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We offer both secondary and primary postgraduate physical education courses.

 

Secondary trainees are trained to teach physical education across the 11-16 age range with enhancement opportunities at post-16. They are also provided with opportunities to do some teaching in a second subject area, usually a core subject.

 

Primary trainees are trained to be primary school teachers with a physical education specialism across the 5-11 age range.

INTRODUCTION

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 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 2020/21 we will offer 28 secondary physical education places.

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

MODULES AND ASSESSMENT

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.

INTRODUCTION

The North East Partnership SCITT is the accredited provider for a small number of primary with a physical education specialism school direct places.   John Spence Community High School is the Lead School and works with Northumbria University and sixteen local schools to offer this innovative course which lasts for forty weeks from September to June.  In addition, there is a compulsory two week summer school at the end of August and trainees will support end of year activities in their placement schools during the month of July.

 

Trainees will be trained to teach physical education alongside the core subjects of mathematics, English and science plus ICT across Key Stage 1 and Key Stage 2. They will also gain some experience in the foundation subjects. On completion of the course they will be qualified primary teachers with a physical education specialism.   They will be able to lead high quality physical education and sport provision within primary schools, support other primary teachers to develop their skills in delivering physical education and sport and lead regional sports initiatives to improve primary physical education and sport.  They will also complete a PGCE qualification awarded by Northumbria University and have the opportunity to gain 60 Masters level credits.

 

Trainees spend the majority of the year in their Host School and have a contrasting placement in a Partner School.  They visit two other schools to gain experience of working with children who have SEND and EAL plus visit an early years setting and a secondary school.  Many of the partnership school are involved in the delivery of the core programme.

 

For 2020/21 we will offer 14 primary with a physical education specialism places.

  • North East Partnership SCITT – Primary (with PE) with John Spence Community High School)– UCAS code – 25W 2Q9L

MODULES AND ASSESSMENT

The programme is made up of 4 inter-related modules:

 

Professional Placements:

All trainees will gain teaching experience in two contrasting placement schools; a Host School and a Partner School. They will spend the majority of the year in their Host School teaching Key Stage 2 pupils and a six week block placement in their Partner School teaching Key Stage 1 pupils.   In addition, they will visit two other schools to gain experience of working with children who have SEND and EAL plus visit an early years setting and a secondary school.  Trainees’ will progress from observation through collaborative working to independence.  They will also progress from a 60% to a 70% timetable.  Link tutors and school mentors liaise to support trainees in the development of their practical teaching. By the end of the year all trainees will have had teaching experience in all areas of the physical education national curriculum plus teaching experience in the core subjects of mathematics, English and science at Key Stages 1 and 2.  They will have taught ICT and supported the delivery of the foundation subjects.  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 by the end of the module. This module is formally assessed on a pass/fail basis against the Teachers’ Standards.

 

Curriculum Studies:

This module is where trainees begin to develop their subject specific knowledge in physical education and the core subjects plus ICT and the foundation subjects. They gain practical and theoretical experience relating to all six areas of activity outlined in the physical education national curriculum alongside teaching mathematics, English, science and ICT. The sessions that make up this module are delivered by good or outstanding practitioners from partnership schools alongside North Tyneside Local Authority, North Tyneside Maths Hub, the Primary Lead and a Primary PE Consultant. Assessment of this module is by an extended written assignment and the production of a teaching resource.

 

Critical Professional Studies:

This module is where trainees begin to develop their knowledge about 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, behaviour management, teaching and learning, assessment, inclusion,  pupil premium, equality and diversity, and literacy and numeracy across the curriculum. Time is also allocated to preparing for employment.  These sessions are delivered by middle and senior leaders in partnership schools. These professionals engage trainees in critical and analytical debates about learning and pedagogy theories and the implications for their own professional practice, learning and emerging 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 Primary Education Issues:

This module is an independent action research project that is carried out during the final Host School placement. Each trainee negotiates a focus for their project with their mentor and discusses the proposal with their assignment tutor. Assessment is through a written project and the presentation of the ideas and findings of the project to peers and tutors. Trainees who do not pass this module at Level 7 will have their work marked against Level 6 criteria.

Placements

Support From Your Fellow Trainees

Teaching a second subject

School Based Training

The Support of Mentors

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