The CLF SCITT programme has blocks of teaching experience spent in Academies throughout the year. The majority of placements take place in CLF and partnership schools in Bristol, South Gloucestershire and North Somerset.
Throughout all teaching experience placements, trainees are allocated a Mentor who provides regular guidance, support and challenge. In addition there is a Lead Mentor in school who oversees the school-based training alongside the Programme Leaders.
During the first term of the programme, trainees embark on a carousel of school experience, visiting a different academy each week. Trainees are set key tasks and observations, linked to their weekly training, to carry out in school in order to explicitly make links between theory and practice improving their understanding of how children and young people develop and learn. This provides a smooth induction to the programme and is particularly beneficial to trainees who have limited experience in school.
All trainees will have a ‘home’ placement where they spend the majority of their training year.
Placement expectations are designed to gradually develop trainees’ teaching during the year. This starts by getting established with students in the classroom and school community as well as gaining initial teaching experience. Trainees will start their teaching and planning with small groups, moving on to teaching parts of lessons, to whole lessons to entire sequences of learning and finally taking on full responsibility for the class and the progress of learners during the summer term. Trainees are expected to demonstrate increasing independence and autonomy in their planning and teaching throughout the year.
Secondary trainees’ timetables across their placement experiences will include classes in Years 7-13. All Secondary (11-18) trainees are required to plan and teach A level; assessment of teaching is typically across Key Stages 3&4 (11-16).
We are committed to inclusion and take into consideration many factors when organising your school placements including; distance from home to school, access to transport, preferred key stage where possible, ethos of individual schools, individual family circumstances, disability and additional learning needs.