The Wildern Partnership SCITT offers an intelligently designed teacher training programme working in collaboration with a diverse range of partnership schools across Hampshire as well as colleges and universities.
We offer a school-based, collaborative, high quality cross-phase teacher training programme which is adapted to your individual needs.
The full time one year Primary training programme commences in September. Successful completion of your training with us will result in QTS, along with a Postgraduate Certificate of Education (PGCE) at Masters level. The University of Chichester, who make the award of the PGCE, are involved in the development and moderation of the PGCE assignments and the Quality Assurance of our programme.
Provider Led Training
Our centre based training consists of a carefully sequenced and interleaved curriculum. Training takes place principally at Boorley Park Primary School or one of our partnership primary schools. Subject Days are led by subject experts from across our partnership schools and the wider education community.
The Primary teaching training curriculum is meticulously yet flexibly planned and sequenced to provide trainees with a secure grounding to enable them to move forward and develop a secure understanding of the specific topics they will teach. with the support of their mentor in their training year and flourish independently as ECTs and beyond.
It is important for teachers teaching early reading and early mathematics to have a clear understanding of systematic synthetic phonics and appropriate maths teaching strategies. (ITT Core Content Framework, 2019) Maths and English subject knowledge for teaching days take place at the beginning of the training year and are revisited as part of the interleaved sequence. Maths subject knowledge input comprises of attitudes in mathematics and how they impact on teaching and learning; the development of early counting and importance of building a strong foundation; maths mastery: what it means and how it looks in the classroom; planning in maths. The sequence then moves onto developing an understanding of mastery in mathematics, including a focus on reasoning and problem solving and understanding the ‘big’ ideas of teaching for mastery.
English subject knowledge for teaching begins with attitudes and research in English and their impact on the teaching of oracy, phonics and grammar; an initial look at the impact of oral and written feedback; strategies for teaching writing and grammar (including initial look at adaptive teaching); planning in English. Following a period of time in school to put theory into practice, the English subject knowledge sequence then builds subject knowledge in phonics and reading (including an initial look at assessment); strategies for teaching phonics and reading; use of questioning in reading; planning in English with a focus on phonics and reading.
Both English and maths are revisited later on in the curriculum sequence through developing subject knowledge for teaching in mathematics and English (oracy, phonics, reading and writing) and developing strategies for adaptive teaching and inclusion. Further opportunities to study either maths or English as a ‘Second Subject Enrichment’ course are offered to trainees who are on track to meet the required standards.
The Primary SCITT curriculum follows a ‘spiral learning’ model for developing skills, knowledge and experience in all subjects. Following initial study of the subject, trainees will have opportunities to come back to these subjects at different points in the year, with different foci. In this way, they will continue to develop their skills and knowledge of all subjects. All foundation subject sequences are planned and delivered in coherence with the general curriculum and by subject specialists from our schools, external organisations or secondary colleagues, who skillfully build trainees’ substantive knowledge and disciplinary skills.
School Led Training
Teacher trainees spend four days a week at their lead placement school (Monday-Thursday) for 28 weeks per year and a further 6 week second and contrasting placement. Placement schools cover the age range 5-11 years at Primary Key Stage 1 and 2.
Our programme offers coherent academic practice which supports your classroom teaching. Pedagogy, in turn, provides valuable action research to inform your assignment writing. The training, underpinned by academic research, is flexible, taking account of your individual previous achievements, strengths and areas of development and ongoing interests.
You will gain experience and training in a diverse range of schools within the partnership, including Primary, Secondary, Post 16 and Special Schools, the majority of which are in Hampshire.
Your school based Curriculum or Phase Mentor will be a class teacher of the school in which you are placed. These high quality practitioners receive regular and bespoke training and updates from the Wildern Partnership and have responsibility for ensuring that you have an appropriate Individual Training Plan and that you have every opportunity to meet the Professional Standards for Qualified Teacher Status. For the duration of your training your timetable will build up each term at a rate which is managed and agreed with your school based Curriculum and Professional Mentors and SCITT Tutor.
- teach across two consecutive age ranges/phases
- experience teaching in at least two contrasting schools.
We commit to support you as outstanding local teachers who are fully prepared to teach across a range of contexts and are equipped for your first steps into a successful career in teaching.
The cross phase aspect of our programme is a significant feature and strength. For much of the central based training primary and secondary trainees are together, maximising your experiences and giving you the opportunity to work alongside primary and secondary colleagues and learn from them. This is particularly beneficial with regard to transferable teaching and learning skills such as Behaviours for Learning, Assessment of and For Learning, Adaptive Teaching, Phonics, Literacy and Numeracy.
In addition the element of the programme designated as ‘Enriched Learning Experience’ affords you the opportunity to spend time in a variety of settings in the alternative Key Stages to those in which you are training and, where possible, Special Schools giving you a genuine cross phase breadth of experience.
Postgraduate Certificate in Education