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Tracey Maloney

Director of Initial Teacher Training

At e-Qualitas we quite literally surround ourselves with knowledge. We are located in the heart of the knowledge quarter in London, and it could be argued that we are, in some way, shaped by our geographical location.

‘Knowing more and remembering more’, we share this view with all of our partnership schools, and we take the business of knowing more very seriously. Our recent work on How Pupils Learn ensures that trainees can explore the way in which we think about and plan for the retention of knowledge. We believe in furthering our own knowledge within the curriculum team and exemplifying to trainees the need to take joy in the development of their own subject knowledge; we explicitly model the importance of a strong hinterland.

Nurturing subject knowledge is a priority and we have had so many productive conversations with you in schools as to the ways in which your trainees are expanding their own knowledge domains. We are careful to always think about the ‘hinterland’ knowledge of trainees, Christine Counsell tells us that ‘when it comes to curriculum, the hinterland is as important as what is deemed core’.

To help us explore hinterland knowledge, e-Qualitas has an in-residence programme, Esther Ambrose-Dempster, who we interviewed in our recent article, is based at UCL and works with both primary and secondary trainees on improving their scientific knowledge. Our writer in residence, James Lovegrove, also works across both programmes, latterly on the effective ways to teach creative writing and also the power of reading aloud.

The eQualitas curriculum is expert informed by not only our in-residence colleagues but also Janet Shell, our voice coach, Alistair Crawford, Deputy Regional SEND Lead for WSS, John Rees, a PSHE specialist. We endeavour to keep our curriculum in constant renewal with the help of our expert colleagues.

Subject specificity is a lived reality for us at eQualitas and we ensure that we use what is around us to further develop subject knowledge.

Being based in KQ is exciting, the Quarter thinks of itself ‘as the focal point for one of the greatest knowledge clusters anywhere in the world…as a space to interact and share ideas in close proximity, there is nothing else like it’. We have an interview in our most recent seQuence journal with Dr Becky Fisher, the CEO of the English Association, recently our new neighbour following their move to Senate House.

We have ambitions for our trainees to be the embodiment of their subjects, this is achieved by sequencing our curriculum to build the substantive and disciplinary knowledge required for each subject and phase.

Knowledge work is about complex problem solving and crucially it means a person who not only knows things about their field of expertise but is also able to apply them in a social, organisational and relational context.

We must recognise that knowledge cannot be defined as simply facts but encompasses what some have called the ‘tacit dimension’ – that is traditions, learned values and judgements, knowledge that we don’t always know we know.

Vicki Cann, one of our primary phase leads, explores in our latest seQuence journal, the ways in which we try to achieve that when working with foundation subjects.

Visits to the Science Museum, The Charles Dickens Museum and The Winton Gallery also give our secondary trainees an opportunity to consider the ways in which the knowledge in their subject is renewed. The ease with which we can sequence this into our curriculum is, as they say, location, location, location.

What our teachers say about us...

I have most enjoyed the deep-dives in each of the subjects. You've got all the of the expertise of the Subject Leads, and tutors - you can go and ask them questions. It is a culture and an environment where you have all the expertise and experience at your fingertips that you could need.

Sian - Primary Teacher - e-Qualified ✓

What our teachers say about us...

As part of the teacher training programme, so many doors and windows of knowledge are opening. Last term's focus was on assessment, which has been transformative for me. I am now able to look at what my children know, what they need to know and then adapt my practice based on the knowledge they've demonstrated. It's made me a better teacher, because I can adapt my practice to suit everybody.

Dan - Primary Teacher - e-Qualified ✓

What our teachers say about us...

Coming to e-Qualitas and going to the training days has given me the confidence to take lead in the classroom and when working with my support staff.

Cherelle - Primary Teacher - e-Qualified ✓

What our teachers say about us...

This has been a great, supportive programme because I get the freedom to come up with plans and then see them in action with my students. I couldn't ask for a better experience.

Kellie - Secondary English Teacher - e-Qualified ✓

What our teachers say about us...

I'm really lucky at my school that I have a fantastic mentor and really supportive science staff, so I am getting on-the-job advice all the time. Talking to other trainees about what has worked is very useful, because they are at the same level of experience as me and their advice is great too.

Alison - Secondary Biology Teacher - e-Qualified ✓

What schools say about us...

Working in partnership with e-Qualitas has allowed us to put into place a system to support new members of staff in school. It's about focusing on developing individual teachers and supporting them through the teacher training programme.

Mr Tony McCabe - Head Teacher - St Joseph's RC School

What our teachers say about us...

The in-person training sessions have been great and have fostered a brilliant sense of community among trainees, who are from different parts of the country. We've had a lovely mix of practical and theory - enabling us to put into practice everything we've been discussing.

Shikiera - Primary Teacher - e-Qualified ✓

What our teachers say about us...

My subject knowledge has definitely improved from working with the Subject Leads; building my understanding of substantive disciplinary knowledge. I feel I am able to talk to the Subject Leads after each training session to discuss each training session in more detail. My subject lead has been so helpful with my learning sequences.

Masooma - Primary Teacher - e-Qualified ✓

What our teachers say about us...

The workload on the training programme is demanding, though it is manageable.The training and communication that you receive from e-Qualitas makes the workload both acceptable and convenient. Thumbs up, I am looking forward!

Bugra - Secondary Maths Teacher - e-Qualified ✓

What our teachers say about us...

My teaching skills have improved so much during the training year. My tutor and my mentor worked really hard with me, and I am really thankful for the efforts they made to make me the teacher I am today. My Subject Lead taught me so much, for example how to scaffold a lesson - making sure the whole class is engaged with tasks.

Amara - Secondary Maths Teacher - e-Qualified ✓

What schools say about us...

One of the most important things we do is appoint the right members of staff, with the right mindset and ability to form relationships with young people. The brilliant concept of the Teaching Apprenticeship Programme is that you can identify talent in members of staff currently within school.

Mr Tony McCabe - Head Teacher - St Joseph's RC School