Our exceptional training is driven by our curriculum
Ripley ITT’s curriculum enables trainees and apprentice teachers to become resilient, creative practitioners who have a repertoire of skills to provide consistently effective learning. Ripley ITT alumni will be able to create a safe and stimulating learning environment; they will have a range of strategies to manage behaviour and increase engagement. They will understand the importance of routine, schema and pupil fluency of key knowledge and skills. It is imperative that trainees and apprentices learn to plan and sequence learning effectively and become curriculum makers. It is essential that Ripley ITT’s trainees and apprentices understand what it means to be a specialist, evoke a love of learning and understand how pupils know and remember more within their phase/subject.
Structure of the curriculum
Ripley ITT’s curriculum covers all aspects of the ITT Core Curriculum (2019) and builds incrementally throughout the training year.
The curriculum strands for 2022/23 onwards are:
- Planning, teaching and learning
- Assessment and progress
- Teacher expectations, classroom culture and behaviour
- Subject knowledge pedagogy
- Reading and literacy
- Diversity, inclusion and adaptive teaching
- Professional Behaviours
The curriculum has been created so that it builds incrementally over the training year and then aligns seamlessly with the Early Career Framework.
Aims of the curriculum
- Ensure that trainees and teacher apprentices are provided with a curriculum that covers and builds upon the ITT Core Curriculum (2019).
- Prepare trainees and teacher apprentices to meet the Teachers’ Standards by the end of their training programme.
- A relentless focus on learning how to adapt learning to support pupils with SEND.
- Give trainees and teacher apprentices the ability to plan, teach and assess effectively in order to meet their pupils’ learning needs enabling them to set high expectations to ensure that all pupils know and remember more.
- Make trainees and teacher apprentices aware of their responsibility for educating themselves to deal sensitively in response to pupils’ spiritual, social, moral, cultural, emotional and intellectual backgrounds.
- Develop trainees and teacher apprentices’ subject knowledge and their ability to communicate this and their enthusiasm for it to underpin high quality teaching.
- Demonstrate and nurture in trainees and teacher apprentices the importance of teamwork and cooperation with colleagues preparing for effective professional collaboration.
- Model best practice for trainees and teacher apprentices in our own teaching and in our response to their spiritual, social, moral, cultural, emotional and intellectual backgrounds and experiences.
- Develop trainee and teacher apprentice interest in education as an academic, research-informed study, including how to review critically, consolidate and extend their understanding of their theoretical and pedagogical understanding and of its practical applications in the classroom.
- Develop trainees and teacher apprentices as reflective practitioners, able to analyse and evaluate their practice and plan for their continued professional development beyond the completion of the course.
- Develop informed and critical understanding of relevant, current subject policy documentation and practice.