About the course
The CLF SCITT programmes combine school-centred training, experience and practice with subject-specific and professional development, with support from the SCITT partnership and our HEI partner, the University of the West of England (UWE), awarding body for the PGCE. The SCITT partnership is key to ensuring that our trainees develop the knowledge, understanding, skills and attributes required to become outstanding teachers, learning alongside experienced colleagues. Successful completion of our programmes results in the award of Qualified Teacher Status (QTS), and, for tuition-fee routes and those who opt in, the opportunity to gain a Post-Graduate Certificate with 60 Master's level credits.
Our trainees benefit from school-based training and practical classroom experience throughout the course and they are fully integrated into school life from the start of the school year. Our programmes begin in late August with induction designed to accelerate trainees’ preparedness for training and for being in school.
Every part of each programme is designed to prepare our trainees to become the most effective teachers, ready and able to make a positive contribution to our pupils’ learning, progress and opportunities. Immersion into the life of the school and exposure to experienced and expert teachers ensures a realistic and authentic experience.
We strive to provide a personalised and differentiated training programme that builds on each trainee's previous experiences and supports specific areas of development. As required by the DfE, all trainees will engage in teaching practice in at least two placements and will additionally gain experience and/or teaching practice in further settings.
Subject knowledge development is a prominent strand of the programme, in central and school-based training, supported through trainees' membership of the CLF subject networks and input from Specialist Leaders in Education (SLEs) who are experienced, effective subject teachers and leaders.
The training programme is further enhanced by a series of activities and experiences aimed at broadening and deepening trainees' understanding of the role of the teacher. Immersion weeks provide a focus on specific areas of professional development and complementary experiences in a range of schools and settings. Trainees are provided with exceptional support for applying for and being successful in the interview and selection process for securing employment as a Newly Qualified Teacher (NQT). The CLF SCITT supports trainees transition into their first teaching posts, with a passport identifying strengths and areas for further professional development and through continuing a network of contact, support and ongoing training.
The selection process centres around an assessment day based at the CLF Institute or one of the Cabot Learning Federation academies. The day includes: group and individual interviews, a pre-prepared presentation, an activity with pupils (pre-prepared task), a subject specific activity, a written literacy task. SCITT Programme Leaders and partnership staff are involved in the interview and selection process.
The interview and assessment tasks are designed to help us to select prospective trainees who demonstrate the attributes and values that we are looking for, that are aligned to our mission and moral purpose and that are strong indicators of potential to be highly successful, as a trainee and future teacher.
The rigorous and thorough selection process ensures that we recruit the very best trainee teachers for our children and young people. During this process you will also be able to ensure that we are the right training provider for your initial teacher training and development.
After the assessment day, you will be contacted by a member of the SCITT team to advise you of the outcome. Successful applicants may be given conditions and/or recommendations for actions to complete before commencing training, to accelerate their readiness for the teacher training programme.
How school placements work
CLF SCITT trainees experience over 130 days in schools during the training programme. In the induction period of the programme trainees embark on a carousel of school experience, spending time in a different school each week, focusing on a training theme that is introduced on Monday, observed and developed in school Tuesday-Thursday, and debriefed on Friday in centre-based sessions. Throughout the training year trainees have centre-based professional development on Fridays.
During teaching practice placements, trainees have a dedicated mentor in the school who supervises their timetable, planning and feedback on their teaching; SCITT tutors visit trainees on placement, to work with school-based mentors to provide support, training and feedback.
A large majority of placements take place in schools within the CLF, SCITT partnership and Teaching School Alliance. These schools are in a close geographical area around the Bristol city region, including South Gloucestershire, North Somerset and Bath. We take into account trainees home address, personal circumstances and transport/travel when matching trainees to placements.
The first placement takes place through October-December. This phase of school experience focuses on getting established with pupils in the classroom and school community and gaining initial teaching experience. Structured observation experiences and support for trainees in analysing what they see, is designed to facilitate developing understanding about how children and young people develop and learn, to help locate realistically high expectations in initial and emerging planning of teaching for learning.
The second school placement from January- includes progressively more sustained and demanding teaching responsibility, building on individuals’ emerging strengths and areas for development demonstrated in the first block of teaching practice.
During the third phase of the training, from April-, trainees are expected to demonstrate increasing independence and autonomy in their planning and teaching, taking full responsibility for classes and the progress of their learners.
Secondary trainees' timetables across their placement experiences will include classes in Years 7-13. All Secondary (11-18) trainees are required to plan and teach A level; assessment of teaching is typically across Key Stages 3&4 (11-16).
The course fees for 2019/2020 are as follows:
You need to be a graduate with a Bachelor's (with Honours) degree, minimum 2:2.
You will also need strong passes (C/4 or above) at GCSE in English and Mathematics, or recognised equivalent qualification.
You will need to show your original certificates at interview.
If your degree or eligibility qualifications are from outside the UK you should apply to NARIC to assess their equivalence and to obtain a statement of comparability.
Ideally the subject content of your degree and/or A levels will relate closely to the subject you wish to teach. Subject Knowledge Enhancement courses are available in some subjects.
We are looking for trainee teachers who share our ambition for improving outcomes for children and young people through working collaboratively and empowering learning.
You will need to demonstrate the commitment and resilience needed to become a highly effective teacher and lifelong learner.
We are looking for people who are able to engage and inspire our pupils, through a passion for their subject and for learning.
You will probably have developed your interpersonal and communication skills through experience working with children/young people in preparation for applying for teaching.
You will need to complete successful Declaration and Barring Service (DBS) and prohibition checks and will require appropriate ID and documents for this.
You will be required to provide a full employment history and satisfactory references supporting your suitability to work with children/young people, in line with Keeping Children Safe in Education statutory guidance for safer recruitment.
The selection process will include a face-to-face interview.
You will be asked to complete an Occupational Health form/self-declaration about your fitness and wellness to teach.
You will also need to pass the QTS Skills tests in literacy and numeracy.
About the training provider
The Cabot Learning Federation (CLF) is an exciting and inspiring place to train. We are a mature Multi-Academy Trust (MAT) in the South West, with 16 Academies, incorporating 8 Primary, 6 Secondary, an all-through 4-19 setting and a 14-19 Studio School, as well as post-16 and alternative provision in primary and secondary phases. The CLF employs over 1500 staff and we educate approximately 9000 children and young people. Our contexts include urban, inner-city, suburban, rural and coastal catchment areas in geographically local clusters serving Bristol, South Gloucestershire and North Somerset.
The CLF Institute is the centre for our SCITT, Teaching School Alliance and the Boolean Maths Hub. The CLF Institute provides a continuum of professional development for staff at all career stages; from Initial Teacher Training, support for Newly Qualified Teachers (NQT), recently qualified teachers, emerging leaders and researchers, middle, specialist and senior leaders, Headteachers and governors.
The CLF is sponsored by Rolls Royce PLC and the University of the West of England (UWE Bristol); we work in partnership with UWE Bristol for the PGCE qualification for our SCITT trainees.
As a MAT providing 3-19 education, our trainees have opportunities for teaching within and beyond the phases/key stages that they are training to teach. There are often employment opportunities within the CLF and our partnership schools.
We recognise the need to recruit and train excellent teachers to work in schools in our region to support the aspirations, progress and achievement of all children including those in the most challenging circumstances.
Training with disabilities and other needs
The CLF SCITT programme is inclusive and personalised to meet the needs of every trainee. As a schools- based provision we have access to expertise within our partnership schools around meeting all specific educational needs and can provide reasonable adjustment for disabilities. Our trainees have access to study and occupational health support as required. A characteristic of our training programme, afforded by our scale and school-centred context, is the pastoral and individual support that we can provide to ensure that every trainee's needs are met.
CLF SCITT trainees who undertake the PGCE award have access to the full range of student support provision from the University of the West of England (UWE) Bristol.
CLF SCITT trainees have access to an online training package through our subscription to EduCare.
Salaried trainees employed within the CLF have access to our Employee Assistance Programme.
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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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