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The course is delivered by a consortium of over forty local secondary schools covering ten local authorities in the north east of England. We work with schools as far north as Alnwick in Northumberland and as far south as Nunthorpe in Middlesbrough. John Spence Community High School, a Specialist Sports College in North Tyneside, is the lead school and Churchill Community College, a recently designated Teaching School in North Tyneside, is the associate lead school. Northumbria University is the awarding body.

 

The course is full-time and lasts for forty weeks from September to June; in addition there will be some compulsory sessions during the last two weeks of August. The course is structured to ensure that all trainees develop the necessary skills, knowledge and understanding required to teach the range of activities outlined in the Key Stage 3 and Key Stage 4 national curriculum for physical education and to teach examination physical education at Key Stage 4 and Key Stage 5. Trainees are encouraged to experiment with a variety of teaching styles and strategies and to reflect upon their practice in order to achieve high professional standards and develop into outstanding trainee teachers.

 

Trainees spend the majority of the year working in two contrasting placement schools. They also visit two other schools to gain experience of working with children who have special educational needs and disabilities (SEND) and English as an additional language (EAL), work in a primary setting and have the opportunity to do some teaching in a second subject area (usually a core subject). In addition, they visit a number of good and outstanding physical education departments to receive subject-specific training prior to placements. On average, trainees spend time in ten different physical education departments over the course of the year –  something we believe makes us unique.

 

Placement performance is assessed against the Teachers’ Standards for the award of QTS. Two coursework assignments and an action research project provide further evidence of suitability to enter the teaching profession. Two modules are assessed at Masters level and if successfully completed count as sixty credits towards a Masters qualification. Successful trainees exit the course with Qualified Teacher Status (QTS) plus a PGCE from Northumbria University.

 

For 2019/20 we will offer 28 secondary physical education places.

  • North East Partnership SCITT (Physical Education) – UCAS code – N55 2LFK

The programme is made up of four inter-related modules.

 

Professional Placements

 

All trainees gain teaching experience in two contrasting placement schools in the north east of England. Professional placement one starts almost immediately in September with two serial days each week followed by an observation and planning period then a six-week block between November and December. Professional placement two starts in January with two serial days each week followed by an observation and planning period then a twelve-week block between February and June. Trainees progress from observation to collaboration to independence. They also progress from a 60 per cent to a 70 per cent timetable. By the end of the two placements all trainees will have had teaching experience in all areas of the national curriculum, all secondary key stages and in both core and examination physical education. They will also have had some experience of teaching a second subject and some experience of pastoral work. They will develop into reflective, creative and highly effective practitioners who meet the Teachers’ Standards to either a high or a good level for a trainee teacher. This module is formally assessed on a pass/fail basis against the Teachers’ Standards.

 

Curriculum Studies

 

In this module trainees begin to develop their subject-specific knowledge. They gain practical and theoretical experience relating to all six areas of activity outlined in the physical education national curriculum and of examination courses at Key Stage 4 and Key Stage 5. They learn about the importance of ICT to enhance learning in physical education and how literacy and numeracy can be incorporated into physical education lessons to support whole school priorities. They also learn about the national curriculum for physical education, the current landscape for physical education, a range of pedagogical theories to support their classroom practice, planning lessons and writing units of work, producing creative resources, differentiation, monitoring and measuring progress, and how to work safely. The sessions that make up this module are delivered by outstanding practitioners from partnership schools. Assessment of this module is by an extended written assignment.

 

Professional Studies

 

In this module trainees begin to develop their knowledge of education. The module consists of a structured programme of conference days, focusing on a range of topics that are at the forefront of education policy and practice. These include: safeguarding and child protection; pastoral care; working with parents; effective behaviour management; outstanding teaching and learning; assessment; inclusion; strengthening pupils memory; literacy and numeracy across the curriculum; equality and diversity. Time is also allocated to preparing for employment. The sessions are delivered by highly skilled and experienced professionals in partnership schools. These professionals engage trainees in critical and analytical debates about learning and pedagogical theories and the implications for their own learning, professional practice and personal philosophy of education. Assessment of this module is by an extended written assignment. Trainees who do not pass this module at Level 7 will have their work marked against Level 6 criteria.

 

Enquiry into Current Secondary Education Issues

 

This module is an independent project that is carried out during professional placement two. Each trainee negotiates a focus for their project with their school-based tutor and discusses the proposal with their assignment tutor. The project must be consistent with the trainee’s individual learning plan and provide further opportunities for the trainee to:

 

  • demonstrate their ability to work autonomously at Level 7 on an independent project that researches an area in depth;
  • collect evidence for meeting the Teachers’ Standards for QTS.

 

The project should take advantage of the specialisms within the placement school, the network of external organisations accessed throughout the programme and any developments at the forefront of physical education. Assessment is through a written project and a presentation to peers and tutors. Trainees who do not pass this module at Level 7 will have their work marked against Level 6 criteria.

WORDS FROM OUR TRAINEES

I would highly recommend the North East Partnership SCITT to anyone wanting to pursue a career in teaching. The course allows for a true school experience while equipping you with a variety of masterclasses in teaching and learning. The support received from the SCITT team is outstanding and guaranteed to help you secure a teaching post.

Leeann Irving

My experience of the North East Partnership SCITT has enabled me to become the confident teacher I am today. The support you receive from your tutors helps to develop your planning, content and structure of lessons and how to effectively manage your class. This gives you the belief in your ability as teacher when you start your first teaching post.

Liam Blythe

I had a fantastic experience on both teaching placements, with really supportive staff. I had the opportunity to teach in very contrasting schools and across the full curriculum, including examination PE at Key Stage 4 and 5. The course gave me an excellent start for a career in teaching and has allowed me to progress into promotional opportunities

Ian Middleton

Having been a trainee and then a school based tutor on the course, it is my belief that NEP SCITT is the best teacher training provider around. The course consists of high quality training which focuses on the practical and theoretical aspects of being a physical education teacher, delivered by the best practitioners and schools in the area. Trainees are then able to develop their practice in a variety of school placements, with a strong support network of physical education teachers on hand to offer guidance and support.

Aaron White

It was a genuine privilege to train through the North East Partnership SCITT. The mix of theory and hands on teaching allowed me to develop into a reflective practitioner. An absolutely fantastic course ran by dedicated professionals.

Andrew Archibald

NEP SCITT equipped me with the necessary qualities and skills to become a successful teacher. Courses and CPD events allowed me to develop a greater understanding of monitoring and measuring progress of different ability students.

Jade Murray

After completing my PGCE and entering my first teaching job I realised the SCITT programme had set me up fantastically well. Halfway through the course I sat my first interview and got my first job. This wouldn’t have been possible without the excellent support or amazing network of people who are involved in the programme. Couldn’t recommend it enough!

Louis Lawson