Primary
We offer primary initial teacher training for the 3 to 7 and 5 to 11 age ranges.
Our primary teacher training programme enables you to observe, learn and teach at each stage in a child's early development. It equips you with the subject and phase knowledge to plan and deliver the National Curriculums across:
-
Primary 3-7: The Early Years Foundation Stage (ages 3- 5) and Key Stage One (ages 5-7) whilst also developing a knowledge and understanding of Key Stage Two (ages 7-11).
- Primary 5-11: Key Stage One (ages 5-7) and Key Stage Two (ages 7-11) whilst also developing a knowledge and understanding of the Early Years Framework and secondary phases.
Throughout the programme, you will work closely with your school mentor, Lead Mentor and primary curriculum specialists to ensure that you get all the support you need to become a great teacher.
School placements
With Exchange Teacher Training, you will train in the very best schools that have been carefully selected for their high-quality provision for pupils and trainee teachers. Due to our extensive partnership, you will be placed in schools local to you and we take your personal circumstances into account.
During your two contrasting school placements, you will develop your teaching skills and classroom practice by learning from expert colleagues who have many years of successful teaching in primary schools. We take note of your transport needs and seek to place you in schools that are conveniently located for your individual circumstances.
Immersive Days and Intensive Training and Practice (ITAP)
As an integral part of the curriculum, Immersive Days and Intensive Training and Practice (ITAP) experiences focus on pivotal aspects of teaching practice and provide valuable opportunities to observe, reflect and apply what you have learned. Together, they strengthen your understanding of the link between research evidence and classroom practice, while extending your experience across age phases.
-
For the 5–11 programme, Immersive Days focus on English and mathematics, enabling you to explore effective teaching approaches and deepen your subject knowledge in core areas of the primary curriculum.
- For the 3–7 programme, Immersive Days involve visits to Early Years settings, focusing on adult interactions and the learning environment to support a strong foundation in early education.
Throughout the year, you will also take part in three Intensive Training and Practice (ITAP) experiences. These provide structured opportunities to apply and refine your practice, including visits to secondary schools to observe Key Stage 3 teaching and Early Years settings to experience nursery provision. This ensures you develop a holistic understanding of the educational journey from the early years through to the secondary phase.
Assessment
Upon successful completion of the programme, you will be awarded Qualified Teacher Status (QTS) and a Postgraduate Certificate in Education (PGCE) with 60 master’s level credits. These credits can be used as the first third of a master’s degree should you wish to continue your accredited professional development.
QTS Assessment
Assessment for QTS is continuous throughout the year and reflects your ongoing development as a teacher. Your progress towards meeting the Teachers’ Standards, and demonstrating the knowledge, skills and professional behaviours outlined in our curriculum, is assessed holistically by your school-based mentor, lead mentor, phase or subject lead, and Exchange Teacher Training colleagues.
Evidence includes lesson planning, observations, reflective tasks, professional learning conversations, target setting and presentations. Your progress is reviewed at three Holistic Review Summary (HRS) points across the year, leading to a final assessment against the Teachers’ Standards recorded in your Early Career Teacher (ECT) transfer document.
PGCE Assessment
The PGCE element of the programme is delivered and awarded by Ofsted ‘Outstanding’ Sheffield Hallam University. You will complete two written assignments at master’s level, each designed to integrate theory and practice. These are academically rigorous, grounded in classroom experience, and provide the 60 master’s level credits that contribute to your professional development as a reflective practitioner.
