Northern Lights
School Centred
Initial Teacher Training
@NLTSA
Visit: www.northernlightstsa.org
Introduction
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.
Why choose Northern
Lights School Centred
Initial Teacher Training?
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.
Page 2 | Northern Lights SCITT
Programme Design
Our secondary programme is divided into two
training stages. The programme is delivered across
a range of school sites and lasts 9 weeks. To prepare
to fully engage with the demands of teaching
secondary age pupils we require all trainees to
begin the programme with a placement in either
the primary or post 16 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
combining 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 strategies
and how to support pupils with varying needs, is
supported by an extensive training programme
based 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 leading to responsibility for a
30% timetable.
In Stage Two trainees transfer their knowledge
and understanding to a 15 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.
Our programmes will give you a solid foundation
of the knowledge and skills required to become
a successful teacher and plan a challenging and
rewarding career.
Northern Lights SCITT | Page 3
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.
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.
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3
4
Quality
NQTs rate our training
programmes extremely
highly.
Partnership
we work in partnership
with Leeds Trinity
University to quality assure
assessment and provide access
to high quality academic
resources.
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.
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.
9
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.
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!
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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:
1
2
3
4
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.
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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.
PGCE in a Higher
Education institution
(HEI)
For primary teachers: QTS
undergraduate degree
Combine a traditional degree
programme at University with time in
placement schools – usually over
4 years.
Higher education based
traditional year long
PGCE programmes
combine face to face
training with school
placements - places are
unsalaried.
Northern Lights SCITT | Page 7
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
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Entry
requirements
Maths
Acceptance onto the
course is contingent upon
the following:
• An honours degree in
Maths or related subject
at classification 2.1 or
above
• Advanced level
qualifications (or
equivalent) in Maths
• 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
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?
Northern Lights SCITT | Page 9
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
Acceptance onto the
course is contingent upon
the following:
• An honours degree in
Chemistry or related
subject at classification
2.1 or above
• Advanced level
qualifications (or
equivalent) in Chemistry
• 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
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Entry
requirements
Biology
Acceptance onto the
course is contingent upon
the following:
• An honours degree
in Biology or related
subject at classification
2.1 or above
• Advanced level
qualifications (or
equivalent) in Biology
• 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
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.
Northern Lights SCITT | Page 11
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
Acceptance onto the
course is contingent upon
the following:
• An honours degree
in Physics or related
subject at classification
2.1 or above
• Advanced level
qualifications (or
equivalent) in Physics
• 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
Page 12 | Northern Lights SCITT
Engineering
Entry
requirements
Acceptance 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
• Strong communication
skills in written and spoken
English
• Have passed skills tests in
English and Maths
• DBS clearance and
medical check
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 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
If this sounds like you, and
you'd thrive on sharing your
knowledge with young
people, teaching could be
the right path for you.
Northern Lights SCITT | Page 13
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?
Page 14 | Northern Lights SCITT
Entry
requirements
Acceptance onto the
course is contingent upon
the following:
• An honours degree in
History or related subject
at classification 2.1 or
above
• Advanced level
qualifications (or
equivalent) in History
• 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
Geography
Entry
requirements
Acceptance onto the
course is contingent upon
the following:
• An honours degree in
Geography or related
subject at classification
2.1 or above
• Advanced level
qualifications (or
equivalent) in
Geography
• Strong communication
skills in written and
spoken English
• Have passed skills tests in
English and Maths
• DBS clearance and
medical check
‘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
Desirable skills and qualities:
• Recent experience of
working with secondary
age children
• Recent experience as a
trainer/teacher/mentor
• Competent use of
ICT skills
Northern Lights SCITT | Page 15
Finance and Fees
The fees for the secondary SCITT programme in
2015/16 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 teachers
from the Yorkshire area are very good and
employment rates for Northern Lights graduates are
above sector average.
Page 16 | Northern Lights SCITT
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
First
£9000
£25000
£25000
£12000
£15000
2.1
£4000
£20000
£25000
£9000
£12000
2.2
£0
£15000
£15000
£4000
£10000
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. 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.
Northern Lights SCITT | Page 17
Making an Application
Applications for SCITT programmes are made through
the UCAS Teacher Training Portal www.ucas.com.
Applications open in November each year.
Note that our UCAS 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
For additional guidance with the UCAS form
please contact us.
Page 18 | Northern Lights SCITT
3
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 elective
sessions and a summer school.
The professional enquiry groups are led by
experienced lead practitioners from across Northern
Lights’ schools; the electives are delivered by
established teaching and learning consultants and
the summer school will be facilitated by expert
leaders from within the Alliance.
In your first year teaching, the programme includes
a presentation of active research to a Headteacher
panel and, in your second year, the opportunity to
plan and deliver lessons to newly qualified teachers.
Northern Lights SCITT | Page 19
To find out more or learn about our
School Experience programme, visit:
northernlightstsa.org/teacher-training
Tweet: @NLTSA
Call: 01756 707622
Email: [email protected]
Web: www.northernlightstsa.org
SCITT Partnership Office:
77 Gargrave Road, Skipton,
North Yorkshire BD23 1QL