Primary routes focus on the study of teaching in all Primary National Curriculum subjects, with emphasis on the core subjects: English, Mathematics and Science. Our Primary courses allow applicants the opportunity to study a range of ages, ranging from 3-11 (Undergraduate) or 5-11 (Postgraduate) and the distinctive pedagogies encountered in reception, nursery, KS1 and KS2 classrooms, as well as a KS3 experience. You will learn the principles of curriculum design and delivery and the theories of learning and teaching, alongside developing practical insights and skills in the effective teaching and assessment of young children through practical school-based experience.
You will be offered a series of learning experiences linking different perspectives of Primary teaching to aid the development of your professional skills in the classroom and lead you towards successfully achieving Qualified Teacher Status by meeting the required National Teacher Standards.
We offer a BA Hons Primary and Early Years with Qualified Teacher Status (School Based) 3 Year Undergraduate programme.
We offer full time and part time courses on our Postgraduate Primary Initial Teacher Training programme. (Full time Course Duration – 1 Year / Part time Course Duration – 2 Years).
Our programmes are catered specifically for hands-on learners, who wish to learn the theory of teaching to apply in the classroom from day one. If you would like to be a Primary teacher and are more of a practical learner, this is the route for you.
Undergraduates – Students spend one and a half days learning the theory of teaching, with one and half days dedicated to studying and enrichment activities and the remaining two days spent in placement schools, observing experts in their fields before slowly taking on classroom responsibilities and putting their theoretical knowledge into practice.
Postgraduates – All trainees are required to spend one day a week studying the theory of teaching. Full time trainees will then spend four days in their placement schools, observing experts in their fields before slowly taking on classroom responsibilities and putting their theoretical knowledge into practice. Part time trainees will spend two days a week in their placement school.
Postgraduate Primary Programme
|Course||PGCE & QTS Code (f/t)||PGCE & QTS Code (p/t)||QTS ONLY Code (f/t)||QTS ONLY Code (p/t)|
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|
UCAS codes of our Lead Schools
|School||Course||PGCE & QTS (f/t)|
|Our Lady and St Huberts||Primary||2P52|
|Oasis Academy Warndon||Primary||297K|
|Hales Valley Teaching Hub||Primary||2YRV|
School-based 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.
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 Alliance 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 Alliance SCITT, you will be able to access resources from Birmingham City University.
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 Alliance, and which are based on the Ofsted Framework for School Inspections. This ensures consistency of judgement across the Alliance, 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.
Undergraduate BA Hons Primary and Early Years Programme
Postgraduate Primary Programme
We will conduct an interview, a health check and a criminal record (DBS) declaration.
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:
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 Alliance 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 Alliance 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.
BA Hons Primary and Early Years Education with Qualified Teacher Status (School Based) 3 Year Undergraduate Programme – £9,250 per year
Postgraduate PGCE and QTS Initial Teacher Training Full Time – £9,250
Postgraduate PGCE and QTS Initial Teacher Training Part Time – £4,625 per year
Postgraduate QTS Only Initial Teacher Training Full Time – £8,500
Postgraduate QTS Only Initial Teacher Training Part Time – £4,250 per year
Postgraduate Assessment Only Initial Teacher Training Full time – £8,500
We offer full time and part time teacher training programmes in Primary Education starting each September.
We have a range of flexible routes into teaching to suit your needs:
You will be trained in an extremely supportive environment based in high-achieving, aspirational schools. Our Initial Teacher Training (ITT) programme provides the experience of training within schools from the start of September, together with high quality core and subject training delivered by expert practitioners, consistent with the requirements for meeting the Teachers’ Standards and gaining Qualified Teacher Status (QTS).
Our Primary QTS and PGCE programmes are accredited by Birmingham City University and they award our PGCE (60 Master’s Credits).
School Centred Initial Teacher Training (SCITT) is effective, challenging and rewarding. We provide a personal approach and treat each trainee as an individual, identifying their needs to ensure that they achieve an excellent outcome.
We are looking for graduates and career changers to train to become exceptional teachers with Haybridge Alliance SCITT.
Why should trainee teachers or schools choose Haybridge Teaching Alliance? Hear from real people and their stories on how Haybridge Alliance SCITT has helped them in their teaching career.
Love, love, love this course! The support from the SCITT team is incredible, really outstanding. Learning to teach straight away and teaching almost immediately was such a benefit. The students only see you as their teacher and you can take it at your own pace.
I am so happy that I chose to go down the SCITT route as I have loved every minute of it and would recommend it to anyone looking to do a teaching course.
I chose Haybridge Alliance SCITT because I wanted to gain hands-on experience in an outstanding school where I can learn how to teach. The programme is challenging but also very rewarding.
The Monday professional sessions are of high quality and were designed to complement the practical modules. I really feel more confident and passionate about becoming a teacher than ever before. The support of mentors and staff is phenomenal.
Everyone has been really supportive, positive and reassuring. It has been good to be back at Haybridge – now as a trainee, rather than a student! The year has been very rewarding and engaging.
It has been full of content with lots of lessons to learn, but also truly inspiring and an excellent platform to start my teaching career. Thank you for all your help.
I would recommend Haybridge Alliance SCITT 100% today, tomorrow and forever. This journey into becoming a teacher would not have been a success for me without their dedication. Every push and all feedback that came my way from the SCITT was essential to master the art of teaching. Haybridge Alliance SCITT has provided me with the most exceptional environment, which a trainee teacher needs to exceed.
I would highly recommend Haybridge Alliance SCITT as a training provider. The support and encouragement has been immense, in particular from the SCITT team and teaching staff. The subject-specific mentors based at Haybridge have been incredible at imparting their knowledge and providing guidance and I am extremely grateful to them all!
Teacher training is a very rewarding, but at times very difficult journey. The team at Haybridge Alliance SCITT understand that it can be difficult and have been very supportive at the times when the going has been tough and for this I would definitely recommend then. I’m glad I decided to go with Haybridge as I’ve had the opportunity to do a lot more teaching than I would if I’d picked [a university route].
Training with Haybridge Alliance SCITT has been life changing. It has given me access to the very best advice, support and teaching practice to enable me to develop as both an individual and a teacher.
During my placements, both of my assigned mentors went above and beyond to make sure that my experience was as beneficial, yet at the same time challenging as possible. The knowledge and expertise shared by both the SCITT staff and the staff within placement schools has been invaluable and has undoubtedly helped me to develop on my journey to becoming a teacher.
So far, I have learnt a lot on this programme and I am really enjoying learning how to teach to the best of my ability. The support on the course has been exceptional. I know I can ask for advice on anything in school and I will get good guidance. Completing the Paid Mathematics and Physics Internship was a great experience for me. It gave me a month in the educational environment and really made my mind up that I wanted to go into teaching. Without completing that, I feel I would not have enrolled on this course.