We pride ourselves on the support we offer to our trainees throughout our course. Throughout all phases of the course you will have a personalised timetable that allows you to develop and excel in the necessary skills to become a teacher to students of all backgrounds, abilities and dispositions. Trainees’ development is continually supported by the work of experienced teachers, mentors and leaders. Your timetable will include:

• Observations of expert practitioners within your subject

• A gradual build up to solo teaching through paired planning and co-teaching of groups

• A main placement – where you will be From September to Christmas and return Easter to the end of the course

• Dedicated time allocated to developing your subject knowledge to become an expert in your field

• Dedicated planning time to support you with managing your workload whilst on the course

• A second placement of around 8 weeks in a contrasting school so that you can experience a variety of pupils and educational settings.

The support network you have at your main school will be mirrored whilst you are on your second placement.


We firmly believe that the most effective teachers are reflective teachers. You will reflect on your practice throughout the course with subject mentors, classroom teachers and course leaders. In addition, you will complete termly reviews and have termly review meetings to critically analyse your progress and practice and set appropriate targets for your emerging needs.You will work your way to demonstrating and consistently demonstrating our training curriculum and in successfully doing so you will have evidenced the Teachers’ Standards by the end of the programme. You will present and discuss your progress with the SCITT team in termly presentations and commentaries. You will track your journey through the teacher training year by means of your Trainee Portfolio. You will complete assignments towards your PGCE qualification which are delivered and awarded by the University of Worcester. . This is best illustrated by our curriculum diagram:


Phases of the programme

Our training programme has been broken down into five phases and these are detailed below. Our Professional Studies curriculum and our Subject Studies Curricula reflect the stage of the programme and the content of these sessions reflects the abilities of trainees at this point.

Phase 1


  • Pre-Course Induction completed in July
  • Teacher training begins with Barr Beacon SCITT in September
  • Professional Studies sessions are hosted at Barr Beacon SCITT at the start of the course
  • Induction to Main Placement Partner Schools
  • Induction to the PGCE along with PGCE sessions
  • Outstanding practice modelled and the theory and practice of learning and teaching is analysed and mediated
  • Subject Studies sessions commence
  • First experiences of teaching through a graduated induction

Phase 2

October - December

  • The theory gained during induction is applied in classrooms in main placement schools
  • The first phase of whole-class teaching 6 solo lessons, 6 collaborative lessons
  • Individual support from expert school subject leaders and subject mentors
  • Professional Studies and Subject Studies continue
  • Subject Knowledge Focus Week is introduced to consolidate the learning from Term 1
  • Term 1 report is written by the main placement school mentor

Phase 3


  • Intensive week at the start of the term consisting of Professional Studies and PGCE sessions
  • Trainees complete a contrasting school placement for 8 uninterrupted weeks and in addition trainees attend a second placement induction for 2 days prior to the commencement of the second placement
  • Extending teaching repertoire through the application of the materials learned in Professional Studies and Subject Studies
  • Timetabled teaching hours increase to 12 solo lessons
  • Primary Placement is completed for 3 days
  • Additional support from the second school mentor, who writes the Term 2 Report
  • Trainees visit and receive targeted, specialised and practical training in a number of our partner schools through our carousel weeks.

Phase 4

April - June

  • Intensive week at the start of the term of Professional Studies
  • Trainees return to their main placement school to consolidate their teaching
  • Teaching classes, groups and individual children, progressing to 15 hours
  • Supported and assessed by school-based mentors – Final Report Written
  • Embedding subject knowledge for teaching and supporting pupil progress
  • QTS Presentations are presented and Trainee Portfolios are submitted at the end of the course

Phase 5

July - ECTs

  • Completion of programme
  • QTS recommended
  • Employment in Education
  • Continued SCITT support for ECTs
  • ECT induction programme in partnership school