The Pennine Lancashire SCITT is a teacher training courses run by five East Lancashire Schools,The Hollins, Alder Grange, Marsden Heights, Ribblesdale and Tor View giving graduates the opportunity to receive practical teacher training and to learn ‘on the job’. All our programmes also lead to trainees gaining a PGCE.
As it’s a school-led course, you’ll spend most of your time on a SCITT programme (be it our core secondary programme or on one of our school direct courses in primary, secondary and SEND) at two or more schools, learning from experienced teaching professionals. You’ll have an extensive support network of mentors, teachers and peers, designed to help you find your feet and get the most out of each school you work at.
PLSCITT Curriculum Intent:
The PLSCITT core training programme has at its heart a desire to produce outstanding teachers who are passionate about their subject and who are able to fire pupils’ curiosity so they have a thirst for learning. In this way it is intended to support the development of the whole child and furnish them with a range of key transferable skills & knowledge that will able them to reach their full potential.
To this end PLSCITT trainees will be challenged to:
- develop their own expert subject knowledge so they are able to maximise/ enhance the learning experiences of the pupils they teach.
- create learning activities that utilise the latest research about metacognition & working memory so pupils are able to recall knowledge accurately and apply it in a coherent/ structured way.
- understand the purpose/ theory underpinning effective subject pedagogy and apply this successfully in the classroom.
- adapt their teaching methods to meet the needs of all learners so that they are stretched & challenged to ask perceptive questions, think critically, weigh evidence, sift arguments & refine their judgements (especially HPA & SEND).
- develop a programme of study that clearly demonstrates the importance of sequencing so pupils are able to understand/ answer difficult questions
- Use relevant professional literate to appraise/ critique curriculum approaches to teaching especially in relation to the transitions at KS2, KS3, KS4 & post 16
- Use relevant education research to ensure that they are evidence informed
- Develop effective relationships with the students they teach to develop a positive, productive learning environment with established school and classroom routines. Meaning they are able to respond consistently and effectively to pupil behaviour.
- Become champions of literacy & effective promoters of their subjects contribution to pupils’ cultural capital.
- Work effectively with colleagues so they become effective team players in a variety of different roles.