Our vision is to educate the educators of the future.
e-Qualitas strives for excellence through its high expectations from recruitment, engaging with schools through training in partnership, and into employment.
Evidence shows it is the quality of teaching that can make the biggest difference to children’s learning in the classroom and to their ultimate success in school. Our intent therefore, is for the e-Qualitas curriculum to be cohesive, integrated and personalised with placement needs in order to train high quality teachers, preparing trainees for the reality of both their subject teaching and the classroom. We nurture a genuine passion for teaching, modelling a commitment to lifelong learning and professional development, placing evidence-based research in the foreground of our training.
The curriculum is sequenced to provide trainees with access to expert practice and research at the appropriate times in their training. Adopting a layers of learning approach offers valuable opportunities to revisit and consistently deepen understanding of key components within subjects.
Phase and Subject specificity are central to the way in which our curriculum is planned and delivered. Along with the minimum entitlement of the CCF, in addition to a wider curriculum offer, based on the best available evidence for subject pedagogies, is to be in place for trainees on the programme.
e-Qualitas’ Deputy Programme Director Tracey Maloney discusses the aims of our ITT curriculum:
We aim to harness the collective agency of subject communities, and schools and hubs, inducting new teachers into that community; exploring the history and future development of the subject in order to give trainees the approaches that will help them to solve future curricular challenges.
Our intent is to produce teachers who are:
- Confident professionals who reflect habitually on their own practice and learn effectively from the work of their peers.Intellectually curious, able to engage with and evaluate the best available evidence research of our profession.
- Innovative and adaptable; confident to make decisions to improve the outcomes of the pupils they teach.
- Cognisant of the professional responsibilities of a teacher and aware of their part in creating an equality of experience for all pupils.
To create these attributes in our trainees, our intent is to provide a broad and balanced curriculum that is rigorous and ambitious, providing opportunities to reflect critically and acquire knowledge of:
- primary curriculum and assessment requirements
- secondary and post-16 curriculums and assessment requirements
- Behaviour for learning
- Substantive and Disciplinary knowledge of subjects
- Knowledge of how children learn
- Subject specific pedagogies
- Adaptive practices and expertise
- Statutory frameworks
- Inclusion and Diversity
- Health and Wellbeing
More detail for each component is included in our ‘Curriculum on a Page’ below: