester. We enjoy a strong partnership with the University, which has a longstanding reputation for excellence in Initial Teacher Training.
South Bromsgrove is the lead school within the alliance and the professional studies element of the course will be coordinated here. ‘South’ is an outstanding school where students enjoy learning in a way which stimulates their imagination and creativity. It maintains high standards of achievement, offers a broad and relevant curriculum, and places great emphasis on high quality learning experiences in lessons.
Secondary teacher training placements are provided at South Bromsgrove High; Trinity High School, Redditch (named as the most improved school in the country in 2012); and/or Bromsgrove School (one of Britain’s finest independent schools). Our highly successful primary programme is co-ordinated by St John’s CofE Middle School (judged Outstanding by Ofsted in 2012) and placements are provided in a range of excellent local First, Middle and Primary Schools.
All schools in the alliance are highly committed to the training of teachers in a school based environment with access to high quality support from outstanding Higher Education Institutions. South Bromsgrove has experienced subject and professional mentors who are involved in the planning and development of the School Direct courses.
The professional studies element of the course will be coordinated by South Bromsgrove High School on a particular day each week. The unique aspect of this programme is that the delivery will be shared across schools in a wider alliance, who have specific areas of expertise. This will also allow insight into First, Middle, High and Special Schools. Much of the Professional Studies element will involve linking theory to classroom practice.
Each Trainee will be assigned a Professional and Subject Mentor who will be experienced in mentoring, coaching and giving feedback. There will be a high entitlement of lesson observations by mentors and other colleagues and the opportunity to observe outstanding practitioners. You will meet with your mentor regularly, to review and set targets related to the teacher standards.
Specialist Leaders in Education
There will also be opportunities to have personalised support from Specialist Leaders in Education and access high quality training programmes linked to subject specialisms and teaching and learning innovations.
When will you start?
You will be in school from the start of the year and will gain access to all the training and extra-curricular opportunities available in this vibrant alliance.
This School Direct route allows you to achieve QTS and a PGCE qualification as well as credits towards Masters Accreditation. There will be opportunities to complete the Masters following your training year.
Generous bursaries are available for some shortage subjects. Visit www.getintoteaching.education.gov.uk for further details.
If you want to discuss training to teach either on the School Direct or PGCE route, contact Andrea Taylor firstname.lastname@example.org who will be happy to talk through your options.
This behaviour management technique was presented by Ian Smith at a recent Breakfast Bing and Brag. By using this technique teachers are encouraged to think carefully about their language, in order to frame student behaviour in the positive. Over to Ian for more details…
Compare these two teachers in action, trying to get the attention of the class:
Teacher A: I need three people. Make sure you fix it if that’s you! I know you don’t give up easily. Now I need only two – you can do it. We’re almost there. Ah, thank you. Let’s get started.
Teacher B: (Same setting) I need three people. And one more student doesn’t seem to understand the directions, so now I need four. Some people don’t appear to be listening. I am waiting, gentlemen. If I have to start giving out warnings, I will.
In Teacher A’s classroom events appear to be moving in the right direction because the teacher narrates the positive. They tell the tale of students doing what they should, what their asked to, of things getting better. They call the students’ attention to achievement thereby making it “business as normal”. There may actually be students in the room appearing, or even pretending, to conform yet the teacher avoids placing emphasis on that when there is a greater prize to be won by emphasizing the positives.
In Teacher B’s classroom the teacher is telling a gloomy story no-one wants to hear and students can sense the weakness in the situation – and it’s one that’s getting worse and the teacher’s actually broadcasting the fact! Not only are the delinquent students taking heart from what they’re hearing but there may be some on-task students who are now curious as to “what’s occurring?” and are drifting off task! And so on.
This technique – narrating the positive – is one example of positive framing. Others are:
- Living in the now – avoiding harping on what can’t be fixed; instead focus on where success can be found now
- Assume the best: until you know an action, or inaction, is intentional your public discussion of it should remain upbeat; the alternative is potential dynamite with more volatile students
- Challenge: challenge students and do so with a reassuring undertone of “you don’t give up easily” (see above) as this accepts there may be reservations from some yet still takes a positive view
- Talk aspirations and expectations: if your language is aspirational, or decorated with expectations, it helps create or maintain a constructive mood where, even if students are tired, confused or misunderstanding, they are still being encouraged.
Continually narrating the negative sets a class on a downward spiral as it’s like a self-fulfilling prophecy as teachers B’s narrative illustrates. Teacher A is making optimism the default setting for classroom activity whereas B seems to have Private Frazer’s approach to setting the mood: “we’re’ all dooooomed!”