At first, primary trainees spend three days in school-based, “on the job” training, and attend Core Training on Thursdays & Fridays. Core Training will look at aspects of learning & teaching, for example, phonics, behaviour for learning, questioning and assessment, as well as subject specific training.
Core Training Leaders are experts in their field and most of them are currently teaching, or leading, in one of our partner schools.
In terms 2 and 3 trainees are more likely to spend 4 days in school and just 1 in Core Training, as trainees’ teaching responsibilities increase.
Obviously, when in school, trainees will spend some time teaching. However, in addition to teaching a class, there are many other training activities to undertake:
- observing experienced teachers;
- working with children in smaller, guided groups;
- time for assessment & planning;
- reading, writing & research into effective learning and teaching.
Every trainee will have a dedicated Mentor who will support the trainee to plan and evaluate their progress towards the Teacher Standards at weekly mentor meetings; these meetings are the hub of the school based training.
Each trainee will also be assigned a Personal Tutor, who will quality assure the judgements of the mentor and the progress the trainee is making, and a Senior Tutor, who oversees all aspects of the ITT year, as well as being the first point of contact for personal tutors, mentors and trainees. You can see outline details of the senior tutor team by clicking here.
Non-salaried trainees will spend the autumn and summer Terms in their ‘home’ placement school, and then January to April in their ‘alternative’ placement school.
The course is designated 5-11 but, in addition, we are hoping that non-salaried trainees will have the opportunity for a further short placement, with specialist training, in an Early Years Setting, if they choose to do so.
The non salaried course leads too the award of both QTS and PGCE (subject to validation) with the University of Greenwich.
Trainees on the Part Time Accelerated Route (PTAR) are employees of their ‘home’ school, and based at their employing school for the majority of the training course, except for a short, 6-week placement at a contrasting school in January and February. PTAR trainees will also complete an action research project, but for their professional development alone, and not for any academic qualification. You can find out more about the part time accelerated route on the finances page
The vast majority of our trainees get jobs working in the local schools after their initial teacher training.
This is one of the key benefits in having a school based training programme that is so immersed in the life of the local school community. Also, CTSN is a large network of teaching schools, looking to develop research, development, training and support for every stage of a teacher’s career. This means that …
Training with CTSN SCITT is so much more than a one year training course; it is the beginning of a career-long journey of high quality, professional development, supporting you throughout your teaching career.
All of these courses are available in both Cambridge and Bury ST Edmunds -and so it does not matter which Teaching school alliance you apply though – although we would try and place you in a local school, so it might be better to apply through whichever Teaching School Alliances are most local to you. Remember, you can apply to three TSAs.