Our well-established programme requires trainees to develop a wide range of teaching skills, to reflect on their practice and to demonstrate they meet the Teachers’ Standards.
In summary we offer:
a mixture of experiential and academic learning
high-quality training delivered by skilled and experienced practitioners
placements in at least two schools with the opportunity to experience other specialised educational settings
bespoke curriculum and subject knowledge development training
excellent pastoral care, well-being training and support
one-to-one personalised support throughout the training year from in-school mentors and the YTCA SCITT team
inclusion of a PGCE in Education led by Sheffield Hallam University (four taught sessions, two modules, two practice-based assignments)
the opportunity to complete a two-day Youth Mental Health First Aid training course
support with finding school employment once qualified.
Our core curriculum is primarily delivered through “Hub Days”. Our course structure follows a coherent 3-week cycle starting with an Academic Tutorial for each aspect of pedagogy that you will look at. After some time in school, this is followed by a practical workshop led by practicing teachers who are experts in their field. The workshops are designed to develop strategies and skills for the classroom as well as opportunities to network with other trainees and reflect on practice. Finally, you are supported to implement what you have learnt in your own teaching by your school mentors.
Hub days also include show and tell sessions where you can share something that has worked well, a challenge or good resource, and reflection sessions to revisit your practice at regular intervals.
We also have our own SCITT book club with the challenge to read as many of the books as possible by the end of the year!
Assessment for this course is through school experience (placements), a Reflective Portfolio which is primarily based online and consists of elements such as development records, Academic Tutorial work, school-based tasks and presentations where you focus on a particular theme/topic/class and share your reflections about your development and impact on learning.
The next full and part-time programmes will start in September 2023 and, for those trainees that meet the Teachers’ Standards, finish July 2024 (full-time).
The placements you complete during your training year will give you a breadth of experience and provide a range of opportunities for you to demonstrate you have met all the Teachers’ Standards.
We currently have 8 excellent secondary partner schools and 2 partner Post-16 colleges with a proven track record of developing outstanding trainees.
The SCITT operates an “ABA” placement pattern*:
Placement A (part 1) consists of 2 school induction days and 10 assessed teaching weeks. This is your opportunity to develop your core teaching skills.
Placement B is in a contrasting school (11-16) or in a specialist Post-16 setting (11-18) . This placement consists of 2 induction days and 10 teaching weeks. It is an opportunity to focus on teaching in a contrasting setting so you can experience different things and develop your skills in different areas.
You will then return to Placement A (part 2) to further refine your skills in a school setting (a further 10 assessed teaching weeks).
(*These might vary slightly depending on each trainee’s circumstances - i.e. where the Post-16 setting does not have a full timetable for the subject, trainees might attend a second school and do a specific number of days in the Post-16 setting).
We also have time dedicated to Enrichment Experiences which include:
Two days in a KS2 and two days in a KS5 setting (if not doing a post-16 placement)
Completion of a two-day Youth Mental Health First Aid Training course
Most trainees may also spend a day in other educational settings. These might include visits to a Pupil Referral Unit, Special Needs schools/units, schools with specialisms, etc.
We take into consideration information given to us by successful candidates regarding travel constraints etc.
An undergraduate degree, or equivalent.
We will also consider A-levels (or equivalent) related to the subject you want to teach if your degree is not in this subject.
Your degree subject should be in art and design or a similar subject. Otherwise you’ll need to prove your subject knowledge in some other way.
Grade 4 (C) or above in English and maths, or equivalent qualification.
We’ll consider candidates with pending GCSEs.
We’ll consider candidates who need to take a GCSE equivalency test in English or maths.
We will recommend third party providers for GCSE equivalency tests.
We usually see candidates demonstrate the following in successful applications and interviews:
A genuine desire to support young people and help them develop and succeed
Evidence of a commitment to and an understanding of a career in teaching
A proactive and reflective approach to their own development
The ability to relate to and engage with young people
A passion for their subject
Excellent interpersonal skills
The ability to research and engage with current educational themes
Effective communication skills including the ability to explain concepts clearly
Initiative, innovation and resilience.
Good subject knowledge (assessed at interview)
Whilst not compulsory, we recommend that you have some recent experience of working in a school so that you fully understand the expectations and demands of the role of a teacher. It would be beneficial for you to observe some teaching in your chosen subject. Please visit this page to arrange School Experience with us.
If successful at interview…
‘Fit to teach’ checks
Enhanced DBS clearance by us (subscribed to the Update Service)
RO2 and declaration form (relating to Rehabilitation of Offenders Act 1974).
Fees and financial support
The course fees for UK students in 2023 to 2024 are £9,250.
The cost for the course is £9250. Candidates may be eligible for a student loan, bursary or scholarship.
“YTCA has been fantastic. The support I have received has been second to none. Without the personal, approachable nature of the staff, mentors and other trainees I would not have progressed as much as I have. The course provides a wealth of training, experiences, opportunities and personalised support. Its smaller size is just one of its greatest strengths. I have had an incredible year!”
Secondary Trainee 2018-19
The YTCA SCITT has a highly successful track record of developing great teachers. As a relatively small provider, we are able to personalise our training and offer the support our trainees deserve.
Students in our schools have a right to the best education and learning opportunities by being taught by outstanding teachers. Therefore we ensure that our context, our schools, our children and our trainees remain at the heart of all we do. Our programme is tailored to our community’s needs and our vision remains to produce outstanding, dedicated teachers that will make a difference to the life chances of children in our Yorkshire schools.
We strive for excellence and are achieving this by:
Providing a challenging, stimulating and inspirational training programme run by expert practitioners;
Working with partners who are committed to providing a welcoming, encouraging and professional learning environment;
Supporting our trainees to work at Masters Level for a PGCE;
Preparing our trainees for future leadership roles within the teaching profession and education sector.
Our aim is to be able to identify the highest quality candidates that meet our success criteria; those best prepared to begin QTS assessment and most likely to excellent teachers by the end of their training.
If your application is successful, we will invite you to an interview at one of our partner schools. The panel usually includes the SCITT Programmes Lead, a subject specialist and another ITT specialist.
Our applicants tell us that our interview process is fair, rigorous and that they really enjoy the experience!
The interview process includes:
Teaching a 25-minute lesson based on a topic and class data which you will receive prior to interview. We do take into account that you may never have taught before so we aren’t looking for a perfect lesson! Instead, we will be considering your potential to become a teacher!
A 10-minute presentation about the British education system, that you have pre-prepared
A 30-minute interview which will cover your reasons for wanting to teach, your understanding of the role of the teacher, your own skills and attributes and how these might support you in your training and current issues in education
We will look at your art portfolio
Document check (ID & qualifications)
Subject knowledge test (30 minutes) - designed to assess the breadth and depth of your knowledge in your subject.
If successful, you will then complete our literacy and numeracy diagnostics.
You’ll need the right to study in the UK. You already have this if, for example, you:
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
The YTCA SCITT has a commitment to equality of opportunity for all, and welcomes candidates from diverse ethnic backgrounds regardless of age, gender, disability, religious or social contexts.
We seek to challenge racism, sexism, ageism or homophobia and to remove obstacles facing people with disabilities or from particular socio-economic backgrounds. It is required of everyone in our partnership to reflect these values at all times.
In the past we have worked successfully with many trainees with learning disabilities such as dyslexia and ADHD, as well as those with physical disabilities and mental health challenges.
If you have special needs you wish to discuss with us prior to interview, please don’t hesitate to contact us so that we can discuss your requirements and how these can be met.
We offer various forms of pastoral support for trainees:
We run a ‘Healthy Mind, Healthy You!’ strand through our Core Training Programme. This looks at how to maintain well-being and build resilience as a trainee
Placement school mentors have responsibility for ensuring the welfare of trainees placed with them
Each trainee will also have a designated member of the YTCA SCITT team to support their well-being during the course. The support will take the form of regular contact via email/phone, half-termly meetings and can also include additional support where required.
If you have any specific queries or concerns please do not hesitate to contact us to discuss them further.
Minsthorpe Community College Minsthorpe Lane, Pontefract West Yorkshire WF9 2UJ
Support and advice
You can speak to a teacher training adviser
for free, dedicated advice. They are all experienced teachers who can give you one-to-one support with your application. They can also help you
get school experience, and find events where you can speak to training providers and teachers.
Call Get Into Teaching free of charge on 0800 389 2500, or
Monday to Friday, 8.30am to 5.30pm (except public holidays).