About the course
The programme is full time and runs from September until the end of June.
The programme is divided into three stages all of which are delivered in the school setting:
Stage 1, from September to just before Christmas, includes an initial focus on both professional learning and subject knowledge/pedagogy; a primary experience; and a placement in your first school which builds from two to four days a week .
Stage 2, from Christmas to March, includes further professional learning and subject studies and then a full time teaching placement in your second school.
Stage 3, from March to June, begins with a week of further professional learning and then your placement in your second school resumes culminating in a 60% teaching timetable alongside additional student focussed activity. An enrichment block follows this placement with the opportunity to extend experience to a very different setting. Further professional learning days (about 5 in total) occur in the middle and end of this placement. This professional learning will include preparation and transition to employment.
Other enrichment opportunities are scheduled in March, focussing on key national priorities for example phonics teaching in primary school.
During the year and in teaching placements, trainees will be supported by school mentors and their subject lead tutors. Subject lead tutors are assigned to trainees to support them throughout the year. These are all experienced and current classroom practitioners.
Personalisation is at the heart of the programme. Subject Leads and Mentors have key roles in ensuring that, not only is personalisation meaningful for every trainee but that support and guidance are built in and readily available on a day to day basis. The Subject Lead stays with the trainee throughout the year mentoring, coaching and supporting acceleration and consolidation as appropriate. Mentors are specialists who support each trainee through the day to day issues and opportunities that every new teacher faces in the classroom as they put in place the building blocks of learning.
Current trainee feedback: 'My thoughts about the course so far... The launch was fantastic. …... I began to appreciate the key features of learning from the point of view of both teacher and student. I realised how important teachers are in the lives of young people. I am now in my first placement and it's great.'
Senior staff and subject leaders from partnership schools will be involved in the selection process.
Interviews will be based in a secondary school within the Alliance and will consist of a number of different elements. These will include working alongside a subject specialist and students in a classroom as well as a written task and a formal interview, which will begin with a short presentation by the candidate.
Through this process we assess applicants' subject specific knowledge and their communication skills.
How school placements work
Personalisation is at the heart of our programme, we consider carefully each school placement and every trainee is supported by a specialist mentor.
All our trainees will train to teach in KS3 and KS4.
All trainees will have placements in two schools to give them a diverse learning experience.
The course fees for 2019/2020 are as follows:
Minimum degree required: Lower Second
Applicants should have a UK Honours degree (or equivalent) preferably with a 1st or a 2:1. Under certain circumstances, we may consider those with a 2:2, demonstrating real aptitude for teaching. Applicants should have a degree in which at least half the content is in the subject they wish to teach. In certain shortage subjects, if the content of the degree is insufficient, then the applicant must successfully complete the relevant subject enhancement course.
Minimum grade C GCSE English and Maths.
All applicants must meet the statutory requirements relating to CRB, medical and skills tests.
We are seeking to recruit trainees with the ability and ambition to become highly skilled subject specialists. They will have a real passion for their subject and for working with young people in secondary schools across our Alliance. Successful applicants will have the ability to work as part of a team and be able to demonstrate a real commitment to teaching as a future career.
We expect applicants to have an understanding of the key issues relating to teaching and learning in their subject area and to have completed a recent period of classroom observation in the United Kingdom. Applicants should reflect on this observation within their personal statement.
About the training provider
Northern Lights has designed an exciting programme, throughout which trainees benefit from the very best “hands on” training and high quality professional development delivered by experienced members of staff from our Alliance schools. The SCITT is led by an outstanding school at the forefront of teaching and learning, ,Skipton Girls’ High School, at the gateway to the Yorkshire Dales and the other. Partner schools in rural North Yorkshire, the spa town of Harrogate, and the vibrant city of Bradford are subject hubs and offer teaching placements.
To develop their subject and curriculum knowledge, trainees will work in subject specific groups coming together periodically at Skipton Girls’ High School for the professional studies programme. These sessions will offer relevant, practical and up to date guidance for the classroom, whilst encouraging trainees to become reflective practitioners committed to improving teaching and learning in our schools.
Northern Lights SCITT will develop thinking, reflective, and brave teachers who will place the welfare and progress of their students at the centre of their practice. Trainees who successfully complete the course will be recommended for the award of Qualified Teacher Status. As an integral part of the course, trainees will study Masters’ level modules which will lead to a PGCE and can be used as 60 credits towards an MA from Leeds Trinity University.
The Northern Lights ethos of reflective and collaborative professional development will seek to support our newly qualified teachers as they build their careers and move into leadership roles
Training with disabilities and other needs
Northern Lights SCITT is committed to equality of opportunity and welcomes applications from all potential trainees regardless of age, gender, race, ethnic origin, marital or parental status, disability, political or religious belief or socio-economic class.
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Support and advice
For questions about this course you should contact the training provider using the contact details above.
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