Important

Apply now to get on a course starting in the 2022 to 2023 academic year

Courses can fill up at any time, so you should apply as soon as you can.

If you’re applying for the first time since applications opened in October 2021, apply no later than 6pm on 6 September 2022.

If your application did not lead to a place and you’re applying again, apply no later than 6pm on 20 September 2022.

North Lincolnshire SCITT Partnership Primary (2RYN)

PGCE with QTS full time

Financial support
Student finance if you’re eligible
Qualification
PGCE with QTS

A postgraduate certificate in education (PGCE) with qualified teacher status (QTS) will allow you to teach in state schools in England and may allow you to teach in other parts of the UK.

It may also allow you to teach overseas, though you should always check what qualifications are needed in the country you’d like to teach in.

Many PGCE courses include credits that count toward a Master’s degree.

Age range
5 to 11
Course length
1 year
Date you can apply from
12 October 2021
Date course starts
September 2022
Website
https://www.northlincs.gov.uk/schools-libraries-and-learning/train-to-teach-in-north-lincolnshire/
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Contents

Course summary

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 trainers 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.

School placements

Partner schools, where placements take place, provide a good variety of training possibilities ranging from large schools and academies located in urban environments to small community and Church schools in rural villages, and include schools with culturally rich and diverse communities, enabling applicants to experience teaching in contrasting contexts. There are usually 25 schools within the partnership in any given training year.

Consultation takes place with schools to determine their capacity to train and confirm the age ranges they can offer. Applicants’ personal pen portraits are sent out in a booklet for participating schools to state any preferences they might have. A panel of Head Teachers meet to match the applicants to schools based on school preferences and taking into account any personal circumstance that the applicants may have been asked to have been taken into consideration. All requests are considered and every effort is made to match these varying needs up, whilst ensuring that placements are in contrasting schools and meet the requirement of consecutive age groups.

The vast majority of placements are within the local authority resulting in the maximum distance to be travelled by trainee teachers being 25 miles, though the average distance is 8 miles.

Training takes place in two contrasting schools with an initial placement in the first term, (September – December, 47 days), and the main placement over two terms, (January – June, 73 days), spent in the second location. In both placements, trainees spend the equivalent of 4 days in their host schools where they learn ‘on the job’, tapping into the expertise around them.

The benefit of two long placements is the opportunity for trainees to establish themselves as team members so they can fully immerse themselves in the wider life of the school.

Appropriately experienced teachers at each of the training schools are identified as school based trainers (SBT) to support the trainees throughout their placements. The programme identifies specific time frames when paired support and assessments take place, ensuring a smooth transition from one school to the next.

Entry requirements

Qualifications needed

An undergraduate degree, or equivalent.

Grade 4 (C) or above in English, maths and science, or equivalent qualification.

We’ll consider candidates with pending GCSEs.

We’ll consider candidates who need to take a GCSE equivalency test in English, maths or science.

Personal qualities

Applications from people who have:

  • Drive, passion and a strong desire to influence the lives of children and young people and want to help make the most of their potential;
  • Good to strong curriculum / subject knowledge;
  • Resilience and a committed approach and excellent work ethic to undertake the rigour of training;
  • Ability to reflect and take responsibility for their own learning;
  • Willingness to learn and be open to coaching and mentoring;
  • Ability to work collaboratively as part of the team;
  • Strong sense of professionalism and a realistic view of the teaching profession;

Other requirements

Applicants would need to complete a suitability to teach self-declaration, complete a DBS check at (enhanced level) and submit a health screening questionnaire.

Whilst not an essential requirement, it is desirable that applicants have had some recent, focused and relevant school based experience as this will help to strengthen their evidence of wanting to become a teacher and help to prepare them for the rigours of this particular route into teaching.

Fees and financial support

The course fees for UK students in 2022 to 2023 are £9,250.

The course fees are fully inclusive of the award of PGCE with QTS.

Financial support from the training provider

Not applicable.

About the training provider

The programme offered by North Lincolnshire SCITT Partnership, has been developed over many years and has a proven track record and excellent reputation with local schools as a high performing Training Provider. With partner schools fully involved in all aspects of the programme design and delivery, a key strength is evidenced through the shared commitment and resolve held by all stakeholders’ to producing good and outstanding teachers capable of making a significant difference to the lives of the children in the local area. Acknowledged by Ofsted, Inspectors commented on how trainees were ‘well prepared and highly motivated to teach’ and how as ECTs they ‘approached their induction years with confidence and commitment.’

The Partnership’s strong commitment to supporting the development of a high performing local teacher workforce is clearly evidenced in the outcomes achieved by trainees. Approximately 20% of the current teacher workforce has been successfully ‘grown’ by the Partnership, many of whom have gone on rapidly into senior leadership positions. Over 90% of schools in North Lincolnshire have securing an Ofsted grading of good or better.

Recruitment and retention rates are excellent: 92% of trainees secure ECT posts in their first year, with 69% recruited within the local area and 27% of these employed by partnership schools. The core programme benefits from this success as many ex-trainees become involved as mentors and training facilitators, enabling them to pass on the best possible advice and support based on their own experiences of school-centred training.

Interview process

Shortlisting is undertaken by the core SCITT team and school leaders from partnership schools, using a clear set of agreed criteria based on applicants’ qualifications, level of subject knowledge, reasons for wanting to teach, and any relevant work or voluntary experiences they may have had. Whilst school based experience would strengthen an applicant’s case for wanting to teach, it is not an essential requirement.

Once shortlisted, candidates are invited to an Assessment Day in a school, involving different activities designed to assess their potential and suitability to teach. The panel of 3 – 4 head teachers and SCITT Team members make the final decision about offers to train. Information gathered is used to personalise successful candidates’ training plans.

Assessment entails a number of tasks including: a reading/ writing task, presentation of a lesson plan, presentation of an artefact, a literacy teaching activity and a formal interview.

This breadth of assessment activity across the day enables candidates to demonstrate their understanding of basic teaching and learning pedagogy and level of curriculum/subject knowledge and their appreciation of the wider life of the teacher, roles and responsibilities. Whilst being a rigorous process, the design of the various tasks enables the candidate to demonstrate their potential and suitability, not only to teach, but also to show that they are ready for the particular demands relating to the school-centred training approach.

International candidates

You’ll need the right to study in the UK. You already have this if, for example, you:

  • are an Irish citizen
  • have settled or pre-settled status under the EU Settlement Scheme (you may still be able to apply)
  • have indefinite leave to remain in the UK

If you do not already have the right to study in the UK, you may need to apply for a visa. The main visa for fee-paying courses (those that you have to pay for) is the Student visa.

To apply for a Student visa, you’ll need to be sponsored by your training provider.

Sponsorship is not available for this course.

If you need a visa, filter your course search to find courses with visa sponsorship.

Alternatively, check if you’re eligible for a different type of visa, such as a Graduate or Family visa, that allows you to train to be a teacher without being sponsored.

Find out more about training to teach in England.

International qualifications

If your qualifications come from a non-UK institution, we may want to see a ‘statement of comparability’ from UK ENIC. This will show us how they compare to UK qualifications.

You can call Get Into Teaching on 0800 389 2500 for:

  • guidance on the UK equivalents of your qualifications
  • a free statement of comparability once you’ve submitted your application (if we ask you for this)

Training with disabilities and other needs

All due consideration is made to ensure that applicants with specific needs are catered for so that they are not disadvantaged in any way. For example, at the assessment phase of the recruitment process, applicants with dyslexia are offered longer to complete the written task, they are offered coloured sheets to help them access the texts, issues with spelling and grammar are taken into account. During training, materials are printed to make them accessible on coloured papers, using different fonts, different sizes, 1:1 help is provided with writing assignments and other tasks which they might struggle with.

Applicants with physical disabilities are catered for according to their varying needs so access issues on to various sites would be reviewed and plans put into place to mitigate them, e.g. choice of school placements, ensuring central training took place in ground floor rooms, travel to different locations minimised.

Applicants with hearing or sight needs, specialised equipment would be sourced to support them in school locations and in central training venues, e.g. use of microphones.

All trainees have access to Welfare and Counselling Services as part of the local authority responsibility so applicants with any mental health problems can be fully supported by expert practitioners.

Contact this training provider

Email
vicky.crossley@northlincs.gov.uk
Telephone
01724 297119
Website
https://www.northlincs.gov.uk/schools-libraries-and-learning/train-to-teach-in-north-lincolnshire/
Address
UCNL
Ashby Road
Scunthorpe
North Lincolnshire
DN16 1AB

Support and advice

For support and advice, you can speak to a teacher training adviser for free. They’re all experienced teachers who can help you to prepare your application, book school experience, and access exclusive teaching events.

You can also call Get Into Teaching free of charge on 0800 389 2500, or chat online Monday to Friday, 8.30am to 5.30pm (except public holidays).

Find out about the different ways to train if you do not have a degree, or are already an experienced teacher.

If there is something wrong with this course listing, contact us by email.