The next intake for our course will commence on 1st September 2021.
We do not have a January intake.
The length of the programme is one year- September to July.
The next round of applications and interviews will start in October 2020 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 6th October 2020
You will be able to apply for our courses from 13th October 2020
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 £9,000.
All trainees on the 2Schools Consortium School Direct Salaried and SCITT Programme have the opportunity to work towards a PGCE (Primary Education) award which will be validated by the University of Brighton.
Successful completion of programme PGCE (Primary Education) at 2Schools Consortium leads to the award of Postgraduate Certificate of Education (Primary Education) by UoB.
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.
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 are delivered weekly (during the Autumn and Spring term) by a range of experienced teachers, outstanding practitioners and leading figures in their field. A block training week in November addresses the latest and most topical issue in today’s teaching, including pedagogy and cognitive Load Theories, British Values and engagement and underachievement.
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 genuinely enjoy the work I do for the training school and I love how positive and progressive it is!” S. McCarthy July 2020, Class Teacher, Subject Leader, Mentor and Link Tutor with 2Schools Consortium
PGCE Award with Qualified Teacher Status
All trainees on the 2Schools Consortium School Direct (Salaried) Programme will have the opportunity to work towards a PGCE (Primary Education) award which will be validated by the University ofBrighton..
Successful completion of the PGCE (Primary Education) programme at 2Schools Consortium leads to the award of Postgraduate Certificate of Education (Primary Education) UoB.
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 of the teaching is carried out regularly through observations of lessons throughout the placement. Target setting leads the formative assessment and progress of the Trainee Teacher.. An essential part of the course is the tasks and assignments that trainees carry out to address a number of topics including amongst others, behaviour management, formative and summative assessment in the classroom and an SEND personalised task.
Teaching is assessed against Qualified Teacher Status (QTS) Standards, across two school teaching placements. Observations and assessments are made by school-based mentors and link tutors. Subject knowledge, pedagogy and a trainee’s development as a reflective practitioner are assessed through a combination of observations, written assignments and evidence files.
Assessment of the PGCE elements of the Programme
|Level 7||Classroom and Behaviour Management|
|Level 7||Special Educational Needs personalising Learning|
|Level 7||Assessing Children’s Learning and progress|
The modules have to be completed and passed at least at Level 6 to achieve QTS. All modules are to be completed and passed in order to obtain a PGCE award.
All trainees are expected to attend the training sessions and attempt to fulfil the expectations and requirements of the PGCE. In completing the programme, successful submission of the two level 7 modules will lead to the award of Postgraduate Certificate of Education, carrying 60 level 7 credits. If on resubmission either of the level 7 modules passes at level 6 only, the award is Professional Graduate Certificate of Education, carrying either 30 level 7 credits or no level 7 credits. A resubmission opportunity is provided if trainees are unsuccessful on the first submission of any of the assignments.
The PGCE part of the programme, awarded by UEL for 2Schools Consortium, will be validated by the University of Brighton.
A personalised training plan guides the trainee through weekly expectations of their learning through class based activities, tasks and assignments and out of school training.
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 varies according to trainees’ previous experience. A typical training programme lasts three terms and may be structured as outlined below and will follow the Developmental Model of Teacher:
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer|
|Developmental Stages of a Teacher||The principles of Behaviour, Attitudes and ValuesThe Principles of Pedagogy, Planning and Assessment
The Principles of Professional Behaviours
The Principles of Effective use of Other Adults
|Developing Behaviour, Attitudes and ValuesDeveloping Pedagogy, Planning and Assessment
Developing effective use of Other Adults
The principles of Inclusion
Developing Professional Behaviours
|Developing Pedagogy, Planning and AssessmentDeveloping Inclusion
Embedding/Extending effective use of Other Adults
|Embedding/extending Behaviour, Attitudes and ValuesEmbedding/ Extending Pedagogy, Planning and Assessment
Embedding/Extending effective use of Other Adults
|Extending Pedagogy, Planning and AssessmentEmbedding/Extending Professional Behaviours
Embedding/Extending effective use of Other Adults
|Input and Expectations*||Induction (2 or more consecutive days)
Subject audits – English, maths, SPAG, Phonics and science
Input and study focuses on literacy and numeracy
Additional input and study includes behaviour management; planning and assessment; special needs; ICT; and teaching science and humanities
Work alongside an assigned teacher in one key stage
Classroom activities begin with assisting the class teacher, supporting groups of children and teaching parts of lessons
Gradually increase whole class teaching up to 50% of the week
One week teaching literacy and numeracy
Written assignments on classroom management
|Input and study includes assessment; teaching art, music, P.E., religious education and ICT; job applications and interviews.
Change key stage and work alongside a different class teacher
Gradually increase whole class teaching up to 75%
Experience of teaching in another school for a minimum of 4 weeks
|Input and study includes PSHE and citizenship; teaching in other phases; planning out of school trips; and reporting to parents
Return to key stage of term 1
Whole class teaching up to 80% with decrease in class teacher support
Each term progress towards the standards required for Qualified Teacher Status is assessed and targets are set for the Newly Qualified Teacher (NQT) year
*For more details on our curriculum offer please get in touch.
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