The academic year is organised as follows:
In the classroom, initial observation and interpretation progresses to co-planning, team-teaching and evaluating parts of lessons before trainees progress to taking on full delivery of lessons.
With this experience, trainees develop their lesson planning, teaching and evaluation at different key stages and continue to participate in classroom teaching in their preferred age range and specialist subject. Towards the end of the academic year, trainees will be expected to be involved with up to 60%-70% of the timetabled week.
There is an option to undertake a diversity experience in a special needs school if this is of interest to the trainee.
One of the main characteristics of the Basingstoke Alliance SCITT Programme is its focus on the individual needs of the trainee. The trainee will be allocated a personal mentor and together they will plan what they consider to be the best way of enabling the trainee to meet all the QTS standards. The SCITT Manager and Board Subject Tutors will support trainees and mentors in this goal as much as they can. Trainees and mentors will organise teaching and school-based input to ensure a balanced timetable; this will be done at the beginning of the training to ensure the trainee fulfils all the requirements in terms of coverage. Trainees are required to attend a course of central training, which complements the school-based training. The dates of central training will be built into the trainee’s calendar for the year. The Standards File and Learning Plan (SFaLP) is designed to help trainees to plan the training; it is completed every week, identifying foci of thinking and work for the coming days.
A trainee can expect these activities to be included in their school-based training programme:
Visit to a local school to observe students in an SEN environment – www.dovehouseacademy.com
Part of the unique nature of the Basingstoke Alliance SCITT is the provision of enhanced opportunities to experience wider educational issues in the form of a Special Needs Experience. Dove House School Academy is a designated teaching school, which caters for students with moderate learning difficulties between the ages of 11-16. It is also the lead school for the SCITT.
The purpose of such enhancements would be to reflect on other practice and allow it to inform individual teaching strategies. Evaluation of enhancements might be captured in an Education & Professional Studies written assignment, reflective development record insert or a seminar presentation.
The aims of the Dove House experience are to enhance: