Training with SCITTELS

I have learnt a lot of strategies and techniques to manage behaviour from the placement and Centre-Based training sessions…
SCITTELS PGCE Trainee

The SCITTELS Curriculum
Intent	At SCITTELS, we believe in the transformative power of education, and, as such, have developed an ambitious curriculum for our trainees. We aspire for all children to reach their best academic potential, understand how to keep themselves safe and happy (and who to turn to to help them do this), and become caring and proactive global citizens. We aim to equip all our trainees with the skills to make this happen. We want all trainees, regardless of their year group, to understand the importance of teaching all children through the lenses of respect and kindness, with a real focus on promoting inclusivity, diversity and anti-racism. Through subject knowledge and pedagogical training sessions, independent reading, observations of experienced practitioners, and practical classroom experience, our trainees are able to develop their knowledge and understanding of all aspects of teaching and to build a firm foundation upon which to build throughout the rest of their careers.
Implementation	Over the course of the year, trainees attend training sessions that fall into one of our 5 core areas: Behaviour Management Curriculum Pedagogy Assessment Professional Behaviours Running through each session are Part 2 of the Teachers’ Standards, inclusion, diversity, anti-racism and links to research and theory, including Rosenshine's principles of instruction. Trainees’ views are gathered regularly, and, where necessary, adjustments are made to best suit the needs of our cohort.
Impact	By the end of their training year, our trainees should excel at delivering high-quality and inclusive learning experiences for the diverse children of East London.

Coverage

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:

Individual Training Plans

Before the programme starts, trainees complete English and Mathematics audits, and we use the results to identify any gaps in subject knowledge. Based on these results, trainees receive tailored guidance on what to work on before starting the course, ensuring everyone begins the programme with a strong foundation.

At the start of the programme, trainees work closely with mentors to identify their strengths and areas for development and to plan appropriate training activities. The training plan is reviewed weekly, encouraging trainees to adopt a reflective approach to their own learning and professional growth. This process supports the development of a personal philosophy of practice, allows progress to be carefully monitored, and ensures timely and targeted support.

Regular tutorials and support sessions - including guidance on gathering evidence against curriculum targets - provide a high level of personalised support, which is a key strength and distinctive feature of our programmes. This approach enables all trainees to make maximum progress.

Inclusion

Trainees develop the knowledge and practical skills required to teach pupils from East London’s richly diverse communities. They explore a range of factors relating to diversity and inclusion, such as class, ethnicity, and gender, and learn how to meet the needs of different learner groups. This includes pupils with special educational needs (SEND), those who speak English as an additional language (EAL), refugee and asylum-seeking children, looked-after children, and children from Gypsy, Roma and Traveller backgrounds.

Core and Foundation Subjects

Trainees develop both subject knowledge and pedagogical understanding across the core and foundation subjects of the National Curriculum and the prime and core areas of the Early Years Foundation Stage. This includes Mathematics, English, Science, Computing, Art, Design and Technology, History, Geography, Music, Physical Education, Personal, Health and Social Education (PHSE), Modern Foreign Languages, and Religious Education.

They learn how pupils develop understanding in these subjects and how to plan, teach, and assess effectively to secure progression in learning.

Classroom and Behaviour Management

Trainees learn how to create positive learning environments and promote behaviour for learning across a range of school contexts. They develop an understanding of how behaviour develops, explore strategies for promoting positive behaviour, and learn how to overcome barriers to learning and manage challenging behaviour.

Teaching and Learning

Trainees gain a deep understanding of the principles that underpin effective teaching and learning. This includes planning, assessment, learning theories, teaching strategies, and reflective practice. Throughout the programme, trainees are expected to apply this knowledge across all areas of the curriculum to continually refine and improve their teaching.

Initial Teacher Training and Early Career Framework (ITTECF)

The SCITTELS programme follows the Initial Teacher Training and Early Career Framework (ITTECF). This means our training is fully in line with national guidance and supports a smooth transition from trainee to early career teacher. Our curriculum is carefully designed to help trainees build strong knowledge, skills, and confidence so they are well prepared to meet the Teachers’ Standards and succeed in the classroom.

Intensive Training and Practice (ITaP)

During the SCITTELS programme, trainees take part in Intensive Training and Practice (ITaP) training - focused opportunities to explore and develop specific aspects of teaching practice in depth.

Over the course of the year, trainees complete four ITaPs, each centred around a key element of effective teaching:

Building relationships
Questioning
Using scaffolding for adaptive teaching
Developing your use of explanations

Each ITaP takes place over five days and follows a five-stage framework that helps trainees introduce, analyse, prepare, enact, and reflect on a particular area of practice. This structured approach allows trainees to take a detailed, hands-on look at key teaching strategies and apply them directly to their classroom work.

Support for pupils with Special Educational Needs and Disabilities (SEND) is integrated throughout every ITaP. Trainees are supported to consider how each area of focus - from questioning to scaffolding and explanation - can be adapted to meet the diverse needs of all learners, ensuring that inclusive practice remains central to their professional development.

Activities during ITaP weeks include lectures, assigned readings, lesson observations, instructional rehearsals, and coaching with mentors. These experiences create a clear bridge between theory and classroom practice, with live feedback that helps trainees make rapid progress in essential teaching skills.

Throughout each ITaP, trainees complete the activities in their accompanying booklet, which gradually builds into a valuable reference guide to carry forward into their Early Career Framework (ECF) years and beyond. The knowledge, ideas, and habits developed through ITaPs form a strong foundation for effective, confident teaching throughout a trainee’s career.