Skip to content ↓

Our Programme

The YTCA SCITT programme has been designed to address both the academic and professional requirements of an outstanding teacher. The training programme will normally last for one school year.

The next full-time programmes will start in September 2022 and, for those trainees that meet the Teachers’ Standards, finish July 2023.

  • Visit Find Postgraduate Teacher Training
  • Search “By school, university or other training provider” – our provider code is T29
  • Choose your phase and subject
  • Choose the appropriate course, scroll down to the bottom of the page and click on “Apply for this course

Trainees are supported to create a high-quality teaching and learning environment, which will motivate and engage the interest of the young people they teach. Through our programme trainees will:

  • meet the YTCA SCITT’s core competencies
  • meet the Teachers’ Standards that will lead to a recommendation for the award of Qualified Teacher Status (QTS)
  • achieve a Post Graduate Certificate Education (PGCE) including credits awarded Masters’ Level credits (Level 7) through our university partner, Sheffield Hallam University
  • achieve a Youth Mental Health First Aider qualification
  • be equipped to meet the needs of schools/colleges and young people
  • be prepared to respond to the requirements of their Early Career Teaching (ECT) Years and throughout their professional career.

In term 1, our course follows a coherent three-week cycle for each aspect of pedagogy that you will look at (i.e., behaviour management, modelling). This starts with an Academic Tutorial. After some time in school, this is followed by a practical workshop. Finally, trainees are supported to implement what they have learnt in their own teaching by their in-school mentors. In terms 2 and 3, themes are revisited in different contexts and trainees focus on other elements that will enhance their teaching and support them to make a real impact in the classroom.

Provider-led core training – “Hub Days”

Hub Days take place at the YTCA SCITT Hub based at Minsthorpe Community College. These are usually on a Friday and become less frequent as the year progresses. They include:

  • Academic Tutorials (ACTs) – led by our SCITT Lead Practitioner (Academic CPD). In each tutorial trainees will engage with different pieces of important academic research linked to areas of learning and teaching. The programme of tutorials will form the starting point for a pedagogical cycle in which they will focus on that specific area (e.g., behaviour management, modelling). Trainees will be asked to read the relevant research in advance of the tutorial, and it is important that they are well prepared so that they can engage effectively.
  • Workshops – led by practising teachers who are expert practitioners in their field. Academic Tutorials are followed by a ‘practical’ workshop in week 2 of the cycle in which they will consider what it actually looks in the classroom. These are designed to develop strategies and skills for the classroom and include opportunities for deliberate practice as well as networking with other trainees and reflection on practice. They will look at broader educational issues and are designed to enable trainees to reflect upon current educational thinking, research and policy. They include examples from a range of subjects and the facilitators will encourage trainees to think about how they can apply them to their own subject area.
  • Peer sharing – there will be opportunities for trainees to share examples of things that have worked well, strategies and resources, as well as discuss challenges they have come across.

School/College Placements

The SCITT operates an “ABA” placement model (with a few exceptions!)

Trainees are supported by their mentor and host teachers to transfer the theory from Hub Days into their classroom practice. Trainees build up their teaching gradually until they are delivering full lessons and the number of lessons increases steadily throughout the year.

  • Placement A1 runs from September to Christmas and consists of 2 school induction days and 11 assessed teaching weeks. This is the trainee’s opportunity to develop their core teaching skills.
  • Placement B runs from Christmas to Easter and consists of 2 school induction days and 11 assessed teaching weeks. Trainees will be placed in a contrasting school/college so they can experience different things and develop skills in different areas. For those trainees completing our 11-18 course, this placement is with one of our New College partners. It is an opportunity to focus on teaching Post-16 students.
  • Placement A2 runs from Easter to the end of the course and consists of 10 assessed teaching weeks. Trainees will return to their Placement A setting and this is their opportunity to refine their core teaching skills.

On-placement training

Our programme is closely linked to the work trainees do in their placement settings supported by their in-school mentor:

  • Peer Observations – after each Academic Tutorial, trainees will observe experts in their placement settings. The observations are guided and included questions to focus on which are then discussed with the teacher or mentor.
  • Mentoring – each trainee will be allocated a Subject Mentor who will oversee their development and training in their school/college setting. Trainees will work with them to set appropriate targets and practice what they have learnt (deliberate practice) before transferring it into the classroom.
  • Feedback – in-school mentors and host teachers will give supportive and actionable feedback to help trainees to develop their focus area.
  • School-based tasks – these are linked to Hub Day training and support trainees to transfer their learning into their teaching practice. They are designed to strengthen teaching, pedagogy, subject knowledge and understanding of child development and should merge into their teaching without creating an excessive additional workload.

Subject Champion Sessions

Subject Champions are specialists in their subject, keep abreast of subject pedagogy and research and will oversee trainees’ curriculum and subject knowledge development. Their sessions link to the work trainees do on Hub Days and the Academic Tutorial material, as well as introducing other key research and concepts specific to their subject/phase.

The Development Record

The Development Record is a document in which weekly mentor meetings, targets, reflections and formal lesson observations are recorded. This will be an electronic document and is located and completed on Microsoft Teams.

Enrichment Experiences

We also have time dedicated to Enrichment Experiences which include:

  • Two days in a KS2 (primary) setting and two days in a KS5 (post-16) setting
  • Completion of a two-day Youth Mental Health First Aid Training course
  • Some trainees may also spend a day in other educational settings. These might include visits to Pupil Referral Units, Special Needs schools/units, schools with specialisms, etc.

Additionally, some trainees may attend subject specific conferences and courses as deemed appropriate. For example, PE trainees will complete their Level 1 Trampolining Qualification.


Assessment for this course is carried out throughout the year in various ways to contribute towards a holistic final assessment:

  • School experience (placements) including lesson planning, informal and formal teaching observations, and mentor meetings
  • The Reflective Portfolio (built up on Microsoft Teams by completing the Development Record and various other tasks) which show how trainees and their students have made progress over time
  • Link Tutor visits to moderate the judgements of mentors in placement schools
  • Formative Review Points consisting of Professional Learning Conversations (PLC) and written reviews, and
  • Teach Meet Presentations – an opportunity for trainees to showcase what they know and how they have applied it in their practice. These are focused on a particular theme/topic/class and support trainees to share their reflections about their development and impact on learning.

A Final Review will conclude whether the trainee is meeting or is not meeting the Teachers’ Standards for the recommendation of Qualified Teacher Status (QTS).

PGCE Assessment is carried out separately by Sheffield Hallam University according to their criteria.