About the course
The course begins in September, lasts for one academic year until July and is a mixture of taught training sessions and school based placements, with the majority of time spent on placements teaching in schools.
From day one you will be immersed in school life, interacting with our staff and pupils, and engaging with the classroom environment. You will undertake centrally taught sessions which integrate the opportunity to observe lessons, in order to directly experience how the theory you learn can be put into practice in the classroom setting once you begin teaching.
In the centrally taught training sessions you will develop your subject knowledge in all National Curriculum subjects, with emphasis on the core subjects Maths, English and Science. You will study theories of learning and teaching, considering subject specific pedagogical learning alongside the principles of curriculum delivery. Core sessions are delivered primarily within the training centre, based at Victoria Park Academy in Smethwick but some are delivered at schools across the training partnership depending upon where best practice is available.
During the training year, you will complete two school-based placements in different age phases and in different schools across the partnership in order to provide contrasting experiences. For the Primary (5-11 years) course, you will complete one placement in Key Stage One and another in Key Stage Two.
Whilst on school based placements, you will be supported and assessed by highly trained and experienced mentors, who observe your practice throughout the attachment and review the evidence you provide to show your demonstration of the Teachers’ Standards. Trainees complete a number of school based tasks which focus on key areas of teaching and learning and are designed to help make links between theory and practice
Victoria Academies Teacher Training uses a two stage interview process for candidates called to interview, normally held on two separate days. (It may be possible to hold both interviews on the same day for candidates who need to travel further or candidates who will find attending interview for two half days particularly difficult).
Stage one consists of written audits in English and Mathematics, together with an informal information giving session about the SCITT. The written audits assess whether each candidate’s personal subject knowledge in English and Mathematics is from a secure base to underpin high quality teaching of these subjects within the primary curriculum.
The second stage of the interview process will involve a combination of tasks including:
- a presentation
- a task working with a small group of primary pupils
- a formal interview with the Head of SCITT and other senior Leaders from partnership schools within Victoria Academies Trust and which involves a short interview with pupils
How school placements work
Our training partnership operates within the eight schools that form Victoria Academies Trust and are situated in a number of local authorities across the West Midlands including Sandwell, Birmingham, Walsall, Worcestershire and Staffordshire.
During the programme, trainees complete two assessed school placements (attachments) at different schools within the partnership and in different age phases within the training range. For the 5-11 age range, this means one attachment in Key Stage One and one attachment in Key Stage Two.
Attachment one starts in the Autumn term and ends in the first part of the Spring Term. You will complete a number of immersion days that focus on observation and teaching before starting an eight-week block teaching attachment in a base class. Attachment two starts in the second half of the Spring term in a different school. Once again you experience a number of immersion days within a second age phase before moving to an eleven week block of teaching. By the end of this placement you will complete a ‘solo week’ where you teach 80% of the timetable to prepare you for your NQT year.
In addition to the two assessed school based attachments, trainees also complete school experience placements. You will spend time within a local secondary school and time within EYFS in order to gain experience of the key stages above and below your training age range. You will also spend time within a special school, where you undertake a professional enquiry-based project to inform your teaching in your second school placement.
Placements are carefully selected for trainees based on their individual training needs in order to ensure that all trainees experience a range of different schools so that they are well-placed to meet the needs of different learners. Consideration is given to the travelling commitment for trainees during school based attachments with an aim that where possible, excessive travelling won’t impinge upon your experience of school placement.
The course fees for 2019/2020 are as follows:
- A third class UK undergraduate degree (or a recognised equivalent) or above. Please note, careful consideration will be given to the subject of any third class degree to ensure rigour of transferrable subject knowledge required to teach the Primary National Curriculum.
- GCSE English Language and Mathematics at Grade C/ Grade 4, or above (or recognised equivalents)
- GSCE Grade C/ Grade 4, or above for a Science subject (or recognised equivalent)
- Before starting the course you will need to have evidence that you have successfully passed the Professional Skills Test in literacy and numeracy.
We are looking for applicants who can demonstrate a genuine motivation and passion for teaching and working with children throughout the application process. Teaching is highly rewarding, yet like other professions, it is also challenging. To this end, you need to be resilient and determined and should be able to show a commitment to continued self-development through reflection and self-awareness in order to train to be the best teacher you can be.
Whilst recent school experience is not necessary before you apply, it will help to make a considered application in which you can draw on your time in school and show your understanding of the role and demands of the teaching profession.
We can offer the opportunity to gain school based experience prior to application and would encourage you to contact Sharon.email@example.com to discuss this option.
Admission to the course is subject to a completed DBS enhanced disclosure deemed satisfactory by the SCITT.
Applicants must provide a satisfactory medical report to show they meet the standards for Fitness to Teach.
About the training provider
Victoria Academies Teacher Training (previously known as CETT) delivers a School Centred Initial Teacher Training (SCITT) programme, where educational theory and practice are expertly combined, providing a stimulating and highly relevant school-based training experience.
We offer four training routes in total. Two routes (Primary 3-7 3CXS and Primary 5-11 3CXR once successfully completed, lead to the award of Qualified Teacher Status (QTS) plus the Primary Post Graduate Certificate of Education (PGCE) validated by the University of Birmingham, which has a total of 60 Masters' level credits.
Additionally, we offer two training routes (Primary 3-7 2LFN and Primary 5-11 2LFM) which once successfuly completed lead to the award of Qualified teacher Status (QTS) only.
Our training partnership operates within Victoria Academies Trust, a vibrant family of innovative schools, where you will have the opportunity to train among outstanding practitioners, committed to developing creative, innovative, passionate and knowledgeable teachers. We promise you will be strongly supported throughout your training by highly skilled mentors and tutors, with this goal in mind.
For the past three years, 100% of our trainees seeking employment found jobs; for the past two years, well over half (65%) secured employment at schools within Victoria Academies Trust and continue to benefit from the supportive relationships formed during their training. Where possible, our vision is to train teachers who will remain within Victoria Academies Trust beyond their training and NQT years, serving our local communities and the lives of children at our schools.
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Training with disabilities and other needs
Victoria Academies Teacher Training welcomes applications from all candidates and endeavours to offer an inclusive learning environment; you are welcome to discuss any needs or disabilities with us at any time during the application process. Candidates who disclose a disability under the Disability Discrimination Act have the right to have reasonable adjustments made to enable them to fully access teaching and learning required during their training programme.
We will work with you to identify an individual plan detailing the reasonable adjustments you may need. Adjustments will be recommended on a case by case basis and are personalised and responsive to how your needs may change throughout your training time.
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