The course offered by North Lincolnshire SCITT Partnership follows the key principle of extensive training in the school environment, exposing trainees immediately to cutting edge practical delivery, in good and outstanding schools, with central training providing the necessary rigour of a theoretical framework.
Commencing on Day One of the academic year, 4 days are spent each week throughout the year in school with the remaining day following the core training programme. Additionally, an Enrichment Programme provides opportunities for trainees to visit other leading schools in the area to observe best practice.
The centrally delivered training programme focuses on the key principles and fundamentals of teaching and learning pedagogy, curriculum and subject knowledge development, theories of learning which underpin practical application, research and reflective practice.
Sessions take place in Scunthorpe, where trainees meet to train, network and access additional high-quality support. Facilitators include a rich blend of highly experienced teachers, SLEs, LA Advisory staff, external consultants / experts, bringing a rich blend of expertise and experience from across a spectrum of disciplines. As a programme delivery model, this was noted by Ofsted as a strength.
In-school training is provided through the use of school based mentors and teacher colleagues in hosting schools. Throughout the year, a series of assessed gap tasks are set that link the theoretical sessions to practical application in the classroom.
Academic support for the PGCE is provided by our HEi partner, BGU, and is led by tutors both on University Campus and at the central training venue. Trainees receive support to complete two 5000 word assignments leading to the award, which gives 60 credits at Masters level.
A detailed handbook, with clearly identified in-school training requirements, link to the various central training foci ensuring that trainees are able to put into practice what they have learnt in theory. This approach provides the necessary assurances needed to evidence that all trainees access the programme equality and to the same high-quality, though with personalised targets and in-built flexibility to meet their individual needs and starting points.
The on-going continuous assessment process uses both formal and informal methodology including observation, review and self-reflection. A key feature of the process is the depth of paired assessment by both placement schools and partnership tutors which moderate and quality assure judgements made about trainees.