1. What is School Direct?
School Direct is a different training route that trainees can follow to gain a PGCE and QTS. Trainees are recruited by Lead Schools rather than by the University. The Lead school finds the trainee school placements, and creates a training plan. The trainees are registered with the University of Exeter and the University quality assures the training. School Direct trainees follow the Exeter Model of ITE.

2. How is School Direct the same as PGCE?
The same entry requirements: e.g. 2:2 and above in first degree; must pass skills tests before entry
Fee-paying trainees pay the same fees as PGCE trainees at the provider; the fee is split between the school and the provider
Trainees are registered with the university
Trainees must meet the Teachers’ Standards at QTS level
Trainees need experience in at least two schools which should provide a contrasting experience
For schools working with the University of Exeter, schools and trainees use the Exeter model of Initial Teacher Education to support trainees’ learning
Completing a PGCE via School Direct gives exactly the same qualification as the core PGCE programme. Exeter requires a 2:1 from graduates, this includes School Direct.

3. How is School Direct different from core PGCE?
Schools work in partnership with an ITE provider, but School Direct is school-led
Lead schools bid for their own quota via the NCTL, recruit and select the trainees
Trainees ‘belong’ to the Lead School / alliance of schools and spend more time in school
Schools are responsible for more of the training, in some models
The Lead School arranges the school placements
Initially the intention was that trainees would be employed within the alliance, this is no longer a requirement
With School Direct the Lead School is responsible for the training of the trainee. The Lead School will have a training plan for trainees that complements the online modules set by the University. The Lead School plans the placements for the trainee, decides the dates of when the second school experience will occur in the year, and is responsible for letting the University know which staff are involved with trainees.

4. Communication structure for SD
Lead School
Provider (Exeter)
Alliance school: Home placement
Alliance school: Contrasting placement
The Lead School is the school that has advertised the training vacancies and recruited the trainees. The University contacts the Lead School to chase documentation and to quality assure the trainee’s experience.
Each School Direct trainee will have two placements, their Home School and their Contrasting placement. The Home School is where the trainee will spend most of their training year. They have to spend a minimum of 6 weeks in a contrasting placement, this is often in the Spring Term, but is entirely up to the Lead School to negotiate dates.
It is important that even if you are not the main school that all staff working with the trainee are familiar with the Exeter Model and that all paperwork/ activities are completed each week.
If you are either the Home School or Contrasting Placement School and you are aware that staffing has changed for the trainee then you must let the Lead School know.

5. School Direct routes for schools working with University of Exeter
FEE PAYING
@ Exeter
Distance Learning
SALARIED
The University of Exeter has different routes for those on School Direct. Most trainees are fee paying. Those doing School spend a term at the University and get most of the academic input from face to face lectures and seminars. Those doing Distance Learning complete academic work through online modules. They spend their entire year n placement schools.
With School Direct there is the option of having salaried trainees. They are employed by the school and are paid as an unqualified teacher. This means they are not eligible for bursaries. Salaried trainees follow the School Direct Distance Learning model.

6. @ Exeter Start in school 1 at beginning of Autumn term
Taught course along with PGCE mainstream trainees, including Masters level assignments
Two week November placement in school 1 in line with PGCE mainstream trainees
Contrasting 2nd placement, minimum of 6 weeks, arranged by lead school
Attend seminar days at University in the Spring and Summer terms
Contact time: 12 – 15 hours classroom for Secondary; 60% - 75% for Primary.
Supervised by classroom teacher
Eligible for training bursaries and student loans
@Exeter trainees have their academic input in the same way as those PGCE trainees on the university led taught course. School trainees should follow the QAR and handbook for the mainstream primary/ secondary programmes.
They will have been in to their home school in September prior to attending the university course. They attend lectures at the university for the majority of the Autumn term. These trainees will go to their main school for 2 weeks in November in line with the mainstream PGCE taught programme completing their two weeks induction for school 1. The School trainees also return to the university for seminar days in the Spring and Summer terms.
The timing of the second school placement is up to the lead school. School trainees have the same contact time as mainstream PGCE trainees.

7. Distance Learning Based entirely in school for academic year
Contact time: 12 – 15 hours classroom for Secondary; 60% - 75% for Primary.
Equivalent of one day per week for distance learning
Supervised by classroom teacher
2nd placement of minimum of 6 weeks arranged by lead school
Undertake studies by distance learning – 2 modules of 30 Masters credits each
Eligible for training bursaries and student loans
School Direct distance learning trainees receive their academic input through online modules. They have one day at the University in September to learn about the Exeter Model. Distance learning trainees should have the same contact time as the mainstream PGCE trainees. They may progress more quickly as they are in school much sooner, but they must still be allowed non contact time. It is suggested that distance trainees have the equivalent of 1 day per week to work on their distance learning modules from the university, distinct form planning time.

8. Salaried Employed by the school as an unqualified teacher
Based entirely in school for academic year
Can work unsupervised
Up to 80% teaching timetable (90% of teaching duties normally required of a full-time qualified teacher)
Adopt the general principles of the Exeter Model
Undertake studies by distance learning – 2 Masters modules at 30 credits each
Salaried trainees differ to the other PGCE trainees as they can work unsupervised, and are likely to have their own class rather than be based with another teacher. Salaried trainees do need non contact time however, to support them with planning, and for them to complete their online work (they complete the same modules as the non-salaried distance learning trainees).
Salaried trainees should be allowed opportunities to complete the activities of the Exeter Model such as observations, agendas and demonstrations. Schools offering salaried programmes should agree specific arrangements with the university Partnership Office.