Courses
What are the benefits of this route into teaching?
School-centred training means that students and trainees will be placed in a school environment from the start of their training, learning from experienced teachers / mentors whilst using and applying their knowledge and understanding to classroom learning through teaching placements. They are in a school placement for the entire academic year instead of only short block placements.
You will take part in a range of training which focuses on developing a reflective and critical evaluation of research, practice and policy to ensure that your pedagogical knowledge reflects current thinking.
You will be based in a different school each year to give you a wide experience of working in a variety of schools.
Haybridge SCITT is able to offer a bespoke approach to our programmes and the achievement of Qualified Teacher Status (QTS). We are currently the only training provider in the West Midlands to offer the school-based three year undergraduate course and we are also extremely experienced in supporting trainees to become outstanding teachers through our Postgraduate Initial Teacher Training route. We have many host schools across the West Midlands and this enables us to find the best schools to place and support each of our students and trainees.
In addition to resources from the Haybridge SCITT, you will be able to access resources from Birmingham City University (undergraduates) or Bath Spa University (Postgraduates).
How will I be assessed?
The Haybridge Focus Areas and the Teachers’ Standards form the basis of assessment of student and trainee progress throughout the year. Each term our school-based trainers refer to our step-by-step framework for assessing student and trainee teachers, which explicitly states the competencies students and trainees are required to demonstrate, not just in their teaching, but overall in their professional capacity of a teacher. This summative document is informed by the formative assessment that takes place weekly through observations of your teaching practice.
Regular observations of your teaching practice will lead to feedback on your interactions with the children, which focuses on the strength of your subject knowledge and the specifics of how your teaching promotes learning. When judgements are made on the quality of lessons, school-based trainers will refer to set criteria which have been developed by the , and which are based on the Ofsted Framework for School Inspections. This ensures consistency of judgement across the , as well as allowing trainees from the very beginning to understand how qualified teachers are judged in terms of their teaching.
Our framework of both formative and summative assessment is used to identify where further training opportunities are needed. This framework is shared directly with students and trainees so that you are well-equipped to self-evaluate and prioritise targets for your continued development.
All students and trainees will also be assessed through a combination of evidence portfolios, written assignments, group presentations, case studies and a research project in the final year. The activities undertaken are dependent upon the programme you are on.
For trainees registered on a postgraduate initial teacher training programme that leads to Qualified Teacher Status (QTS) alongside a Post Graduate Certificate in Education (PGCE) it is important to note that the qualifications are coupled together. Should you fail to achieve an acceptable standard in your PGCE qualification, you are unable to be awarded QTS.
For students enrolled on our undergraduate programme with QTS, should you decide throughout your three year course that you no longer wish to become a teacher, exit awards are available where it is possible to continue your studies and achieve your degree without the QTS element.
How do I apply?
Securing a place on a programme of teacher training with us is a very competitive process so, to give yourself every advantage, you need to ensure that your application stands up to scrutiny against those of other applicants.
To submit a strong application, please consider including information on the following attributes:
- Your knowledge and understanding of primary education, including the National Curriculum and other current educational initiatives
- Your knowledge and understanding of the role of the primary teacher
- Your experience in a UK state primary school
- Your confidence and competence with ICT
- Personal qualities that evidence that you are able to work on your own initiative and manage workload, able to work co-operatively and effectively with people from a diverse society, able to build relationships with children that promote learning, and have interests and talents that would enhance children’s learning experiences
- Your willingness to seek employment in the local area
It is important that you utilise every word allowed in your total word count on your Personal Statement. We will be looking for applicants who demonstrate that they will thrive in their future role as teachers and that they have a creative and innovative approach, which will inspire both children and colleagues. We want to see that you will strive to provide the best opportunities that you can for the children in your care to learn and flourish, that you will have the highest expectations of yourself, and that you will be a credit to the teaching profession.
You will have to submit references for our consideration. If you are applying whilst still at school/college, your referee should be someone who knows you academically and can talk about your work ethic, interaction with other students and your suitability for higher education or a future career.
We recommend that you ask your tutor, teacher, principal or head teacher. If you are already employed within a school setting, your referee must be the Headteacher of the school in which you work. If you left education years ago, you can use an employer, volunteering supervisor or trainer, or preferably, if you have undertaken any work experience in a school, please use the Headteacher of that school as your referee. We highly recommend that you don’t ask family, friends, partners or ex-partners though – if you do your application may be cancelled.
Haybridge SCITT is committed to equal opportunities and will not discriminate on the grounds of colour, race, nationality, ethnic origin, sex, sexual orientation or marital status or on the grounds of disability. We encourage potential applicants with disabilities, or other special needs, to visit the and discuss any programme adjustments that might be deemed reasonable. All efforts will be made to support an individual’s needs, but applicants should be aware that unsuccessful management of a condition may result in termination of the programme.
Contact us for further advice on completing your application.
SCITT Courses
Postgraduate Primary Programme
Undergraduate BA Hons Primary and Early Years Programme
| COURSE | COURSE CODE | INSTITUTION CODE |
|---|---|---|
| BA Hons Primary and Early Years Education with Qualified Teacher Status (School Based) | HAYP | H26 |
APPLY codes of our Lead Schools
Click on school name to find out more and to apply.
| SCHOOL | COURSE | PGCE & QTS (F/T) | |
|---|---|---|---|
 | Invictus | Primary | B669 |
| Invictus | Early Years | N274 |
 | The Spire Church of England Learning Trust | Primary | L764 |
