We offer the following training programmes at SCITTELS:
We offer the following training programmes at SCITTELS:
All of our programmes are full time, one year programmes taught over three terms. Our programmes start at the beginning of September, and we follow school term dates.
I have learnt a lot of strategies and techniques to manage behaviour from the placement and Centre-Based training sessions…SCITTELS PGCE Trainee
This programme leads to Qualified Teacher Status (QTS) and the academic award of a Post Graduate Certificate in Education (PGCE), comprising of 60 M Level credits. The programme is currently validated by the Goldsmiths University.
Of all our programmes the PGCE has the greatest proportion of centre based training and a greater emphasis on the study of theoretical issues. In addition to school based tasks, which are assessed against the Teachers’ Standards (DfE 2012), trainees on the PGCE programme must complete two assignments which are assessed at level 7 (M level).
In 2019-20 we expect to have approximately 20 trainees on the SCITTELS PGCE programme.
This programme leads to Qualified Teacher Status (QTS) and the academic award of a Post Graduate Certificate in Education (PGCE), comprising of 60 M Level credits. The programme is currently validated by Goldsmiths University. It has the same emphasis on theory as the general PGCE programme and centre based training will focus on this aspect.
Trainees on the school direct programmes will complete a greater proportion of their training in school. Trainees will be based in one of the schools in the partnership (trainees on the salaried programme will be employed by this school) and will attend centre-based training at Colegrave or another partnership school.
Successful completion of this programme leads to the award of Qualified Teacher Status (QTS). This programme has the least amount of centre based training of all of our programmes. Trainees on this programme are employed as an unqualified teacher by the school in which they are based and learn ‘on the job’.
This programme has been designed with high-quality career changers in mind. When applying for a School Direct Programme, you must indicate whether you have a school that is looking to employ you on the School Direct route or whether you would like SCITTELS to find a school for you.
Before starting the programme, candidates will be asked to identify which age ranges they wish to train to teach. The structure of our programmes may vary, particularly in the balance between centre and school based training, but all of our programmes cover key aspects of practice.
We provide training in the following consecutive age ranges:
The aim of the SCITTELS partnership is to promote the development of knowledgeable, skillful and responsive trainee teachers who will become inclusive and reflective practitioners. All of our training programmes will cover the following:
An individual personalised training plan is devised for each trainee.
Learning for our trainees starts before the first day of the programme, as we use information gathered at selection to set personalised learning tasks for successful candidates to complete during the Summer. At the start of the programme, trainees work with programme staff to identify strengths and areas for development and plan appropriate training activities.
The training plan is reviewed weekly, which supports trainees in developing a reflective approach to their own learning and development and develop a personal philosophy of practice. This process also enables trainee progress to be monitored, and appropriate and timely support to be given. A programme of individual tutorials and support sessions including support in gathering evidence for the Teacher’s Standards (and academic writing and employment support for PGCEs) results in a level and quality of support that is a key strength and particular feature of our programmes and secures the maximum progress for all trainees.
Trainees will develop both the knowledge and practical skills necessary to teach pupils from the diverse populations within east London. Trainees will learn about a variety of factors relating to diversity and inclusion including ‘class’, ethnicity, gender and will learn how to identify and meet the needs of learners from different groups such as children with special educational needs (SEN), children who speak English as an additional language (EAL), refugee and asylum seekers, looked after children and children from Gypsy, Roma and traveller backgrounds.
PGCE trainees develop an in-depth understanding of an area of inclusion that interests them through the completion of a small scale research project.
All trainees (regardless of the age range that they are training to teach) will develop an understanding of the importance of early years education and the implications of good early years practice for later learning. All trainees visit an early years setting in order to further their understanding of early years practice.
Trainees will develop both knowledge of the subject itself (subject knowledge per se) and an understanding of how to teach the subject (related pedagogy) in the core and foundation subjects of the National Curriculum and the prime and core areas of the Early Years Foundation Stage curriculum. This includes Mathematics, English, Science, Computing, Art, Design and Technology, History, Geography, Music, Physical Education, Personal Health and Social Education (PHSE)/Citizenship, and Modern Foreign Languages. It also includes Religious Education.
Trainees will develop an understanding of how pupils learn in these subjects, an awareness of the needs of pupils in the context of teaching in East London, and will develop the skills needed to effectively plan, teach and assess in order to secure progression in learning in these subjects.
In English, trainees will learn how to teach early reading with a focus on Systematic Synthetic Phonics (SSP), how to motivate children to write using strategies such as Talk for Writing, and how to develop speaking and listening skills.
In mathematics, trainees will learn about theoretical and pedagogical approaches to support the development of children’s knowledge and understanding in mathematics.
In science, trainees will learn about the role of practical scientific investigations in the development of children’s knowledge and understanding in science.
Trainees will also gain an understanding of how subjects may be integrated in cross-curricular teaching and learning programmes in order to make the curriculum creative and enjoyable.
Trainees will learn how to promote behaviour for learning across a range of school contexts through developing an understanding of how behaviour develops; strategies for promoting positive behaviour; overcoming barriers to learning and managing challenging behaviour. Trainees will develop strategies for assessing and evaluating pupils’ behaviour and social and emotional needs in order to provide appropriate interventions and learning opportunities to facilitate pupil development and learning.
Trainees will learn about the aspects that underpin successful teaching and learning. This includes planning, assessment, teaching strategies, learning theories, and the ability to reflect on and improve one’s own practice. Trainees will be expected to apply the knowledge and skills gained across the curriculum.
In addition to any specific school based training, trainees will complete sustained teaching practices (usually no less than 6-8 weeks in duration) in each term of the programme. This enables trainees to apply what they have learnt in training sessions (both centre and school based) and gather evidence towards the Teachers’ Standards. Trainees usually complete the first and third (final) teaching practice in the same class in the same school, and complete the second teaching practice in a different school and a different age range. The focus of each placement will reflect the focus of the training for that term and the demands made of the trainee will increase during each practice. Each trainee will be supported by a school based tutor (a suitably experienced member of staff within their placement school) and a professional tutor (a member of SCITTELS staff who will visit them periodically throughout the placement).
Trainees on the PGCE programme also carry out a shorter placement focussing specifically on an aspect of inclusion that they are interested in. This forms the practical aspect of the Inclusion research project that offers additional M level credits. Many trainees complete this placement in a special school or a mainstream school with additionally resourced provision for children with special educational needs and/or disabilities.
All trainees will be assessed against the Teachers’ Standards. Training activities will enable trainees to gather evidence towards the standards throughout the year. Regular assessments against the standards will take place, these include observations of the trainee teaching (usually twice a week), and tasks that enable trainees to link theory and practice.
PGCE trainees will also complete assignments that require a level of critical evaluation, the ability to make theory practice links, and the use of wider reading to inform practice.