All our programmes (primary, secondary and SEND) follow the ITT core curriculum.  More about this can be found here

On our secondary programmes we have a professional studies curriculum that develops your understanding of:

1. Behaviour management
2. Pedagogy
3. Curriculum
4. Assessment
5. Professional behaviours

In your placement school you will have a professional mentor who will work with you to apply the learning from your course to your practice as a teacher.

To gain qualified teacher status (QTS) you have to evidence by the end of your programme that you have (as a minimum expectation) met the Teachers Standards

 

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.