About the course
Our Secondary programme leads to Qualified Teacher Status (QTS) and PGCE. The programme provides you with a rich, cohesive and personalised experience of initial teacher training that will enable you to become a confident, competent and excellent teacher, critically aware of your own and others' educational philosophy and practice.
The programme has four components: host-school experience, professional practice, taught sessions and a PGCE. School-based experience includes observation of experienced teachers at work, team teaching, working with small groups and with whole classes.
During the Host-School Experience you spend three days in your host school and two days a week training; one day in a subject hub and one in a professional Studies hub. During this period, we begin to construct your individual training plan taking into account your previous achievements.
Whilst completing your host-school experience you will also receive two full days of dedicated training led by our tutors each week: One subject-focused sessions at hub schools where you have the opportunity to work in subject cohorts on best practice and pedagogy through reflecting on your school-based experience and the literature. One professional studies day where the core skills and competencies of teaching are delivered irrelevant of subject.
Subject Studies are led by experienced and expert practitioners in your subject. The sessions are held at a 'hub school’ that is expert in the teaching, progress and attainment of that subject.
Professional Studies are led by our ITT SLEs and it provides a unifying strand to the programme as a whole and ensures that trainees' subjects are placed in a whole-school and education system context.
You will have two formal periods of professional practice in which you will take on the role of a practising teacher with curriculum and pastoral responsibilities. Whilst on professional practice you will be supported by your school-based mentor who is responsible for supporting your development. Mentors have all undergone extensive training which enables them to support you as a coach, role model and trainer.
The PGCE Secondary course is assessed by means of two assignments. These are closely linked to your work in schools and are designed to encourage reflection on the practical and theoretical perspectives of teaching and learning.
Your school experience and your school-based learning are assessed throughout the year. To be recommended for QTS you must demonstrate through your profile and portfolio that you have met the Teachers' Standards.
If your application is successful you will be invited to an assessment day at one of our schools. Our assessment days are designed to assess your potential and aptitude to teach. Each assessment day follows the same format and you can expect:
• A group exercise
• Teaching a 20 minute lesson on a prescribed topic in your chosen subject
• Complete a written task
• A subject interview
• A general interview
• In some subjects we ask you to sit additional tests to assess subject knowledge
How school placements work
Trainees will be placed at two schools during the course of the training year. Our partnership comprises of 17 secondary schools all within or very close to the London Borough of Sutton therefore all schools are within easily travelling distance of the lead school, Glenthorne High School. Our schools comprise of mixed comprehensive schools, single sex faith schools, grammar schools and single sex comprehensives. All of our schools are 11-18 and although our programme is an 11-16 programme, you will gain experience and exposure to Key Stage 5. As a result, you are certain to gain an in depth understanding of the range of secondary schools in the maintained sector. Throughout your training year, you will visit many of the schools for training and development but you will be placed in two of the schools. You will be placed in one school from September to December and another from January to June.
The interview process will give us a clear indication of your strengths and areas for development and from this we will decide which school you will be best place in from September. You second school placement will be decided towards the end of your first placement once we have assessed your progress and training needs. Your second placement school will contrast your first placement, for example, if you were placed in a boy’s grammar school in September, you would be placed in either a mixed or girl’s comprehensive school for your second placement. Contrasting placements enable us to assess the strengths of your teaching in different settings and informs you of the type of school you wish to begin your career. The SCITT is committed first and foremost to the quality and experience trainees receive on the programme but in some cases we will consider personal circumstances when deciding placement schools, as long as your experience and training will continue to be the best for you as you learn to teach.
The course fees for 2019/2020 are as follows:
All trainees will need to have achieved a standard equivalent to grade C in the GCSE examination in Mathematics and English Language.
In addition trainees must have a degree from a UK higher education institution or equivalent qualification from overseas.. It is preferable for candidates to have achieved an Honours degree at 2:2 or higher, although all candidates possessing degrees will be considered as we view your potential to make a difference to children’s learning more important than degree classification. It is expected your first degree is held in a related field to the subject you are applying for.
• We expect all out trainees to demonstrate an understanding of the challenges facing young people, a passion for their subject and desire to improve the educational and life opportunities of children.
• Experience of working with young people
• The ability to inspire, motivate and support pupils
• Evidence of the ability to listen and communicate effectively both orally and in writing to a variety of audiences
• The potential to promote a positive ethos and pride in the school
• The ability to remain calm and reflective when working in challenging environments
• A well-developed sense of humour
To ensure we have confidence in your ability to work with and keep children safe, before you will be able to take up a place on the programme you must also undertake a:
• DBS check
• Fitness to Teach Survey
• Right to study in the UK
About the training provider
Sutton SCITT comprises of over 25 high-performing, local, yet diverse primary and secondary schools, all of which have high expectations of students and view training and development of staff as key to future success. Sutton and Merton schools are consistently some of the most successful schools in London.
The SCITT has extremely high standards and aspirations for all of its trainees and as a result employment, completion and attainment of trainees is very high. In October 2017 the SCITT received its first Ofsted inspection report and was judged to be ‘outstanding’ in all areas; outcomes for trainees, training, leadership and overall. The inspection report particularly praised how well prepared trainees were for their NQT year, their teaching and the support trainees received from colleagues in the SCITT.
As a SCITT, our training is school-led, school-based and school-focused so you will be recruited by schools, based in schools and trained within our partnership of schools. We anticipate the vast majority of our trainees will go on to teach in our schools, we invest in you because we know our schools and children will benefit. Equally, our training equips you to teach in any school you choose, so if you do not wish to teach in Sutton or Merton you will be able to secure employment elsewhere.
All our tutors are experienced school leaders who still work in our schools as teachers. Consequently, our programme is rooted in the reality of the classroom as well as the educational theory and literature.
Training with disabilities and other needs
We are fully committed to training all candidates who have the potential to make a difference to young people in school and we take into consideration all trainees with additional needs. Wherever possible we will make reasonable adjustments for any disability. All our trainees are required to undertake a fitness to teach prior to commencing the programme and personalised support is arranged accordingly. All of our schools have access arrangements for people with disabilities although some parts of the school may be less accessible than others.
We are not a university and therefore do not have a student support, mental health or medical service on site at any of our schools and instead we use external consultants to assess and support trainees where necessary.
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