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.
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:
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.
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.
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.
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.
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.
There are several aspects that make the programme offered different from most other courses:
When I was in my main placement I was in Years 2 and 3 and I realised that I wanted some experience in Early Years too. The SCITT Programme Leader managed to make sure I taught there too before I applied for jobs. It really came in handy in my interview and I got the first job, in an outstanding school.