Northern Lights SCITT - Brochure

Northern Lights School Centred Initial Teacher TrainingPrimary and Secondary Programmes

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Northern Lights School Centred Initital Teacher Training

Northern Lights Teaching School Alliance is a partnership of schools based across the southern end of the Yorkshire Dales, including Skipton and Harrogate and the metropolitan area of Bradford. Together with Leeds Trinity University we provide initial teacher training for primary and secondary teachers. Both programmes lead to a PGCE with masters credits.

Who we are

The professional studies and subject specific programmes will be delivered within a core group of partner schools who have a wealth of experience in delivering initial teacher training.

Our partners

Skipton Parish CE Primary School

Northern Lights SCITT | Page 3

Why choose us?

School Centred Initial Teacher Training is a route into teaching designed to provide hands on practical experience from the very beginning. Training will be delivered by a team of outstanding specialist practitioners and experts, and is designed to develop a subject specific toolkit to achieve success in the classroom. Outstanding teachers work hard but enjoy a highly rewarding career with many positive benefits.


Routes into Teaching

There are a number of routes into teaching. The Northern Lights SCITT is committed to a pathway which combines QTS with a Masters Level PGCE. When making a choice however, you need to understand all of the options. All applications for teacher training are made via UCAS:

PGCE through a SCITT based programme

Successful teaching school alliances now have their own teaching training programmes validated by a HEI – most training places are unsalaried. Programmes are available in primary and secondary routes.

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Routes into Teaching

For primary teachers: only QTS undergraduate degree

Combine a traditional degree programme at University with time in placement schools – usually over 4 years.

PGCE in a Higher Education institution (HEI)

Higher education based traditional year long PGCE programmes combine face to face training with school placements - places are unsalaried.

School Direct

Teaching Schools can offer School Direct training programmes where trainees can be either salaried (employed by a school) or unsalaried. Schools work in partnership with a higher education institution to deliver the face to face training with the rest of the training in placement. Trainees can exit from SD programmes either with or without QTS.


10 Top Reasons For Choosing Us

1 Choice

we offer a wide range of routes into teaching

and will help you choose the one which is best suited to you.

5 Progression

we provide access to a unique package of

NQT support with our unique Teach 3 programme designed to support you to move onto leadership roles.

2 Locality

we work with a range of schools from across

the Yorkshire region and will endeavour to place you in the settings best suited to your needs.

3 Quality

NQTs rate our training programmes extremely highly.

4 Partnership

we work in partnership with Leeds Trinity

University to quality assure assessment and provide access to high quality academic resources.


6 Specialists

we provide access to a wide range of highly

qualified subject specialists including designated Specialist Leaders of Education drawing on the knowledge of experts working in a variety of settings.

7 Student services

our trainees have access to high quality support from Leeds Trinity with pastoral care high on our agenda.

8 Northern Lights Teaching School Alliance

brokers support for a range of schools in different circumstances – school improvement is a strategic priority for the Alliance.

9 Passion for teaching and learning

we believe that every child should have the opportunity to exceed their potential, we want you to be part of that journey!

10 Ambition

the Northern Lights SCITT is ambitious for our schools, our teachers and for you!


Primary School Direct Programme Design

Our Primary School Direct PGCE programme is a partnership between the Alliance and Leeds Trinity University. Trainees will be school based in one of two clusters of primaries - one including Skipton and Craven, East Lancashire and Bradford, the other around the Harrogate/Ripon area - and receive university academic teaching at the Leeds Trinity campus during some parts of the programme. Such a wide variety of settings offers trainees a valuable breadth of experience of teaching and learning, its challenges and rewards.

The programme is designed to develop teaching and learning through immersive school based experience and reflective practice, organised into three stages:

Stage 1: Planning teaching and assessment

Stage 2: Individual needs and broadening teaching strategies

Stage 3: Professionalism and induction

Once accepted on to the course, you will work alongside and learn from highly skilled practitioners with a proven track record in initial teacher education, who are keen to share their knowledge, skills and understanding.

Two main teaching placements, each covering one half of the chosen age range, will offer contrasting experiences of working with children of all abilities. In each placement school you will work with the classroom teacher and a school based mentor. They, together with the Link Tutor and your Progress Tutor at the university, will support you to gain the

best possible outcome from your year of training. In addition to the main placements, School Direct trainees will have access to the breadth and diversity of educational settings across the Alliance and will come together regularly to explore specific aspects of teaching and learning in one of the cluster schools.

Trainees will have an opportunity to engage in a two week placement at the end of the programme to enhance their individual profile and develop specialist areas of interest and expertise.

You can be confident that, on successful completion of the programme, you will be thoroughly prepared to teach in one of our Alliance schools, or beyond.

For more detailed information, please visit http://www.northernstaracademies.org.uk/northern-lights


Secondary Training Programme Design

Our secondary programme is divided into two training stages. To prepare trainees to fully engage with the demands of teaching secondary age pupils we require all trainees to begin the programme with a placement in the primary phase sector. Preparatory activities including a detailed subject knowledge audit are completed in anticipation of the intensive first phase of face to face training.

In Stage One trainees are inducted into the course and experience an immersive phase of training including subject studies and professional studies. Trainees develop their knowledge and understanding of the curriculum through conducting research assignments and lesson observations. Professional understanding of the requirements of being a

teacher, including behaviour management and how to support pupils with varying needs is developed through a training programme delivered at the SCITT hub in Skipton. Lead subject tutors based in schools across the alliance will work with trainees to develop the specific skills for teaching in those curriculum areas. An initial visit to the first placement school is then followed by a 9 week intensive placement.

In Stage Two trainees transfer their knowledge and understanding to a 17 week placement in their second placement school. In this stage of the programme trainees plan, deliver and

evaluate challenging and engaging lessons and take responsibility for classes. During this period trainees will return for three separate intervention weeks of face to face training. At the end of the programme trainees will have the opportunity to design an action research enrichment project which will be shared with their peers.

Throughout each stage trainees will be supported by the lead Subject Tutor as well as dedicated SCITT staff. Trainees are encouraged to develop the skills of a reflective practitioner, assessing their strengths and weaknesses to show progression and develop confidence in their subject specific skillset.


English

English is a core subject in the National Curriculum and success in English key to future success in further education and work. Political interest in the content and practice of the English curriculum is heightened by an increasing awareness of the importance of language and the role of communication in an advanced globalized, technological society.

English teachers today need more than a solid grounding in the study of literature. They need to be aware of the ways in which children read a vast range of texts in a variety of media; they need to understand how speaking and listening skills are developed; they need to be able to respond to and assess pupils’ use of language; they need insight into the needs of very able pupils, those with special educational difficulties and those for whom English is an additional language.

Trainees will experience a wide range of English lessons and learn how to apply subject specific strategies across the key stages and in both Language and Literature. Through the process of observation and team teaching you will gain an understanding of the use of electronic resources, explore the application of drama and develop dynamic understanding of the broad range of possibilities for successful planning and assessment in the English curriculum. If you think you could bring poetry to life in the contemporary classroom, what are you waiting for?

Entry requirements

Acceptance onto the course is contingent upon the following:

• An honours degree in English or related subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in English

• Strong communication skills in written and spoken English

• Have passed skills tests in English and Maths

• DBS clearance and medical check

Desirable skills and qualities:

• Recent experience of working with secondary age children

• Recent experience as a trainer/teacher/mentor

• Competent use of ICT skills


Maths

Good Maths teachers are in high demand, and with good reason. A career in teaching Maths constantly presents fresh challenges that reap high levels of job satisfaction. Maths is a key curriculum subject which is essential to success both in further education and the workplace. If you have a top degree and train as a Maths teacher, bursaries of up to £25,000 are available.

During the course you have a range of opportunities to observe, team teach and plan dynamic sequences of lessons based on applications of Maths as well as theoretical concepts. The opportunity to demonstrate the many vocational settings where Maths principles and skills are used brings considerable satisfaction. What are you waiting for?

Entry requirements


• An honours degree in Maths or related subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in Maths









Physics

Physics teachers prepare and give lessons in a range of topics relating to the laws of Physics. These include subjects that are important in modern life - energy (including nuclear and wind power), transport (ranging from mechanics to car alarms and GPS), and domestic equipment (such as televisions and mobile phones).

Good Physics teachers are in high demand and can attract a training bursary of up to £25,000. Graduates of Physics can progress into a series of fascinating careers and teachers of Physics have the opportunity to open windows onto a range of industrial sectors based in Science, Technology and Maths.

During the programme you will have the opportunity to observe, team teach and plan dynamic sequences of lessons across all three key stages. If the nuclear debate fires you up, what are you waiting for?

Entry requirements


• An honours degree in Physics or related subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in Physics









Biology

Biology is the most popular science choice at ‘A’ level and, in addition to being a key component of Science in the National Curriculum, is also offered as a separate GCSE option in many schools.

The PGCE Secondary Biology programme provides a pathway into teaching for good Biology graduates who, ideally, also have a strong background in at least one other science at ‘A’ level. It is designed to prepare students for teaching all aspects of science to at least Key Stage 3, and Biology at GCSE and ‘A’ level.

During the programme you will have the opportunity to consider schemes of work for children of different ages and abilities, school laboratory management and the use of dynamic ICT to support science teaching and learning.

Entry requirements


• An honours degree in Biology or related subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in Biology









Chemistry

‘In a complex and changing world, Chemistry and the Chemical Sciences are essential. They are vital in our everyday lives and will be vital in helping the world respond to some of its biggest challenges’.*

Good Chemistry teachers are in high demand and government bursaries of up to £20,000 are in place for strong candidates. Career development opportunities for chemists are both global and highly diversified. The Northern Lights PGCE programme will help equip you to bring Chemistry to life for the next generation.

During the programme you will have the opportunity to observe, team teach and plan to deliver dynamic learning across all key stages. Through a combination of laboratory exploration, theoretical discussion and practical experiment, you will explore the many facets of this exciting subject as it is taught in schools. If you would like to light up students’ lives with Bunsen burners, what are you waiting for?

* www.royalsocietyofchemistry.org

Entry requirements


• An honours degree in Chemistry or related subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in Chemistry









If you're passionate about engineering and you're thinking about becoming a teacher, then now is the perfect time to consider training to teach Engineering. Engineering is a growing subject with many exciting potential future career prospects:

"My school projects to make matchbox holders contained no creativity, or hint of what it means to be an engineer. It was only at the Royal College of Art that I discovered engineering, almost by accident. And I was hooked. Although Design and Technology in schools is now a much more exciting subject, many children still miss out on a career in engineering."

James Dyson

The Institution of Engineering and Technology offers a range of resources for students and teachers including project funding which enables schools to purchase specialist equipment or build partnerships with engineering companies. Teachers with specialist knowledge are in high demand within schools and industry knowledge is highly prized by students, colleagues and communities. www.theiet.org

EngineeringEntry requirementsAcceptance onto the course is contingent upon the following:

• An honours degree in any science subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in Science




Are you:• studying engineering at

university and thinking about your next steps?

• a recent graduate of engineering?

• an experienced engineer, who after a fulfilling career is looking for a change?

• working in another industry sector but wish to apply your skills to a different profession?

If this sounds like you, and you'd thrive on sharing your knowledge with young people, teaching could be the right path for you.


Entry requirements


• An honours degree in History or related subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in History








History

Who would we be without our history? History gives us an identity, something to relate to, it helps us understand our past and shows us how things have changed, and how we should approach modern problems by learning from our mistakes. The History course aims to develop independent teachers who are confident in their subject knowledge and have examined a wide range of strategies for enthusing students and helping them progress and achieve. Trainees will be taught how to develop pupils’ historical understanding such as their ability to measure significance, make judgements on cause and effect, change and continuity, interpret a variety of historical sources, have an

understanding of chronology, as well as being able to express ideas clearly and literately.

In the first instance you will experience teaching across a range of Humanities subjects. In time trainees will focus on specific

elements of the History curriculum at Key Stage 3, 4 and 5. Through the process of team teaching and observation you will learn how to communicate key ideas, establish the skills of source analysis and research and plan for progression. If you think you can provide a window onto the past what are you waiting for?


Geography

‘Geography is the study of places - their biophysical and human characteristics, their interconnections and interdependencies, and their variation across space. It is the link between the physical and the human that is the unique strength of Geography and which helps students to make sense of the world around them. From a very early age young people have a curiosity about the world, a wonderful geographical imagination and an appreciation of the world’s diversity.’*

Geography offers a window on the natural and man-made world. Excellent Geography teaching will broaden the view for the benefit of their students. During the training programme you will experience lessons across a range of Humanities and will then focus on specific elements of the Geography curriculum at Key Stages 3, 4 and 5. Through the process of team teaching and observation you will develop the ability to communicate key geographical concepts and skills such as map reading and the ability to analyse and interpret data. If you think you can open a window on the world what are you waiting for?

* www.geogspace.edu

Entry requirements


• An honours degree in Geography or related subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in Geography









Entry requirementsAcceptance onto the course is contingent upon the following:

• An honours degree in a Modern Foreign Language or related subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in a Modern Foreign Language




Are you:Studying modern languages at university and thinking about your next steps?

• A recent languages graduate?

• An experienced linguist working in the field of translation or publishing who after a fulfilling career is looking for a change?

• Interested in working with young people?

If this sounds like you, and you’d thrive on sharing your knowledge with young people, teaching could be the right path for you.

The globalised modern world arguably needs citizens who can communicate in a wide range of languages. As advances in technology dissolve the boundaries between east and west, and broaden opportunities for different kinds of commerce and capital exchange, educational organisations will play a key role in preparing young people to take their place in the global market place.

“The best thing we can do in schools is to give our pupils a positive attitude to learning languages, to learn the rules and to explore other cultures. The challenge is to show how it is relevant to their lives.” Bertram Richter in www.theguardian.com

During the PGCE programme you will explore a range of strategies for developing young people’s skills in reading, writing, speaking and listening in a target foreign language. You will also explore the essential elements of linguistics for learning and consider the use of a range of digital packages to animate language learning.

‘Learning another language helps children to become more aware of their own. This awareness can lead to improvements in literacy across the curriculum. Reseach shows that bilingualism, even partial bilingualism, can have a beneficial affect on brain development’. www.languageswithoutlimits.co.uk

Modern Languages (French, Spanish, German or Italian)


Drama (and Performing Arts)

The creative industries are one of the UK’s fastest growing sectors and 11% of all jobs in the creative economy are in the performing arts. Britain has a universally acknowledged status as one of the leading hotbeds for outstanding performing artists, and many of the countries’ leading performing arts venues are located in Yorkshire.

Drama is taught in schools at Key Stage 3 within English or as a stand - alone qualification at both GCSE and A’Level. Many schools continue to invest in creative and wide ranging extra - curricular programmes of performing arts which are designed to benefit all students.

“Drama is an artform, a practical activity and an intellectual discipline. A drama education, which begins naturally with learning through dramatic play, will eventually include many elements of theatre. Like the other arts, it involves imagination and feelings and helps us to make sense of the world.” Drama in Schools, 2003

A PGCE in Drama offers an excellent opportunity to explore both the pedagogy of drama education and a theatre studies approach to creating theatre with young people. We will discover a range of strategies for planning and delivering creative and challenging schemes of work and prepare for a career in one of the most exciting and dynamic vocational sectors.

Entry requirementsAcceptance onto the course is contingent upon the following:

• An honours degree in Drama or related subject at classification 2.1 or above

• Advanced level qualifications (or equivalent) in Drama




Are you:• Studying Drama or

Performing Arts at university and thinking about your next steps?

• A recent Drama or English graduate?

• An experienced performing artist working in the professional theatre who is looking for a change?

• Interested in working with young people?

If this sounds like you, and you’d thrive on sharing your knowledge with young people, teaching could be a rewarding career path.


Finance and Fees

The fees for the secondary SCITT programme in 2016/17 are £9000.

As a student you will not have to pay your tuition fees at the start of the course, this will be paid by a government loan which is available for any student who is eligible for funding and secures a place in higher education.

You will only repay your tuition once you’ve graduated and are earning £21,000 or more. You will then begin paying monthly instalments at a fixed rate of 9% of your total salary. The table below contains examples of salaries and the monthly repayments.

Salary Monthly repayment

£25,000 £30.00

£30,000 £67.50

£35,000 £105.00

£40,000 £142.50

Employment prospects for newly qualified teach-ers from the Yorkshire area are very good and employment rates for Northern Lights graduates are above sector average.


Some SCITT courses also attract a training bursary which is non repayable. How much you are entitled to depends on both the subject you are studying and the classification of your first degree. In 2015/16 bursaries are as follows: *

Undergraduate degree classification

PGCE in English and History

PGCE in Maths and Chemistry †

PGCE in Physics †

PGCE in Geography

PGCE in Biology

PGCE in Modern Languages

First £9000 £25000 £25000 £12000 £15000 £25000

2.1 £4000 £20000 £25000 £12000 £12000 £20000

2.2 £4000 £15000 £15000 £10000 £10000 £15000

*Correct at time of print (September 2015)

Finance and Fees

• There are no bursaries for the PGCE Engineering programme although corporate sponsorship may be available from local employers engaged in supporting STEM programmes in schools.

• Drama does not attract a bursary.

• Physics and Chemistry Scholarships are also available from the subject associations. Physics trainees with a 2.1 or 1st class degree can apply for an Institute of Physics Training Scholarship worth £25000. The Royal Society of Chemistry has a similar offer. †


Making an Application

Applications for SCITT programmes are made through the UCAS Teacher Training Portal www.ucas.com. Applications open in November each year.

Our GTTR institution name for Primary Programmes is Northern Lights TSA (North West Yorkshire) and our Training Provider Code Name is: A1899

Course codes are as below:

Primary 5-11 2G2J

Primary Foundation Stage/ KS1

2TH8

For our Secondary Programmes our GTTR institution name is Northern Lights SCITT and our Training Provider Code Name is: A2370.

Course codes are as below:

English 2LGP

Maths 2LF4

Biology 2LGV

Chemistry 2LGT

Physics 2LGS

Geography 2LGQ

History 2LGR

Engineering 2NCK

Drama 2TWM

Modern Languages 2TWL

For additional guidance with the GTTR form please contact us.

Skills TestsThe government insists that you pass pre-entry skills tests in literacy and numeracy before you can qualify for a place on the course. You have two months to pass the skills tests from the date you have been offered a place on the course. It is important that you keep us updated on your progress. You have 3 attempts to pass the tests; first attempt is free; the next two attempts cost £19.25. If you fail the tests three times, you will need to wait 2 years from the date that you failed the third test before you can retake them.


THINK…TEACH…LEAD…

teach3 is a superb start to your teaching career. Designed and overseen by the Northern Lights Teaching School Alliance and Bradford Partnership, it is a three year programme for supporting teachers as they begin in the profession.

As a teach3 participant, you receive a three-fold guarantee. We will support you to develop your:

Knowledge of Pedagogy – ‘Think’

Craft of the Classroom – ‘Teach’

Leadership skills – ‘Lead’

We deliver this guarantee through a programme of professional enquiry groups, specialist subject forums and a summer school.

The professional enquiry groups are led by experienced lead practitioners from across Northern Lights’ schools; the subject forums and summer school are delivered by teaching and learning consultants and by expert leaders from within the alliance.

As a result of the success of teach3, Northern Lights TSA is partnering with Leeds Trinity University to offer Master Credits for the units of our NQT & RQT programmes.

For more information on teach3 visit www.teach3.co.uk

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SCITT & School Direct Partnership Office: 77 Gargrave Road, Skipton, North Yorkshire BD23 1QL

Tweet: @NLTSA

Call: 01756 707622

Search: Northern Lights SCITT

Email Primary [email protected]

Email Secondary [email protected]

To find out more or learn about our School Experience programme visit:

northernlightstsa.org/teacher-training

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Northern Lights SCITT - Brochure