Programme FAQs

Below are a list of frequently asked questions about the programme. If you cannot find the answer to your question then please get in touch

How are trainees assessed?

For the PGCE element, each module is assessed and formative evidence is loaded onto a web portal. Trainees need to pass four assessed tasks including two assignments, one presentation and a portfolio of evidence and two teaching practices, one in the spring and summer terms. Academic journals are available through the trainees subscription to BERA.

Assessment for Qualified Teacher Status (QTS) will take place on a weekly basis with focused meetings with the school based tutor to cover the professional standards for recommendation for Qualified Teacher Status.  This weekly meeting with the class teacher or school based tutor is to discuss classroom practices and to reflect on your weekly progress. During the programme trainees are continually assessed against Teachers’ Standards in the following ways:

  • Through observation of lessons during school practices in mainstream and special schools;
  • Through examination of the trainee’s personal development portfolio, lesson plans and teaching files on the portal or on hardcopy;
  • Through written assignments or assessment tasks.

There is a formal review of the trainee’s progress at the end of each of the first two terms. Trainees will receive early warning if their performance is likely to be judged below what is expected from a trainee at that point in the programme.

The final assessment towards the award of QTS takes place in the third term and takes into account the evidence provided by the previous reviews.

What form will the study take?

Theory Based Study

These sessions provide the knowledge base for trainees and address ethical issues. Theory based studies include the following: central training sessions, discussions, activities, seminars, discussions with professionals, assignments and tasks to ensure the link between central based theory, subject knowledge and/or pedagogy and school based study. Assignments require trainees to undertake subject related reading. Some of these sessions take place in schools to enable trainees to work with the pupils. One example is at our special school, where theory is linked immediately to working with the pupils.

School Based Study

This method of teaching and learning enables trainees to test their knowledge and skills within the school setting. These skills are developed throughout the course by the following: observations of good practice, school training, teaching, observations and feedback from school based and professional tutors, school based tasks and discussions with professional colleagues.

Personal Study

Trainees are actively encouraged to undertake personal study. Skills addressed include self-evaluations, working within a group and autonomy.

Trainees write reflections on the application of their teaching skills. Trainees develop their own knowledge through reading and research for assignments.

By the effective combination of learning, practice and reflection, it is our aim that, by the end of the course, trainees become proficient and reflective classroom practitioners. They will have the confidence to start their teaching careers with a firm foundation for future development.

Will the trainees be thrown in at the deep end?

The answer is ‘No’.

Trainees will spend a considerable amount of time in the early weeks on structured observation. There will be a phased introduction to small group teaching, part lesson teaching and full lesson teaching, all under the direct supervision of a trained and experienced tutor.

How is the HART of Yorkshire SCITT Programme Different?

There are several aspects that make the programme offered different from most other courses:

  • Head teachers and Specialist Leaders in Education (SLEs) are responsible for the programme, its management and organisation.
  • It is designed and delivered by schools working in collaboration with experienced teacher trainers.
  • There is practical classroom experience throughout the programme.
  • Trainees spend time in central sessions and are then able apply that theory into practice in a school immediately, where they are involved in the day to day routine. This includes staff duties, staff meetings, parent evenings and school in-service programmes. Expectations of trainees are those applied to the teachers working in the school where the trainee is based.
  • Trainees are allocated trained and experienced mentors who are responsible for helping them to develop their classroom management skills and also to monitor and support their overall professional development.
  • Trainees will spend a period of 5 weeks in the Spring term at a school in the alternative phase to undertake their first teaching practice. In addition, they will spend a further three days in an alternate educational setting. Most trainees opt for secondary placements.
  • On completion of the four assessed pieces of work and the passing of two teaching practices, trainees are awarded a Post Graduate Certificate in Education (60 Master credits).

What key stages will I be able to teach in following graduation?

  • Trainees will qualify in general primary and will be entitled to work in schools with children from age 3-11 years, or those pupils educated at primary school level.
  • Trainees will be able to get experience in their chosen key stage on the programme and so specialise in that area. This could be Early Years (3-5) key stage 1 (5-7) lower key stage 2 (7-9) upper key stage 2 (9-11).
  • In addition trainees can specialise in specific areas of the curriculum such as Maths, English and Special Educational Needs and Disabilities(SEND). If you would like to do this you will need to instruct the SCITT in your application or at the interview. Maths and English will require a Subject Knowledge Enhancement (SKE) training course during the summer of 2016 for three weeks. In addition, specialist trainees will be placed in schools in order to increase their knowledge of that area of the curriculum as well as teaching in chosen key stages. There may be an additional cost for this specialisation unless there is a national funded grant to cover this or unless specific schools have requested this element as part of a current/future employment package.

At a few points I felt like it was too much as the teaching practice ramped up, but my Link Tutor and SBT were amazing and supported me through those times. It has been very hard work, but worthwhile and I am so excited about being in charge of my new class in September.

Graduate 2015