The next intake for our course will commence on 1st September 2026.
We do not have a January intake.
The length of the programme is one academic year- September to July.
The next round of applications and interviews will start in October 2025 with the opening of the Gov.uk Find Postgraduate Teacher Training Courses Portal.
You will be able to search for our courses on Find postgraduate Teacher Training courses from 1st October 2025.
https://www.gov.uk/find-postgraduate-teacher-training-courses
You will be able to apply for our courses from October 2025.
Please select 2 referees who can comment on your ability to work with children. If you are currently employed one reference must come from your employer.
When it comes to teacher training an academic reference is not always as relevant (particularly after 5 years or more).
Please select the option Find Courses by school, university or other training provider and type ‘2Schools Consortium’ for our SCITT programme.
The tuition fees for a one year SCITT course with the 2Schools Consortium will be £9,790.
PGCE
All our trainees will work towards Qualified Teacher Status (QTS). Inclusion in the PGCE option of the programme, led by a partner university, is entirely at the provider’s discretion.
The provider will require a degree (2.2 or above), alonside evidence from recruitment task to make a decision.
Applicants need to provide details of two referees.
An enhanced disclosure check is required for entry to Initial Teacher Training. We ask applicants to confirm that they agree to a check by the UK Disclosure and Barring Service or Disclosure Scotland.
Summary
SCITT (School Centred Initial Teacher Training) is a school-based route into becoming a qualified teacher and achieving QTS. The course lasts for one year full-time, from September to July. Most of the course is spent in school, where successful applicants are placed in a class under the supervision and guidance of a mentor (often the class teacher or a senior member of the school’s staff).
Throughout this experience trainees acquire the skills, knowledge and understanding of the range of elements which make an outstanding teacher, as specified in the Teachers’ Standards; from developing good relationships with children and other colleagues to promote learning, to working within a framework and national and school policies to deliver the Curriculum. Experience in school progresses from observing and working alongside the class teacher, to taking full responsibility, initially for individuals and groups, and later, for a whole class.
Training sessions
Training sessions
Topics related to well-being and workload are regularly addressed across the year through distinct sessions at key points in the year but also across all training sessions.
Trainees are expected to develop their subject knowledge and understanding through directed tasks in school, assignments and personal study.
Tutors, mentors and expert professionals across our partnership schools all contribute to the bespoke support of our Trainee Teachers.
“I think this is the best way to get into teaching having had friends who have done other routes. I feel so prepared and feel as though I know what I am doing from the way the training is structured and the amount of support it provides.” – Kat Georgiou, ECT
“I genuinely enjoy the work I do for the training school and I love how positive and progressive it is!” S. McCarthy Class Teacher, Subject Leader, Adaptive Teaching Expert Trainer with 2Schools Consortium
The tasks and assignments are aimed to raise the quality of primary teachers on school-based routes by developing their critical awareness of current issues, engaging them in scholarship and research through enquiry based opportunities. These are essential skills in creating the self-directing and independent learners that the profession requires.
Assessment
Trainees are assessed formatively through weekly observations with feedback, target setting, and reviews from the school-based mentor and the provider’s lead mentor. Independent learning opportunities are assigned fortnightly and are quality assured by the provider. By the end of the programme, teaching is formally assessed against the Qualified Teacher Status (QTS) Standards, on two teaching practices across two school placements.
Evidence file: Trainees on a teacher training course are expected to collate evidence against the Teacher’s Standards. All tasks, assignments, observations and feedback will provide evidence towards these. Guidance on evidence gathering is provided throughout the course.
Course Content (Curriculum) and Structure
The content and structure of the course vary according to a trainee’s previous experience. The training programme lasts three terms and follows a developmental model. It starts with an induction to include:
* programme and teaching expectations
* professional behaviours
* safeguarding and child protection
* the role of the teachers’ Union
We cover core teaching aspects in a specific developmental order:
* Foundations of behaviour management
* Phonics
* Reading
* Literacy planning and oracy
* Early Mathematics
* Early Years Curriculum
* Maths Planning
* Modelling and Explicit Instruction
* Well-being
* Trauma Informed Practice
* The Principles of Assessment
* Inclusion: EAL
* Inclusion: Autism
* Adaptive Teaching
* Working with Parents and Support Staff
* Planning for Foundation Subjects
* Embedding assessment: Mastering Questioning
* Addressing Social Injustice Through Education
(Foundation Subjects covered:)
* PSHE
* Science
* Computing
* Geography
* History
* Religious Education
* Art & Design
* Design and Technology
* Maths Mastery
* Outdoor Literacy and Learning
* Primary Languages
* Music
* Physical education
* Preparing for your first year of teaching
(Visits:)
* Parliament visit – British Values
* London Dockland Museum visit- school visits
Experts introduce the above core teaching aspects through face-to-face sessions; these are revisited throughout the year through a spiral curriculum approach and are complemented by:
* independent learning workbooks
* mentor-led school-based training opportunities
* Intensive Training and Practice (ITAP) periods on core teaching practices
* concept maps to organise key ideas
* Trainee’s observation and deconstruction of experts’ practice
* focus and general observations of trainee’s practice with feedback and target setting
* expert-led analysis of evidence-base
* Critical analysis of relevant teaching materials and artefacts (resources, pedagogies, schemes of work)
* Approximation and Rehearsal with expert trainers: preparation for, and implementation of, classroom teaching practice
* Pre and post-training tasks link theory to practice
* Co-planning with an expert
* Joint observation of practice
All trainees will have experience in at least 2 different key stages and will be placed in contrasting school settings to ensure breadth of experience.
Successful candidates will be employed on Point 1 of the Unqualified Teacher Scale.
NOTE: THE CONSORTIUM EXPECTS ALL ITS EMPLOYEES TO HAVE A FULL COMMITMENT TO THEIR LOCAL AUTHORITY’S EQUAL OPPORTUNITIES POLICY AND ACCEPTANCE OF PERSONAL RESPONSIBILITY FOR ITS PRACTICAL APPLICATION. ALL EMPLOYEES ARE REQUIRED TO COMPLY WITH AND PROMOTE THE POLICY AND TO ENSURE THAT DISCRIMINATION IS ELIMINATED IN THE SERVICE OF THE AUTHORITY.
TRAINEE TEACHER ROLE DESCRIPTION
The role of a trainee teacher during periods of school experience, acting with the statutory frameworks which set out a teacher’s professional duties and responsibilities, is to:
- Act at all times in accordance with the statutory frameworks which apply to teachers, having proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of personal attendance and punctuality;
- Set high expectations which inspire, motivate and challenge pupils by establishing a safe and stimulating environment for pupils, rooted in mutual respect; setting goals that stretch and challenge pupils of all backgrounds, abilities and dispositions;
- Promote the value of scholarship and a love of learning by stimulating children’s curiosity and demonstrating consistently the positive attitudes, values and behaviour which are expected of pupils;
- Plan and teach well-structured lessons, taking into account the needs of all pupils, including those with special educational needs; those of a high ability; those with English as an additional language; those with disabilities; imparting knowledge and developing understanding through effective use of lesson time; using distinctive approaches which enable pupils to be taught effectively according to their physical, social and intellectual stage of development;
- Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils are acquiring;
- Promote and be accountable for good pupil progress, attainment and outcomes;
- Use relevant data to monitor pupil progress, set appropriate targets and plan subsequent lessons; provide pupils with regular and timely feedback, both orally and through accurate marking, encouraging pupils to respond to the feedback they receive; reflect on the progress they have made and their subsequent emerging needs;
- Make accurate and productive use of assessment with relevant subject and curriculum areas, becoming confident in the application of statutory assessment requirements and use of formative and summative assessment to secure pupils’ progress;
- Demonstrate good subject and curriculum knowledge, with a secure knowledge of the relevant subject(s) and curriculum areas being taught; foster and maintain pupils’ interest in the subject, addressing their misconceptions and misunderstandings; take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English;
- Manage behaviour effectively to ensure a positive and safe learning environment, establishing a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;
- Use behaviour management techniques which are appropriate to pupils’ needs in order to involve and motivate them; exercising appropriate authority and acting decisively when necessary whilst maintaining good relationships with pupils;
- Promote good and courteous behaviour both in classrooms and around the school in accordance with the school’s behaviour policy;
- Engage in wider professional responsibilities , making a positive contribution to the wider life and ethos of the school; developing effective professional relationships with colleagues and knowing how and when to draw on advice and specialist support;
- Deploy support staff effectively and take responsibility for improving teaching through appropriate professional development, including responding to advice and feedback from colleagues;
- Reflect systematically on the effectiveness of lessons and approaches to teaching; contributing to the design and provision of an engaging curriculum within the relevant subject area(s);
- Communicate effectively with parents with regards to pupils’ achievements and well-being; having regard for the need to safeguard pupils, in accordance with statutory provisions; showing tolerance of and respect for the rights of others and tolerance of those with different faiths and beliefs.
If you would like to find out more or have questions that are not answered, please contact us by phone or email