The vast majority of the time devoted to training is in school. All training teachers will work alongside experienced and dedicated teaching staff and mentors who will provide the support and guidance needed to become a first rate teacher. Each training teacher recruited will be placed in a school that is most able to meet his or her training needs.
Trainees are on placement in one ‘base’ school throughout the year. This is from the start of the school year (including training days) and until the last Friday in June. It is compulsory for all ITT Trainees to have an experience in a second school. This short placement will be for six weeks in the Spring term. Trainees will also spend a period of 4 days in a local primary school to develop an understanding of transition.
From day 1, you will be regarded as a teacher in your school. However, your teaching timetable will develop and grow to suit your own experience, pace and progress. Typically, trainees observe across their schools for the first two weeks, before starting to take parts of lessons, team teaching with their mentor and then whole lessons. By the end of the course, you will be the lead teacher for 80% of the timetable.
One day per week is dedicated to training. You will join your fellow trainees at St. Paul’s Catholic School for a broad programme of training that OFSTED described as ‘exemplary’. Led by experts in their fields from across the city, the training programme follows three strands:
A programme of subject studies is delivered by local specialists. These sessions are designed to develop the understanding and delivery of a subject, reviewing topics such as lesson planning and assessment.
A school-focused professional studies programme is provided by St Paul’s and the alliance partners. This is a weekly programme of workshops delivered by practising teachers from across the secondary schools in Milton Keynes and surrounding areas. The focus of the programme is to address the development needs of the next generation of teachers who will teach in our schools in the unique, dynamic and diverse community of Milton Keynes.
The Post Graduate Certificate in Education is an academic qualification at Masters Level. Click on the PGCE tab for further information.
Structure and support
Training to become a teacher is exhilarating but also demanding. We believe that the wellbeing of trainees is paramount and so a wide range of support is available.
Your school mentor is the person you will see every day. They are an outstanding teacher who will act as a critical friend. The mentor will support you in planning lessons, will observe and provide feedback on your strengths, progress and next steps and will have a dedicated weekly mentor meeting to help you develop further.
Tommy Flowers SCITT trainees often make friends for life through the course. At the weekly training sessions, plenty of opportunities are given for trainees to share, talk through ideas and work collaboratively.
Partnership Manager and Link Tutor
You will see your Partnership Manager and Link Tutor weekly at training sessions. Their role is to organise and co-ordinate the whole programme but are also there to provide advice and support where required. The Partnership Manager will also observe you teach and moderate your assessments.
The Professional Tutor (a senior leader within the school), is responsible for teacher training within the school. They will support the School Mentor and yourself, ensure that you are getting a broad experience and a range of opportunities.
In addition to providing Qualified Teacher Status, the Tommy Flowers SCITT also offers a Post Graduate Certificate of Education (PGCE). This is a Masters level qualification that provides 60 credits towards the 180 credits required for the awarding of a full Masters degree. The PGCE is accredited by Northumbria University.
The PGCE sessions are taught and assessed through the submission of written assignments.
The first focuses on Special Educational Needs and Disabilities (SEND) and allows trainees to work collaboratively before individually writing 1,200 words about a particular area of SEND need. This is due at the end of October.
The second assignment explores trainee’s classroom practice and enables trainees to develop their understanding of the theory and pedagogy of behaviour management and behaviour for learning. This runs from November to January, culminating in a 4,500 word assignment.
Finally, the reflect practice assignment, running from January to May looks at researchers’ viewpoints regarding a topical area of educational debate. This also concludes with a 4,500 word written assignment.
All applicants must meet the following entry requirements before applying to the Tommy Flowers SCITT.
You must hold a bachelor’s degree with honours class 2.2 or above from a UK Higher Education Institution (HEI), or an equivalent qualification. Ideally, at least 50% of your degree should be relative to the subject you want to teach. If it is not, please contact us for advice before applying. The National Recognition Information Centre for the United Kingdom (UK NARIC) can provide advice on the equivalence of overseas qualifications.
English language and Maths GCSEs/O levels or equivalent qualifications at grade C/4 or above.
Although not compulsory, it is beneficial for you to have some experience in a secondary school. This than gives you a really good idea of what teaching in a school is like. This could be voluntary work or employment, for example as a Teaching Assistant. It is good practice for this to be in place before you apply for a place on the course.
The Tommy Flowers SCITT is an evidence based programme. You will have to demonstrate that you have met each of the Teachers’ Standards and will be assessed half-termly. Assessment components include:
This is a form of continuous assessment; over the year you will collect evidence from all areas of the course to demonstrate that you have met the Teachers’ Standards to achieve Qualified Teacher Status by the end of the course. This will include lesson plans, resources, observations and evaluations.
This is evidence of your learning over the year, including notes from training, subject knowledge development and evidence of meeting Part 2 of the Teachers’ Standards.
These are bundles of evidence showing you will collect half-termly to demonstrate your experience developing your skills in behaviour management, modelling and questioning, planning sequenced lessons and assessing pupils.
The interview process
If called to one of our selection days, you will be sent full information via email. The selection days are an opportunity for us to get to know you but also for you to find out more about us and the course.
The selection day includes the following:
- A presentation from us to you about the course
- A tour of the school hosting the day
- A 20 minute task with a group of 8-10 children.
- A 5 minute presentation (the topic will be shared in advance)
- Literacy/numeracy tasks
- An interview
The selection process will usually last approximately half a day. Further information and resources for this will be sent out when you are offered an interview and we are always willing to answer any questions you may have before the selection day.