Our programme is aimed at enabling trainees to achieve a PGCE alongside the recommendation for Qualified Teacher Status (QTS).
To gain a Post-Graduate Certificate in Education with recommendation for Qualified Teacher Status or a Professional Graduate Certificate in Education with recommendation for Qualified Teacher Status all elements of the programme have to be passed at the appropriate standard. All participants undertake the same assessments with the Certificate part of the final award determined by the written work associated with the modules.
Whilst our programme trains you to become a General Primary Practitioner, we are also delighted to offer specialisms across all routes. More information about these specialisms can be found here.
KNSTE foregrounds evidence informed practice and recognises that our trainees come from a variety of backgrounds and experiences and have already completed degree level study or higher, and are in a position to learn from each other.
Our programme involves:
|120 days on professional placement - takes place in 2 different schools||70 days of taught centre-based sessions - led by school based colleagues.|
Overseen by a school-based General Mentor (GM) and supported by a SCITT Based Lead Mentor (LM)
|Include lead lectures, seminars, group activities, individual and group tutorials, practical workshops, as well as directed activities in professional contexts.|
|Placement schools are carefully selected, and may involve some travel - expected to travel for up to 1 hour 15 minutes from where you live during the course.||Sessions take place in one of our teaching classrooms. The rooms are fully equipped and you will have access to an extensive set of resources to support all curriculum areas within early years, primary and special needs education.|
|Involves undertaking observations and study alongside a teaching timetable that increases as the placement progresses.|
Effective and Outstanding Practice
This module will enable you to grapple with the complex concept of knowledge including the relationship between practical and academic knowledge, subject knowledge and pedagogy. You will do this in relation to your specialism. You will critically examine the idea of subject knowledge and explore the ways in which your specialism’s body of knowledge is distinctive, both academically and pedagogically. The representation of your subject within the National Curriculum (England), other policy documents and by professional bodies will be compared to classroom practice. Through a consideration of the processes that underpin the creation of such definition and positioning of subject knowledge, you will explore the political, social and cultural dimensions of curriculum pedagogy. You will consider the ways in which being an expert teacher differs from being an expert in the subject.
Learners and Assessment
The module examines the relationship between learning theories and classroom practice. You will consider questions such as: What do we know about how students learn? How do these ideas affect our practice as educators? What factors affect student learning? How might we take those factors into account when deciding what we want students to know, understand and be able to do? How has the concept of multiple intelligences affected classroom practice? Why do we assess students? Who decides what to assess? How fit for purpose are the assessment instruments that we use?
Subject Identity and Pedagogy
This module will enable you to grapple with developing an informed understanding of the complex concept of knowledge. You will do this in relation to your specialism. You will critically examine the notion of ‘what comprises subject knowledge?’ The way that your specialism’s subject knowledge is framed, academically and pedagogically, and how it is presented within the National Curriculum and other government documentation. You will consider the processes that lie behind the creation of such ‘definitions’ so that you better understand the political, social and cultural dimensions of subject knowledge.
Learners and Learning
This module provides an opportunity for you to develop your understanding of the diverse experiences of schooling which young people have and the issues which need to be considered in developing approaches which can support their learning. You will consider learners in terms of different social groups and what is known about provision and outcomes for those groups. The module helps students to develop their position with regards to key concerns for educators in meeting the needs of learners such as: approaches to equal opportunity, diversity and differentiation; teaching by ability; the significance of school context for learner outcomes; and approaches to behaviour management.
KNSTE are pleased to continue to offer a QTS only route. Please see the table below for a comparison of the two options below may help you in making the decision about which route might be best for you.
Keele and North Staffordshire Teacher Education is pleased to offer a 2 year flexible training route for all its primary courses (including the SEND pathway). This route is directed particularly at career changers, or those with caring responsibilities and will offer the opportunity to phase in your Initial Teacher Training and Education (ITTE) programme, combining it with other commitments. Whilst this route will appeal to many and it is a great opportunity, it is a demanding option and one that will draw on your organisational skills and capacity to prioritise how you use your time.
How does it work?
On the 2 year flexible route you will receive blocks of core, professional and subject knowledge training during your first year and blocks of school experience. These will be on a Thursday and Friday. The proportion of time that you spend in school will increase in the Summer Term of Year 1, but never exceed two days. You will be in one school throughout the year. The course runs from the end of August through until the beginning of July. During your second year you will spend three days per week with us, during the Autumn and Spring Terms, two of these will be school based (Wednesday and Thursday) and Fridays will be SCITT based. In the Summer Term of Year 2 you will then need to commit to spending 6 weeks full time in a school. You will be in a different school in Year 2 to that which you were in for Year 1. The reason for being full-time during your final term is so that you can assure yourself and ourselves that you can sustain the demands of full-time teaching. This will enhance your employability as well as develop your passion for the profession. You can opt to complete your Early Career Teacher (ECT) Years on a part-time basis following your successful achievement of your ITTE programme.
What qualifications will you achieve?
At the end of the two years of ITTE you will gain QTS, together with a Sheffield Hallam PGCE Academic Award worth 60 Master's credits. This comprises of two written academic assignments of approximately 5000 words. Additionally you will be required to complete school based professional enquiries. Details of these will be provided at the start of the course. You will receive the same amount of SCITT Tutor and academic tuition visits as the full time trainees, but spread across the two years.
You can apply for our 2 year flexible route via the DfE Apply system. For any additional advice please contact us. You are welcome to attend one of our open days or back to school days that are advertised on our website. These are available regularly throughout the year and we will be offering a hybrid of online and face to face events.