One of the reasons I chose the Schools Direct route at Horizon was because of the support and development offered by the ITT team. This is something that has continued throughout  my NQT and RQT years. Regular CPD has meant that I have improved my practice month on month, completing, for example, my NQT project on how I can make sure that high ability musicians are really challenged in lessons. This has fed into, and so improved, my planning of Schemes of Work, something which is now part of my responsibility as Teacher in Charge of Music. For my RQT project, I intend to focus on an aspect of teaching & learning that will continue to improve the department as a whole and the progress of the students I teach.

A. Lingard – Music (RQT)

Choosing to train through the Schools Direct route at Horizon gave me the opportunity to start my teaching career within a forward thinking and supportive environment. Being a trainee within an experienced department, where high quality feedback was always made available, enabled me to develop my confidence and teaching practice at a truly rapid pace. In addition to this, the purposeful CPD sessions enabled the other trainees and I to reflect on our pedagogy, so that our teaching practice could be improve with every lesson that we delivered. It is this support that will ensure I  continue to develop my practice throughout my NQT year and beyond.

L. Thompson – Geography (NQT)

Unlike other trainees, I did not follow a traditional route to gaining QTS; instead I had been teaching for a number of years as an Unqualified Teacher in the History department. It was the ITE/NQT/RQT Team that found an Assessment Only Route (through the Yorkshire Three Counties Alliance) to QTS that meant I could gain QTS whilst continuing to teach my own classes. This was the perfect training route for me, as it allowed me to follow a more intense and personalised course, focusing on the areas which I needed to develop most as a practitioner. After gaining QTS, because of my previous teaching experience, it was then decided that my NQT induction year was to be reduced to just two terms. These are just two examples of how throughout my training, NQT and RQT years I have been excellently supported by my Mentor, Department, the ITE/NQT/RQT Team and College Leadership Team.

L. Woodhouse – History (RQT)

I completed the English PDGE training route at the University of Sheffield. My first placement was here at Horizon Community College and I thoroughly enjoyed the experience. The school was extremely helpful, widening my knowledge in terms of teaching and my developing my confidence in the classroom. The students and Quality first teaching ARE the priority at Horizon, as shown through the array of valuable training and CPD they offer for all staff. I felt that my teaching capabilities were able to evolve, improve and excel as I could ask for help and access appropriate support with any area of my practice I needed. My mentor was both welcoming and supportive and clearly excited by the opportunity to work with a trainee. This allowed me to feel valued within the department, appreciated as a trainee and that I was able to bring new ideas into the profession. Feedback was always constructive and positive, which meant I felt in a position to action suggestions as opposed to simply feeling anxious about what would be discussed.

The same level of support continued throughout my NQT year. The ITT/NQT/RQT Team were fantastic in enabling me to build my role as a practitioner while feeling supported at all times. I found my NQT project really valuable, as I was encouraged to focus on areas relevant to my own developmental needs. I chose pupil engagement and valuable revision, which resulted in the creation of Escape Room themed lessons. Not only was my learning shared across the department but my mentor then asked me to share it across the wider school as well. My hope is to continue this learning throughout my RQT year – this time with a specific focus on engagement and support for SEND and those struggling to make progress in the classroom.

C. Bevan – English (RQT)

My route into teaching was through the University of Sheffield’s PGDE course, my first placement being at Horizon. During my ITT placement I was able to develop effectively as a teacher through the support I gathered from my mentor and the rest of the department.  My mentor was a major factor in the rapid progress I made as a trainee, with weekly meetings in place to provide constructive feedback on multiple lessons seen and set targets for the following week.

Last year I completed my NQT year at Horizon, which allowed me to experience scenarios outside the classroom. I am heavily involved with the Year 10 football team, I mentor targeted students within Year 8 and I have been given the opportunity to pick up extra responsibilities within Maths. I not only feel I have integrated well into my department but that I am a valuable and valued member of the Maths team at College. Through my RQT project I will be looking to focus on how we can further increase the percentage of home learning completed within Maths, not only getting students to do more but also to produce better-quality outcomes.

I intend to stay at Horizon and aim to develop a role within the Maths Leadership Team. I am getting plenty of support from those who currently have responsibilities, helping me to refine my teaching strategies and get the most out of the students I teach. I feel I have had an incredibly positive start to my teaching career, which has been reflected in the recent TLR I have successfully gained within the department. None of this would have been possible without the support of the Maths team, but also that of ITT/NQT/RQT Team.

J. Furlong – Maths (RQT)