seQuence - Curriculum Journal (issue 2)

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uence The Knowledge Quarter The Importance of knowledge and how we ensure subject knowledge is in constant renewal.

Autumn Term 2 Issue, November 2023

Copyright © e-Qualitas Teacher Training e-Qualitas.co.uk

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At eQualitas 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.

Tracey Maloney e-Qualitas’ Initial Teacher Training Director

‘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 AmbroseDempster, who we interviewed in our last edition, 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

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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 this journal with Dr Becky Fisher, the CEO of the English Association, recently our new neighbour following their move to Senate House.

Vicki Cann, one of our primary phase leads, explores in this 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.

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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.

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1. Senate House, Bloomsbury 2. Hannah Wilson, Co-Founder of #WomenEd and #DiverseEd, addressing e-Q trainee teachers (January 2023) 3. The Science Museum, South Kensington 4. Mathematics: The Winton Gallery, South Kensington 5. Charles Dickens Museum entrance, King’s Cross 6. Reading room at The British Library, St. Pancras

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So, you're practising the practicals and you're learning the theory of teaching, but you're also learning the theory of teaching as applied in a science classroom. I think the course was a cut above others that I've heard about because of that specific science input.

Alison Cook gained her Qualified Teacher Status with eQ in July 2023, having already had a successful career in science journalism. The Science Subject Community benefited hugely from Alison’s hinterland knowledge, gained during her time as a research scientist and journalist.

Alison joined eQ’s’ teaching apprenticeship programme via NowTeach, a non-profit organisation that advises career changers on their journey towards the teaching profession.

Throughout the training year, I thoroughly enjoyed the camaraderie of my fellow trainee science teachers.

They were a great support throughout the programme, and we often met up socially outside of the training days. We made our own WhatsApp group and it was great to be able to discuss our experiences through the year: what was normal, what was stressful, what other people's experiences were, and try and get an idea of what other schools were like.

In this short interview Alison reflects on her teacher training year with eQ; during which she was employed at Mulberry School for Girls (now her permanent employer), completing her second school placement at contrasting school Mulberry UTC. (eQ) What led you to your career change to become a secondary biology teacher?

(AC) “I've had a varied career, starting as a research scientist - completing a PhD and post doctorate. In truth, I wasn't very good at being a scientist because I was so interested in everybody else's work, more so than my own! This soon led me down the path to becoming a specialist science journalist. I worked as a science journalist for the BBC for about 15 years, before I had children. After that I moved into science communications and spent the rest of this part of my career working in communications as a policy and public affairs director for various national charities.

After some time that seemed as though it had run its course; I had mentored people who were coming up within that field and felt very satisfied that the next generation was coming through well. I was approaching retirement age, but I didn't want to retire and wanted to do something completely different.“ How was your experience of the teacher training year with e-Qualitas?

It was a real brain stretch! I'd not been in a school for a very long time, so I really enjoyed the sciencespecific training that we had; it was a real bonus.

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How did your second school placement (SSP) impact on your development as a teacher?

The second school placement was so different from my home school in so many ways. I was teaching different age groups, so it was my first experience of teaching A-level. Unlike my home school, my SSP was a mixed school. Additionally, my SSP school had much smaller classes than my home school; sometimes I only had five or six students in a class at Mulberry UTC, compared with a full class of 30 at Mulberry School for Girls. So, I was learning to teach in a very different environment, which was extremely valuable.

The behaviour was different, sometimes challenging at my placement school, but I had a very supportive mentor there. Having a different mentor during that period was also a valuable experience, I gained so much because they had a different experience of teaching to my home-school mentor; they had a different style of mentoring, they taught me different techniques for assessing students’ knowledge and managing behaviour.

Overall, my SSP was great. It wasn’t easy moving from one school to the other and learning all the school systems, but once I'd got there I kind of wished I was going to be there for a bit longer. It was an invaluable experience for broadening my experience and knowledge.

Vicki Cann e-Qualitas’ ITT Subject Lead for Primary Maths

"Where reason gives us least assistance, emotion comes to our rescue and guides us. The astronomer may tell us something about the moon, but so too does the poet. The astronomer's moon is everybody's moon; the poet's is very much his own and not everyone can share it." (C.R.Milne) Subject specificity is the cornerstone of eQ training and refers to the distinct characteristics and requirements of each subject area. We recognise that teaching different subjects involves more than just content delivery; it involves understanding the subject's distinct aims and understanding the way that they search for meaning.

“Each subject is… a product and an account of an ongoing truth quest, whether through empirical testing in science, argumentation in philosophy/history, logic in mathematics or beauty in the arts.” (Counsell, 2018) Ruth Ashbee (2021) develops the analogy of disciplines as quests and examines the different categories of quests that subjects can be grouped within: Descriptive quests: These are subjects where the learner uses facts and distills, interprets, reduces or generalises the information to either confirm or replace accepted theory. Science, maths and some aspects of geography, history and RE form knowledge in this way.

Interpretive quests: These are subjects where there is no single truth for example RE, history, creative literature, art and some aspects of geography.

Developments in the subject come from discussion and it is accepted that there is diversity of thought.

Expressive quests: Art, music, dance, literature, sport and parts of design fit this quest. They are all subjects where approval of the work is sought not just through the subject communities but to members of the public e.g. through art galleries, football matches, concerts etc.

Solving-Producing quests: In these subjects we seek to find solutions to problems – design, engineering, food, languages and computing. Approval comes in the form of demand for a successful product.

Given that each of the subjects have a different way of producing knowledge it is important that our trainees understand this so that when they are teaching the subjects they know what it is to be a historian… scientist… artist etc. This knowledge is broken down into two different components: substantive and disciplinary. (contd. over page)

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Trainees need a good understanding of the substantive knowledge – or content specific information or facts – for each subject. For example, in biology, substantive knowledge would involve understanding concepts like cell structure or DNA. In the context of history, it involves a comprehensive understanding of events, historical dates, and prominent figures.

For example, in the field of mathematics, disciplinary knowledge involves understanding mathematical reasoning, proof techniques and problem-solving strategies. In history, disciplinary knowledge involves understanding of past events, societies and cultures through the critical examination and interpretation of primary and secondary sources.

Our expert led Foundation training days help the trainees to deepen their understanding of each discipline through a subject specific discussion about how each subject creates meaning and how to plan effectively for each subject. We ask key questions about each subject in order to reach a greater understanding of each of the disciplines. This is supported by observations of expert colleagues back in their own school where they are able to identify the substantive and disciplinary knowledge being taught in their own school context.

We are aware that, for our primary trainees, there is a lot for them to learn as they are teachers of all curriculum subjects. It is for this reason that we have written the Foundation Subject Knowledge Guide. For each subject there is an overview of the components of the substantive and disciplinary knowledge as well as information on the disciplinary literacy of each subject and how each subject can be adapted to meet the needs of all learners.

The guide discusses some of the common misconceptions and threshold concepts within each subject. It considers the place of the EYFS in laying the foundations for each subject.

By gaining subject-specific knowledge and skills, our trainees are better prepared to meet the needs of their children in your schools and teach effective and engaging lessons.

References / links: Ashbee, R (2021) “Curriculum Theory, Culture and the Subject Specialisms” Routledge Counsell, C (2018) “Taking Curriculum Seriously” in Impact - Journal of the Chartered College of Teaching, 4:2018 available at: https://my.chartered.college/impact_article/taking-curriculumseriously/

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Shanti Chahal e-Q Subject Lead

One of the key pillars of our wellbeing curriculum is the "Ways of Winding Down." This encompasses prioritising personal health, offering insights from previous trainees, and integrating features like voice sessions, punctual twilight meetings and self-paced asynchronous units into the e-Qualitas curriculum. In this half-term spotlight, we delve into practical ways to support trainee teachers in this through the Ways of Winding Down. We recognise that this half term can feel challenging due to a range of factors and want to ensure that our trainees are equipped to manage their wellbeing.

This foundational pillar isn't just a collection of practices; it's a roadmap for cultivating resilience, setting boundaries, and nurturing a healthy work-life balance. As we guide our trainees through the intricacies of this profession, we emphasise evidenceinformed methods that extend beyond the training year, equipping them for a sustainable and fulfilling teaching career. In the hustle and bustle of the teaching profession, managing workload is paramount.

Ways of Winding Down To combat burnout and encourage a healthy approach to productivity, we have introduced trainees to practical techniques such as The Eisenhower Matrix and the Pomodoro Technique during the Wellbeing Pause Point in Term 1.1. These tools empower trainees to prioritise tasks effectively and manage their time and try to avoid the pressures of presenteeism.

Janet Shell's "Talking Voice" session (pictured, left) for trainee teachers aims to achieve several key outcomes.

Trainees will first gain heightened awareness of professional-level voice function and their current voice usage. The session aims to boost confidence in employing voice and body language effectively within the classroom setting, ultimately leading to improved teaching practice. Additionally, our trainees will develop an understanding of the importance of warming up the voice and learn specific exercises to enhance their communication skills going forward.

While technology can enhance productivity, it can also contribute to the blurring of boundaries between work and personal life. Evidence suggests that setting designated times for checking emails and using productivity tools mindfully can mitigate the negative impact of constant connectivity.

At the conference in August, we introduced the trainees to guidance from EmailLogic such as the use of delay send, the importance of professionalism through email and an email curfew.

We have also shared How To videos with trainees to allow them to develop their understanding of technology to reduce workload. Visit this page for a range of How To videos: e-Qualitas.co.uk/how-to

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Juliet Searle, e-Q’s English Subject Lead, recently caught up with Dr Rebecca Fisher, Chief Executive Officer of the English Association (EA) (pictured left).

Dr Fisher will be joining us later this year to deliver a session to e-Qualitas’ Secondary Trainee Teachers.

(e-Q) Tell us about the English Association- what it is it and what is its vision?

“The English Association is a subject association for people passionate about English literature, language, and creative writing. We bring together individuals and organisations from all sectors of education and all areas of English studies. Through our publications, events, and networks, we promote dialogue, distribute knowledge, and defend the discipline. We believe English should be the heart of national education and we envision a society in which the value of studying English literature, language, and creative writing to education, career, and personal life is recognised by all. ” We would like to know more about you-what is your role at the EA? “I’m the Chief Executive Officer of the English Association. I work alongside the Chair of the Board of Trustees to lead the EA and ensure that we’re working towards our vision for the future. At the moment, my focus is on striving to bring together the right people to articulate not only why our subject matters, but also to ensure our subject is forwardfacing and ready to engage with the global and local challenges we all face, from poverty to climate change to social inequity. It’s my privilege to work with dedicated, expert volunteers – our members and Fellows – to make the EA’s vision a reality. “

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The EA has recently moved to Senate House which is within the Knowledge Quarter. What is significant about this move?

“We are thrilled to relocate to Senate House, at the heart of Bloomsbury with all its literary heritage. This move will enable the EA to become an integral part of the academic and professional community based at the Institute of English Studies and the School of Advanced Study, so that we can collectively advocate for English and its related disciplines.”

How does the work of the EA defend our discipline?

The EA is campaigning for the subject in a variety of ways: We are currently producing a series of practical, plug-and-play resources for teachers that highlight for students the difference between the study of English at GCSE and at A Level, and showcase the myriad further study and career routes that students might take: the GCSE to A Level pipeline is at the heart of our work at the moment.

We contribute to articles in the media (like this article from the Sunday Times¹), where we talk responsibly about the challenges our discipline faces; we offer facts about the contributions

English makes to our society and economy, and represent the perspectives of teachers.

We convene a series of events, Speaking for English², which build capacity within the discipline for leadership and influence, and showcase the deep social, cultural, and economic impact that English is achieving.

We offer direct support to departments³ at threat in universities, by sharing resources (like this toolkit for university heads of department⁴), offering collective expertise, and writing letters of support.

We respond to consultations⁵ on important education policies, and speak directly to the Department for Education about issues surrounding assessment and curriculum through the collaborative Common English Forum. We also aim to empower our members to advocate for the subject themselves by offering informative summaries of key debates, signposting key perspectives, and offering points for further consideration (for example, see our breakdown⁶ of the conversations that surrounded the release of the Ofsted subject guides in late 2022).

There are different EA publications. Tell us about some of them and how they might appeal to school leaders and teachers?

We have a suite of publications which cover primary and early years education, through secondary and further education, to degree-level study and research.

Our publications help school leaders and teachers develop their subject knowledge, reflect on their practice, and learn from their peers: The Newsletter⁷ is our termly magazine which brings together short articles and reports on current topics in English Studies, such as ‘The Power and Pleasure of Reading’, ‘Leadership in English Studies’, and ‘Planning and Teaching English in Secondary Schools’.

English 4-11⁸ is our magazine aimed at teachers in primary and early years education, but teachers

in secondary and further education will enjoy exploring the experiences of their students before they reach their classroom. This magazine is a great way to learn about new developments in the early phases of education, which will have an impact on the teaching and learning of English in later key stages. We publish this magazine in partnership with the UK Literacy Association.

The Use of English⁹ is our journal for teachers of English in secondary and further education. It brings together vigorous, independent comment on theory, policy, and practice with a uniquely substantial and extensive section of reviews – reviews of important books on the teaching of the subject, of literary criticism, and of anthologies and editions.

English¹⁰ is the EA’s journal, which publishes scholarship on a wide range of authors and literary texts, and is aimed at teachers in schools as well as academics. English provides a platform for scholars and educators to reflect on the key questions facing our discipline, and often offers special issues that bring together classic and cutting-edge scholarship for use in teaching at GCSE and A Level (like this collection of articles¹¹).

Our members are invited to contribute to our publications, and alongside our supportive editorial teams, members can find ways to share their work with a wider community, and explore their own work as writers and researchers.

How can the EA support schools with their wider curriculums and literacy?

We are piloting a new project, EA Hubs¹², which builds relationships between schools and academic partners to provide ambitious and inspiring CPD and development opportunities for teachers. Each EA Hub fosters knowledge exchange and the sharing of practice and pedagogy, supports teachers to be writers and researchers, builds teachers’ subject knowledge, and creates opportunities to (re-)find joy and pleasure in language and literature. Here’s what a teacher had to say about one of our Hubs: (continued over page)

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The EA DRET / Birkbeck Hub has been a wonderful experience and we are looking forward to developing the collaboration further as it offers our subject community an invaluable opportunity to build subject knowledge. It has been a privilege to work with the EA to find ways to connect teachers with academics; the input from colleagues at Birbeck has been fascinating and has encouraged our subject community to reflect on the joy of the subject of English and to develop teachers’ own learning for the benefit of both themselves and the students they teach.

I’d be really pleased to hear from subject leaders who would like to explore setting up an EA Hub for their school.

Why is it important for trainee teachers to belong to professional bodies?

By engaging with subject associations, trainee teachers can educate themselves about the current debates going on in the discipline so that they go into the classroom and staff meetings informed and prepared. Subject associations provide trainee teachers with opportunities to develop and refine their subject knowledge, by reading publications and attending events.

Organisations like the EA also offer trainee teachers access to supportive networks, to enable peer learning and support. Subject associations give trainee teachers opportunities to lend their voice to debates about the subject so that their perspectives are represented. I wholeheartedly believe that teachers are at the heart of our discipline, shaping our discipline by creating new knowledge, exploring the boundaries of English, and embodying the values of the discipline.

The EA works to ensure that teachers, from the very beginning of their careers, feel empowered to use their expertise to do this important work.

Developing Reading for Pleasure has become an important priority for schools and teachers. Are there any resources, or publications from the EA to support schools and teachers in developing Reading for Pleasure?

We recently explored this very topic in a Newsletter, and an event; the recording of the event¹³ is free and available for all to watch.

English is a creative subject. How can we ensure creativity in English is promoted and valued?

What do we mean when we talk about creativity? For me, creativity in English means being open-minded and curious, thinking from other perspectives; thinking independently, and developing one’s personal responses; approaching a challenge positively and seeking solutions from all different angles; and, particularly for today’s students, being open to experimenting with new technologies.

English deploys distinctive pedagogies to enable students to be creative in these ways, such as fostering debate, discussion, and dialogue, and providing opportunities for students to collaborate.

In order to nurture creativity, teachers need opportunities to deepen their subject knowledge and build their confidence so that they can expose students to a wide range of texts, genres, and styles.

Teachers need the freedom to deploy their expertise in what they teach and the way they teach. Teachers need the time to experience the joy of new and familiar texts, so that they can share that passion and enthusiasm with their students.

How is technology influencing engagement with English literature?

I think it’s important to remember that all technologies are tools, and we’re in control: students and teachers of English can engage their critical, creative thinking to make technologies like AI work for them. A great example of this is the Creativity Engine¹⁴, an AI app

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that the English Association created in collaboration with Newcastle University, the Turing Institute, and Seven Stories, the national centre for children’s books.

The Creativity Engine was developed alongside teachers and students in secondary and further education, and was designed to respond to a need they identified for a tool that would unleash their creative writing. The Creativity Engine uses the power of AI to generate snippets of text from works written by some of the most foremost children’s authors writing in English: it gives you a single line prompt, you respond, it replies… You create a story together, but crucially, the Engine lets you, the writer, adapt and change the story as it develops. The AI is there to get you started, but the real magic comes in letting your imagination run free. The Creativity Engine demonstrates that technology can support the teaching and learning of English without detracting from students’ (and teachers’) creativity and engagement with literature.

How do individuals / organisations members of the English Association?

become

As the only subject association for English which spans every level of education and every branch of the subject, the English Association is an ideal home for people who want to keep abreast of developments right across the discipline.

Membership of the English Association will give you access to cutting-edge research and high-quality teaching resources; enable you to attend timely, relevant and action-focused professional development events; and provide a route to participation in national and international debates about the teaching and learning of English language, literature and creative writing.

It will bring you into contact with people from other institutions and other sectors of education and enhance both your professional life and your personal enjoyment of English through collaboration, community, and shared knowledge.

We offer Standard plans (£53 per year) and Standard (concession) plans (£26 per year, for students, the retired, and unwaged colleagues), both of which give you access to all our member benefits.

If you represent a school or a collection of schools, we also offer Group plans (£95 per year for a single school) and Consortium plans (from £74 per year per school), each of which give up to 20 members in each school access to full member benefits.

Online access to new and archived issues of our newsletter Online access to all five of our journals, spanning early-years education through secondary and further education to higher education.

Opportunities to develop your own research and writing Monthly bulletins, linking to all the recent news you need, including regulatory and policy changes, funding and training opportunities, and the latest research and campaigns updates Peer support and networks – we have a dynamic and exciting programme of events throughout the year Discounts on publications Members enjoy an 80% discount on Essays and Studies, an edited volume published annually for the EA by Boydell and Brewer.

Reference links: 1. https://englishassociation.ac.uk/the-ea-in-the-mediagrammar-drills-ruin-reading-for-children-says-formerlaureate/ 2. https://englishassociation.ac.uk/the-ea-in-the-mediagrammar-drills-ruin-reading-for-children-says-formerlaureate/ 3. https://englishassociation.ac.uk/supporting-englishdepartments/ 4. https://englishassociation.ac.uk/toolkit-for-universityheads-of-department/ 5. https://englishassociation.ac.uk/public-statements-andconsultations/ 6. https://englishassociation.ac.uk/the-ofsted-guides/ 7. https://englishassociation.ac.uk/english-associationnewsletter/ 8. https://englishassociation.ac.uk/english-4-11/ 9. https://englishassociation.ac.uk/the-use-of-english/ 10. https://englishassociation.ac.uk/english/ 11. https://academic.oup.com/english/pages/resource-forteachers 12. https://englishassociation.ac.uk/ea-hubs/ 13. https://englishassociation.ac.uk/the-power-and-pleasureof-reading/ 14. https://creativity-engine.newcastle.ac.uk/about

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“Domain specific: knowledge needed for teaching: Mentor monitors subject knowledge to ensure continual development and deepening understanding of subject content. Mentor supports trainee in identifying and addressing gaps in knowledge.”

Tracey Maloney, Initial Teacher Training Director

Education has readily adopted the use of icons to help explain complex concepts or processes. They are a form of shorthand for us, acting as an aide memoire, when we are attempting to explain processes or ideas that are intuitive to the expert.

This is the reason that we have developed icons to use in our mentoring principles. We created the principles to work alongside each part of the training phase. In the early phase we are paying attention to subject knowledge and normalising the identification of gaps in knowledge.

Experienced teachers reflect on the upcoming content for their classes and attend to their own knowledge gaps. This takes many forms; additional research and reading, using subject associations, or discussing ideas with other colleagues. The icon is included to remind mentors to actively model the deepening of subject knowledge.

This relationship is where the work of partnership happens. In the early phase, we have deliberately used language such as ‘monitor’ and ‘support’.

Experience tells us that trainees can become consumed with the ‘performance’ of teaching, particularly when taking responsibility for a class for the first time.

We work in conjunction with mentors to encourage the discussion of substantive and disciplinary knowledge in each of the weekly conversations.

We build a picture through tutor visit reports that tells us how subject knowledge is progressing – our subject communities, based in the heart of the knowledge quarter can then share, hone and point to the places where knowledge can be found.

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Joanna Igoe e-Qualitas’ ITT Subject Lead for Science

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The first half-term of the teacher training year is always an eventful one, with many trainees taking their very first steps into classroom-teaching.

Our cohort of trainee Primary and Secondary teachers began their training at our induction conference on the last days of August, returning to their schools for the start of term. Here are just a few highlights from in-person our training days that took place at our HQ in London, at St. Giles Hotel and in partner schools throughout the term:

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e-Qualitas is recognised as a leading UK provider of school-based teacher training. We are proud of the variety of training pathways we offer, our ambitious curriculum and the success of our trainees. e-Qualitas strives for excellence through its high expectations from recruitment, engaging with schools through training in partnership and further 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 subject teaching and the classroom.

The curriculum is sequenced to provide trainees with access to expert practice and research at 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.

Graduate trainees are enrolled via the employmentbased Teaching Apprenticeship and School Direct programmes.

Our ITT Programme: Programme Length: Full time (53 weeks) Next start date: September 2024 Qualification: QTS + Level 6 PGTA Trainee salary: from £20,598 to £25,831 Subjects available: 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.

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English Maths Science (Biology, Chemistry, Physics) Geography History P.E. Primary Education

If you are from a school and you would like to speak with one of our consultants in the Partnerships team, you can call us on 0203 910 0403, or alternatively email us at ITTConsultants@e-qualitas.co.uk If you are a graduate looking for a school to train with, please contact our Resourcing team via teachertraining@equalitas.co.uk If you would like to enquire about teacher training for a specific subject or phase, you can contact our subject leads and curriculum team directly: Tracey Maloney, ITT Director: tracey.maloney@e-Qualitas.co.uk

Shanti Chahal, Primary English Lead shanti.chahal@e-Qualitas.co.uk

Juliet Searle, Secondary English Lead: juliet.searle@e-Qualitas.co.uk

Vicki Cann, Primary Maths Lead vicki.cann@e-Qualitas.co.uk

Charlotte Fell, Secondary Maths Lead: charlotte.fell@e-Qualitas.co.uk

Ashleigh Bruce, Primary Phonics Lead ashleigh.bruce@e-Qualitas.co.uk

Joanna Igoe, Secondary Science Subject Lead joanna.igoe@e-Qualitas.co.uk

Stephanie Davis, ITT Programme Co-ordinator stephanie.davis@e-Qualitas.co.uk

For all queries relating to training in PE, History and Geography, please contact us via teachertraining@e-Qualitas.co.uk ITT Partnerships Team: 4th Floor Hend House 233 Shaftsbury Avenue London WC2H 8EE Telephone: 0203 910 0403 Compliance Team: Sir Wilfrid Newton House Newton Chambers Road Chapeltown Sheffield S35 2PH For more information about our ITT programmes and latest news, visit e-Qualitas.co.uk

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