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PGCE QTS

School Centred Initial Teacher Training Course

The Course

The Course

The theoretical side of the course is delivered by practising professionals who bring the reality of teaching into the training. The enthusiasm, experience and dedication of the trainers will help course members to link theory to practice, turn planning into delivery and to stimulate the development of learning behaviour in children.

An important feature of the course is the emphasis on managing learning behaviour. It also recognises the importance of good planning, curriculum knowledge and developing the skills necessary for good practice.

Trainees will be able to choose to train for Early Years and Key Stage 1 (ages 3 – 7) or Key Stage 1 and 2 (ages 5 – 11) .

Placements at three different primary schools will help build confidence and experience. Trainees will be regarded as members of staff within their practice schools and will receive the benefit of support from the Headteacher, their mentor and other colleagues. Additionally trainees spend two weeks in a special school.

Trainees will start by observing lessons and progress through collaborative teaching to whole class teaching.

Course structure

Course Structure

The course contains the distinctive elements that will contribute to the development of the knowledge, understanding  and skills needed to meet the requirements of the PGCE and the Teachers’ Standards (DfE 2011).

These include:-

Core Subjects

The taught core subjects of English, mathematics and science are all linked to classroom experience. The development of pupils’ literacy and numeracy skills are strong elements and trainees will learn how to use mastery approaches to teach mathematics and systematic phonics to teach reading, as well as strategies to develop pupils’ reading comprenehsion skills and a love for reading. 

Foundation Subjects

Computing, Geography, History, Music, Art & Design, PE, Design & Technology, Citizenship, RE and French are taught explicitly through the programme. Cross-curricular themes are also explored.

Professional Studies

This module considers all the practical aspects of a teacher’s daily work including: planning and delivering learning opportunities for pupils; assessing and recording pupil learning and progress; working with colleagues such as teaching assistants; communicating with parents and carers; meeting the needs of pupils with additional needs inclduing special educational needs & disabilities (SEN&D), English as an additional language (EAL) and pupils eligible for the pupil premium; classroom and behaviour management.

Educational Theory

This module considers the theory of child development and learning. It will support you to develop the skills required to use educational theory and research to understand, inform and improve your own classroom practice. 

Trainee Participation in Committees

Committee Meeting dates 2016

Trainee Participation in Committees

Within the FIPC, various committees work together to provide the management structure for the SCITT.

Trainees are represented on several of the committees, which have strategic management roles and responsibility for the day-to-day running of the course.

Course members also have their own Trainee Committee which reports to the Quality Assurance Group on the effectiveness of provision.

Mentoring

Mentoring

Trainees are allocated a mentor in each practice school who will provide structured support. Mentoring sessions are held regularly to guide trainees in the application of skills and knowledge.

All the mentors are highly skilled classroom practitioners who understand directly the professional needs of a teacher. They will be able to help each trainee acquire those capabilities.

Assignments and Assessment

Assignments

All trainees will be expected to complete assignments to a high standard. There will be some short on-going tasks related to the taught subjects, as well as course assignments in the major areas of English, Mathematics, Science, Educational Theory, Professional Studies and foundation subjects.

Trainees will be required to keep a teaching practice file as well as a behavioural journal based on observation, information and active research.

To learn to become a successful classroom teacher in less than one year requires a high level of commitment and determination to ensure that you can meet all of the requirements for successfully passing the course.


Assessment

The Secretary for Education and Skills has set out the standards that every trainee teacher must reach before being awarded QTS (the Teachers’ Standards).

Trainees will be assessed against each of these standards during the course, with the evidence being drawn from assessments throughout the year. This evidence is collected in a portfolio. 

Assessment includes subject knowldge audits, performance in the classroom, written assignments, mentoring sessions, completion of Behaviour Journal and Teaching Practice File, and the Professional Development File which will include evidence of professional and subject knowledge development.

Professional Skill Tests

Professional Skill Tests

Computerised skills tests in Numeracy and Literacy have been introduced for all those seeking to qualify as a teacher. These tests must be taken by all new entrants into the profession, regardless of route.

You will need to pass both skills tests before you can be accepted on to the PGCE course. registration for the Professional Skills Test can be made through the Department of Education. 

The following table summarises the content of each category of the test.

Open

Academic Requirements

Selection Process

Academic Requirements

All applicants for a School Centred Initial Teacher Training course should hold, on entry, a degree awarded by a United Kingdom higher education institution at a level of 2.2 or above, or recognised equivalent qualification. Decisions regarding the acceptability of such qualifications, including those awarded by overseas examining bodies, will be made by FIPC.

If you require comparability information about overseas qualifications you are advised to contact either:-

1.    UK NARIC 
(National Academic Recognition Information Centre for the United Kingdom)


Telephone:+44 (0) 871 330 7033
e-mail:

https://www.naric.org.uk/naric/

2.    The Teaching Information Line


Telephone:0845 6000 991                                                
e-mail:

https://getintoteaching.education.gov.uk/

You are strongly encouraged to obtain and bring written verification of your degree compatibility (e.g. UK NARIC certificate) to your formal interview.

The Secretary of State has decreed that applicants for an initial teaching training course must have achieved a standard equivalent to a grade C in the GCSE examination in English, Mathematics and Science.

Applicants will be required to produce documentary evidence of their GCSE or equivalent qualifications (and degree if attained) at interview.

Please note that the Collegiate particularly welcomes applications from ethnic minority groups currently under-represented in teaching and also applications from males.

Selection Process

Application forms will be forwarded to FIPC by UCAS. Shortlisting will be from the application form, but any supplementary information can be sent by the applicant directly to the Collegiate’s Course Administrator, Linda Wheatley lindawheatley@fipc.ac.uk

Interviews and selection tasks are based on clear and appropriate criteria that are applied consistently and lead to sound judgements about the candidate’s suitability for teaching and potential to meet the Teachers’ Standards. The selection procedures are designed to result in the recruitment of trainees who meet the entry requirements specified in the current DfES document ‘Initial Teacher Training Criteria’. 

Applicants who are shortlisted will be invited to attend for interview at FIPC or one of our partnership schools. 

You will be contacted with the time and place for your formal interview. These interviews will last approximately 45 minutes. Candidates will be required to bring with them documentary evidence of GCSE/equivalent exam results (and degree if attained). Candidates must also bring to interview, clear, chronological details of educational and employment history to cover the period from leaving secondary education, to date.

Candidates will be notified of the panel’s decision as soon as possible and offered positive and constructive feedback.

Disclosures and Financial Support

Criminal Records Disclosure

Any offer of a place on the Collegiate’s SCITT programme shall be conditional, pending receipt of a satisfactory Enhanced Disclosure Certificate from the Criminal Records Bureau. To avoid possible administrative delays, candidates will be asked to bring several items of documentation to their formal interview. Further details will be included in the letter inviting applicants to interview.

The LEA and the Forest Independent Primary Collegiate’s policy on the employment of ex-offenders is available on request.

Financial Support

FOREST INDEPENDENT PRIMARY COLLEGIATE

PRIMARY SCHOOL-CENTRED INITIAL TEACHER TRAINING PROGRAMME ONE YEAR COURSE

The course fees are currently £9000. 

Students in England who satisfy residency requirements are eligible for a non-means tested grant.

Additionally, students from lower income households may be eligible to receive a means tested Maintenance Grant.

All home students will be able to take out a student loan to cover fees and may also apply for maintenance loans, either non-means tested or means tested.

You can find out more about the funding you may be entitled to by contacting your Local Education Authority’s Student Support Team.

Overseas students should also check with the Student Loans for information about funding. You may also wish to contact the Collegiate’s Course Administrator on 0208 501 2089.

Enquiries regarding course fees should be directed to Linda Wheatley, Course Administrator

Telephone: 0208 501 2089

E mail: lindawheatley@fipc.ac.uk

Selection Criteria

Selection Criteria

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*Own transport
Public transport to some of the teaching practice schools is very limited – some schools are in rural areas – and so applicants who can drive, and have access to a car, will find it easier to travel. If you are a non-driver, your application will be given equal consideration, but the Collegiate considers it may be helpful to mention these travel implications to potential applicants.

How To Apply

How to apply

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