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Secondary Education

Redhill Secondary SCITT logo

As part of our training cohort, we will thoroughly support you on your professional journey to becoming a teacher. From day one of training, you will find yourself fully integrated into the teaching staff of your placement school.

Throughout the academic year, you will have the chance to make a significant contribution to the school in which you are based, both within the classroom and beyond, building meaningful and productive relationships with staff, students, and parents.

 

Programme Structure

Time frame

 

Trainees start their training on day one of the academic year (August or September) and finish on the last day of the summer term.

Typical week

 

Trainees are typically in school four days per week.

Teaching commitment

 

Trainees build from 40% timetable by Christmas to 60% by Easter and 80% by the end of the training.

Phase

 

All trainees teach in a minimum of two Key Stages, usually KS3 (Years 7 - 9) and KS4 (years 10 & 11), with the opportunity for most of our trainees to also gain experience in teaching post-16. All trainees also spend a minimum of 2 days in primary school settings to understand the transition from primary to secondary.

Supported training

 

Trainees are never alone in the classroom and are supported and mentored by trained mentors and experienced teaching staff throughout their time in school.

Knowledge and skills

 

One day per week (usually every Wednesday), trainees come together as a cohort to access our 'taught programme', which prepares and guides you through each development stage. We make sure through these sessions that you have all the knowledge and skills you need to succeed in the classroom.

Subject specialism

 

Once every half term, trainees meet with a dedicated subject specialist in their subject groups. Subject specialism is an opportunity to delve deeper into the curriculum, assessment and other fundamentals with a clear and transparent focus on subject and phase.

PGCE

 

The Post Graduate Certificate of Education is delivered at NTU by a dedicated team of academic tutors. University-based days occur 12 times throughout the year and are usually on 'taught programme days'.

PGCE Assessment

 

Trainees complete 2 x 5,000-word assignments (one in the autumn term and one in the spring term) to gain their PGCE award. Those completing these assignments to the required level have the opportunity to access Masters credits.

Teaching Assessment

 

Trainees gather evidence of progress throughout their training and store it electronically on Pebblepad. Trainee progress is presented, reviewed and discussed termly by the panel and those meeting the assessment criteria are awarded QTS by Inspiring Leaders.

Opportunities

 

Throughout the programme and particularly in the summer term, we allow trainees to explore potential areas of interest or expertise and adapt the programme at an individual level. For example, there is an opportunity to look more deeply at SEND provision in schools or alternative provision. Trainees develop expertise in diversity and inclusion in education or grow their awareness of the importance of literacy. They could also pursue a particular area of interest related to their subject.

Employment

 

The majority of our trainees find a teaching post during their training year. We actively promote job opportunities within and beyond the Redhill Trust throughout the training year. We also provide advice on getting an interview, how to be successful at the interview and support our trainees in finding the right setting for their next steps as an Early Career Teacher (ECT).

CPD

 

We firmly believe in supporting our trainees well beyond their training year. We provide a wide range of professional development opportunities through the Redhill College of Leadership and Development and Redhill Teaching Hub to ensure our trainees continue to develop their classroom expertise and leadership potential throughout their careers.

This exciting way of training allows you to work alongside our many outstanding practitioners with the watchful eye of a personal mentor overseeing your progress as you gain the knowledge, skills and professional attitudes that will allow you to embark on your journey towards excellence.


The trainees who choose this school-based approach often select it due to the wealth of teaching experience offered, the extensive hands-on practice it provides and the continuous support on offer alongside the training.

There is constant advice, reassurance, and encouragement available throughout the process and space for individual trainees to find their ethos and style, hopefully leading to a long and enjoyable career in education.

Get in Touch

If you want to know more about our programmes to find out if they are for you, please get in touch – we are always happy to help potential applicants.

Sarah Haslam

SCITT Manager

s.haslam@theredhillacademy.org.uk

Application and process advice

Sally Barfoot

Hub Director

s.barfoot@theredhillacademy.org.uk

Primary and secondary training advice

Adam Brett

SCITT Hub Lead

a.brett@theredhillacademy.org.uk

Secondary training advice