At Stourport SCITT we offer secondary teacher training courses – find out more below:
Secondary Courses & UCAS Codes 2018/19
Art & Design – 2WVQ
Biology – 2NWN
Business Studies – 2NWP
Chemistry – 2C9T
Computing – 2C9S
Design & Technology – 2DHT
English – 2C9Q
Geography – 2LB6
Health & Social Care – 2LB4
History – 2LB7
Mathematics – 2C9P
MFL – 2C9V
Physical Education (with an EBacc subject) – 382Q
Physics – 2C9R
Religious Education – 32QW
The course aims to:
- Increase the supply of appropriately trained, suitably qualified and inspirational teachers in Worcestershire secondary schools
- Exploit the potential of school led training with strong mentor support, linked to in-depth knowledge of relevant theoretical frameworks and exceptionally well-developed practical teaching experiences in Key Stages 3 and 4
- Provide access to outstanding quality training and professional development for potential teachers
- Enable trainees to achieve recommendation for Qualified Teacher Status and for school direct fee paying trainees the opportunity to gain the award of Post Graduate Certificate in Education at Masters level
Programme Learning Outcomes
Participants who complete successfully all the requisite components of this programme will demonstrate:
- Outstanding professional attributes, knowledge and understanding and professional skills in teaching commensurate with a person who has exceeded the normative Teachers’ Standards for the award of QTS
- Secure and detailed subject knowledge of the New Curriculum, other national guidance documents and engage in critical debate about current educational issues, research and practice
- Professional reflexivity in their approach to learning
- Personal capacity to acquire, review and extend as needed, their subject knowledge and professional knowledge and skills to secure learning for all pupils
- High expectations, respect and commitment for the learners in their care working with school policy and practices providing a critical analysis of frameworks for the classroom management and justify strategies for provision in the appropriate phase of education
- Effective use of Computing as a teaching and learning tool
- Well developed ability to critically analyse, reflect and evaluate theory/policy linked to practice to implement improvements and engage effectively in professional debate and use the outcomes to develop as an autonomous professional
- Ability to motivate, inspire and challenge learners
- Evaluate critically the principles of monitoring and assessment and apply them effectively within the learning and teaching context to support individual learning
- Initiative to take personal responsibility for their own professional development by synthesising practice and theory to enhance own practice
The course focuses, during the early stages, on the acquisition of a repertoire of basic classroom management competencies to develop the confidence of trainees to work with pupils inside and outside the classroom. There is progressive introduction both to theoretical ideas that underpin professional practice and to the various dimensions of the professional debate. Trainees receive extended and focused support and tuition in their specialised subject
Theory based study
These sessions provide the knowledge base for trainees and address ethical issues. Theory based studies include the following: lectures, discussions, activities, seminars, discussions with professionals, assignments and tasks to ensure the link between 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.
Trainees are actively encouraged to undertake personal study. Skills addressed include self-evaluations, working within a group and autonomy. Trainees write a Reflective Journal to develop those skills of critical reflection an attribute towards the making of an outstanding teacher. 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.
What is the structure of the programme?
There are several main elements to the programme:
- Orientation Day – held in July for trainees to meet their mentors.
- Induction– the programme begins in September with 2 indiction days. Trainees are based in one specific school for the whole course, with a six weeks half term placement in the alternative key stage during the Spring term. Placements in Special Needs setting, Pupil Referral Unit and schools to work with subject specialists are also provided during the year with a – Key Stage 2 experience.
- Structured Mentoring – to develop classroom skills and to support the application of skills, knowledge and understanding gained by trainees as they progress through the course.
- Broad Professional Studies – an introductiontoissuesrelating to:
- Child Development
- the Curriculum, including planning teaching strategies, assessment for learning and cross-curriculum themes and dimensions including key skills
- aspects of the broader educational debate including Child Protection and Principles of Safeguarding, Special Educational Needs and Disabilities, Behaviour Management, Inclusion, Systematic Synthetic Phonics and English as an Additional Language
The programme meets the requirements of the Teachers’ Standards for the recommendation of Qualified Teacher Status.
To be awarded Qualified Teacher Status you are required to provide evidence that you have met the Teachers’ Standards. The standards are grouped in nine sections:
- A teacher must set high expectations which inspire, motivate and challenge pupils
- A teacher must promote good progress and outcomes by pupils
- A teacher must demonstrate good subject and curriculum knowledge
- A teacher must plan and teach well structured lessons
- A teacher must adapt teaching to respond to the strengths and needs of all pupils
- A teacher must make accurate and productive use of assessment
- A teacher must manage behaviour effectively to ensure a good and safe learning environment
- A teacher must fulfil wider professional responsibilities
- Personal and professional conduct
How much reading and study? How will the programme be assessed?
There are training sessions throughout the programme. Trainees are required to critically reflect on outcomes and apply practice in the context of their school circumstance. Each module is assessed, and evidence to demonstrate the meeting of the standards is loaded onto a portal. All Fee Paying trainees need to pass three written assignments and two teaching practices, one in the Spring and Summer terms to gain the PGCE award. There is a weekly focused group tutorial with the school based mentor to cover the professional standards for recommendation of Qualified Teacher Status and a half-termly meeting with the professional mentor to discuss the classroom practices and to reflect on your weekly progress. Once a week trainees meet with their Lead Subject Mentor to focus on the pedagogy of their specific subject and to experience the wider aspects of their subject. During the course trainees are continually assessed against the Standards in the following ways:
- Through observation of lessons during school practices in mainstream and special schools
- Through examination of the trainee’s professional development portfolio, lesson plans and portal evidence
- Through written assignments and assessment tasks
There is a formal review of the trainee’s expectation regularly throughout the programme. Trainees will receive early warning if their performance is likely to be judged ‘requires improvement’. Early intervention, support strategies are available to support trainees to improve their performance.
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.
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 mentor. There are clear expectations of when trainees should start teaching depending on the route selected.
There are several aspects that make the course offered different from most other courses:
- Head teachers are responsible for the course, 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 course.
- Trainees spend time once a week as a group in workshops and then apply that theory learnt into practice in a school, 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 teach in two different schools.
- Trainees will gain experience of Key Stage 2 and Key Stage 5 during the course of the year.
- Trainees will have full use of all the University facilities.
- On completion of the three assignments and the passing of two teaching practices, trainees who have paid a tuition fee are awarded a Post Graduate Certificate in Education