The SCITT course is aimed at developing the professional skills, knowledge and understanding necessary to become an outstanding reflective practitioner who can provide creative, challenging and purposeful teaching. Embedded in a school from the beginning of the course you will receive training on one day a week, enabling you to make immediate links between taught sessions and school experience. Delivered by outstanding current practitioners, with the support of experienced and specially trained school mentors, the course is innovative in its approach to general professional studies, using the expertise of the London West Alliance and its partners to inform the programme. The course is active and demanding, including simulations of classroom activities, group sessions and sharing developments in pedagogy. These sessions provide support and challenge to help you progress. We use e-learning to support discussion, encourage creative teaching and to share experience and expertise. Assessment for QTS are focussed on your direct experience in the classroom.
The course is supported by the expertise of Roehampton University who provide teaching and academic support for a PGCE (M), library access and taught sessions by subject tutors. Written assignments give you the opportunity to explore the most recent developments into teaching and learning and to research an aspect of your practice in school.
This course will prepare you to teach all aspects of drama in secondary school. By the end of the course you will have learnt how to develop and extend your pupils’ dramatic understanding, skills and knowledge in all its forms, how to organise, structure and assess work for a range of abilities and ages, how to meet the needs of individual learners and how to implement strategies promoting equal opportunities. You will learn about current developments in the teaching of drama, its place in the curriculum and the wider use of drama to support and enhance the secondary educational experience of pupils.
The aim of the course is to produce more than strong classroom practitioners; we aim also to produce reflective teachers who will go on to participate in, and influence, the future development of drama education.