Back to Home Page

Features of the Training Programme

The SCITT course is entirely school based providing classroom based, practical training and underpinned by a weekly educational studies programme leading to Qualified Teacher Status (QTS)
The course is full time over 36 weeks (term time only) and begins with an induction period in early September. Induction is followed a series of structured classroom observations, weekly lectures and a phased introduction to small group teaching, team teaching and then whole class teaching

The course is based around four inter-connected strands. These strands are designed to integrate the theory and practice of outstanding teaching and learning and develop confident, creative and reflective teachers.

Mentor Supported Classroom Learning

All trainees have a personal subject mentor. The subject mentor plays the central role in daily supporting trainees' development in the context of all eight Teachers' Standards, leading to the award of QTS. Structured mentoring is at the heart of The Compton SCITT with the subject mentor providing coaching, setting and reviewing targets, guidance, support and challenge

General Professional Studies Programme (GPSP)

Trainees will attend a weekly interactive learning programme focused on integrating their classroom experiences with relevant educational theory. The programme is delivered by senior and middle leaders and external specialists. The programme will enable trainees to develop their knowledge and understanding of key educational issues and develop a broad whole school perspective on the role of the teacher.

Subject Knowledge and Pedagogy

Subject knowledge and pedagogy is a key area of focus throughout the training programme and is reviewed weekly. Development of subject knowledge will be ongoing throughout the programme and be linked to subject based assignments, subject specific training sessions and access to expert subject practices within the wider partnership.

Assignments and Assessment

Trainees will be set half termly assignments supporting critical reflection on pedagogic practice, development of subject knowledge and extending knowledge and understanding of the wider educational context. All assignments address the following four areas:

-Trainees' reflections on the topic of the assignment
-Trainees' observations in lessons relative to the topic of the assignment
-Trainees' research into aspects of best practice and/or key issues and challenges
-Consideration of how the trainee can apply what they have learned to their own practice.

Assignments will usually be in a written format and will be between 500- 1000 words. A minimum of one assignment will be a shared presentation by two trainees to the trainee cohort

Assignments are graded and written feedback will follow a set format and indicate relevant coverage against the Teachers' Standards and appropriate areas for future consideration and development

Course Assessment: There is no end of course examination. Trainees will be assessed on an ongoing basis against the Teachers' Standards. Assessment and the successful award of QTS will have eight distinctive and interlinking strands:

1. Individual Training Plan
2. Weekly observations
3. SCITT Reports
4. Assignments
5. Training file
6. Portfolio of evidence
7. Subject knowledge for Teaching Audit
8. Final assessment and moderation (external reviewer)

In overall terms, all aspects of SCITT course and the progress and well-being of trainees are overseen by a designated team of three senior leaders. Members of the team have specific responsibilities for quality assurance, assessment, programme curriculum and pastoral support.

View Image