Course Structure

Trainees will spend the first term in their main placement school.  After Christmas, trainees will be given a six-week contrasting second placement until the February half term, after which they will return to their main placement school.

All of our Initial Teacher Training courses teach the age range 11-16 so every trainee will get an exposure to teaching Key Stages 3 and 4.

In addition to your main placement you will have:

• A six week second placement.
• Experiences in Primary, KS5 and in a SEND (Special Educational Needs and Disability) setting

One of the main characteristics of the Basingstoke Alliance SCITT Programme is its focus on the individual needs of the trainee. The Basingstoke Alliance SCITT (BASCITT) in a developing partnership with i2i Teaching Partnership offers a one-year programme that will support you to achieve both your Qualified Teacher Status (QTS) and your PostGraduate Certificate in Education (PGCE).

Our programme is delivered by expert practitioners, and is underpinned by the latest educational research. It will allow you to develop as a successful teacher by focusing on 7 key areas:

* Teacher Expectations and Behaviour for Learning
* Planning and Pedagogy
* Subject Knowledge
* Supporting All Learners To Succeed
* Assessment of Learning
* Professional Behaviours

Your skills as a teacher develop through centre-based training and your school placement. Centre-based training involves spending one day per week on your Professional Studies with fellow trainees, alongside specific Subject Studies days.

You will spend four days a week in your main placement school where you will be: part of the school community from the very start assigned a skilled and knowledgeable Subject Mentor to support and guide you introduced to the practice of teaching in a structured way, building up your teaching experience and timetable at a pace that matches your individual progress.

In addition to your main placement you will have: a second placement, experiences in Primary, KS5 and SEND (Special Educational Needs and Disability) settings.

These will give you the opportunity to extend your practice and understand a wide variety of educational providers.
We have a multi-layered approach to ensuring that you are supported as an individual to develop into the best teacher you can be through your:

* Link Tutor
* Professional Mentor
* Pastoral Tutor
* Individual Care Plan (if appropriate) Individual Support Plan

We use continuous assessment throughout the year to ensure that you are on track to be awarded your QTS. Mentors feedforward on your development in the classroom, with your own electronic Portfolio providing an overview of your progress.

The PCGE goes hand-in-hand with your training towards QTS. It is assessed through three written assessments spaced throughout the course.

By engaging with both educational theory and practice, we aim to develop your identities as creative and reflective practitioners, collaborative colleagues and professional teachers.

The Professional Development Record (PDR) is designed to help trainees to plan the training; it is completed every week, identifying foci of thinking and work for the coming days.

At the end of the year, you will have been supported through the application and interview process to secure your first teaching position.

A trainee can expect these activities to be included in their school-based training programme:

• An appropriate teaching timetable which fulfils the requirements of the programme guidelines;
• Opportunities to work alongside teachers, subject leaders and other professionals;
• Opportunities to plan and manage the work of teaching assistants;
• Opportunities to observe the teaching styles of a variety of teachers in the school;
• Weekly meetings with the mentor to discuss training, planning, teaching, review the SL, set targets and support professional development;
• Termly meetings with Mentor and SCITTCo to reflect and report on progress;
• Attendance at staff meetings, team planning meetings and CPD/INSET days;
• Meetings with subject leaders to develop subject knowledge;
• Attendance at central training days;
• Tutorial meetings with SCITTCo and/or members of SMT to address whole school practice, such as PSHE, ECM, Citizenship, ICT, Inclusion, Assessment, EAL, Key Skills, Safeguarding and Health and Safety;
• Lesson observations by Mentor, SCITTCo, Headteacher, subject leaders with written feedback (minimum of three per week);
• Awareness and study of relevant school and government documents;
• Experience of substantial, sustained teaching across two key stages;
• Observation and group teaching in the two age ranges on either side of the above (minimum of three days in each);
• Further school experience;
• Completion of CEDP

• A Main Placement School Teaching Placement – Autumn Term – KS3/4.
• A Second Placement School – Spring Term 1 – KS3/4.
• A Diversity Placement looking at Transition and other Government priorities – Spring Term 2 – KS2/5.
• Main Placement School teaching and Assessment period – Summer Term.
• SEND Experience – Each trainee will spend a week at Dove House School Academy over the Spring and Summer Term.
• Outdoor Leader Training.

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:

1. The basic SCITT training by offering an experience of an MLD secondary Special School.
2. Awareness of the diversity of the nature of pupils with Special Needs and to acknowledge that, whilst inclusion should be the aim and the norm, there are some young people for who segregated Special Education is the preferred option.