The cross-phase
curriculum at KMT

The rationale for selecting these strands was to design a curriculum in which the five core areas of the Core Content Framework (CCF) and KMT’s Key Content areas were deliberately interwoven, providing repeated opportunities to promote wider, more critical understanding, including in phase and subject-specific contexts. The curriculum design places the necessary importance on SEND, Disadvantage and Mental Health, as highlighted in the CCF.

The KMT Curriculum is the progression model against which ATs are assessed throughout their programme. Each training stage has a series of clear progression statements for all Key Strands and Key Content areas to allow for accurate, timely and developmental assessment, ensuring all ATs have a clear path to QTS. The KMT Curriculum is structured to ensure that all ATs are well prepared to meet the Teachers’ Standards by the end of the programme and are ready to transition to their Early Career posts.

The KMT online portfolio streamlines the process by which ATs evidence how well they are learning and applying their learning, and ensures an emphasis on quality rather than quantity in terms of reflection and evidence gathering. The use of this bespoke online platform also reduces administrative burdens and unnecessary workload for all stakeholders.

KMT will continue to be supported in the delivery of central-based training through existing partnerships, as well as from other external expertise, including Tom Bennett, Tom Sherrington  and colleagues from the Education Endowment Foundation. During this phase, KMT will work with the Department for Education on Stage 2 of the accreditation process.

During the second half of phase 2, KMT will be introducing a new ‘Faculty Lead Mentor’ role to increase mentoring capacity at a subject/phase level and to support and develop school-based mentors.

 This group of experts will make up the KMT Mentor Leadership Team and will be recruited in this phase; they will be subject and phase professionals who can demonstrate an evidence-informed approach to teaching and to developing novice teachers.

They will be expected to network across our hubs and geographical regions to help strengthen current and future partnerships and will be responsible for trainees and subject/phase mentors within their faculty.

One of the key features of the new Quality Requirements for ITT is the introduction of Intensive Training and Practice (ITP). This experience, of at least 20 days’ duration in addition to the standard programme, enables ATs to observe and practise selected, specific elements of the ITT curriculum and receive highly targeted feedback from experts. KMT’s approach to ITPs will involve drawing on the best expertise available from within partnership schools and national networks so ATs are able to consolidate their understanding of how the evidence base shapes best practice in their phase and subject.

KMT understands the pivotal role school-based subject/phase mentors play in the successful completion of ITT and they will continue to receive regular, high-quality training to allow them not only to meet the new Quality Requirements but to go beyond these criteria under KMT’s new mentoring framework.

Faculty Lead Mentors will take up their posts this year across a range of subjects and phases and will further enhance the mentor development opportunities available while providing a valuable additional layer in KMT’s faculty leadership team, quality assuring centre and school-based training and practice. FLMs will also play an integral role in the design and delivery of ITPs, ensuring KMT is at the forefront of evidence-informed initial teaching training.