Primary

The ultimate aim of the primary partnership between i2i Teaching Partnership, Fareham and Gosport Primary SCITT, and their Partner Schools is to provide the best possible opportunities across the region in order to develop outstanding teachers in schools.

Our Programme aims are known as our Curriculum Intent. This sets out what our vision is for every Trainee on the Programme and what kind of teacher we would like them to become.

Our Vision

We believe that great teachers change lives. The i2i SCITT programme aims to nurture and enable our trainees to develop into confident, reflective and passionate professionals, equipped with the skills, knowledge and experience needed to become the best teachers they can possibly be. 

It is not just about "what" we do, but also "why" we do it.  Our vision for training teachers is about ensuring that the education system in our local and wider community, has highly skilled teachers and future leaders who will make a lasting, measurable difference in our local schools and in the lives of every child they teach. 

What kind of teacher do we want the i2i Trainee Teacher to be?

• Competent Classroom Practitioners: who are grounded in the most reputable and respected research, promote high standards of literacy, articulacy and numeracy and can appropriately adapt lessons to ensure that all students are able to access learning and succeed

• Consummate Professionals: who exhibit the highest levels of professionalism in every interaction undertaken with both staff and students. Put the interests of the students at the forefront and heart of everything that they do

• Reflective and Ambitious Practitioners: recognising the importance of continuous reflection, evaluation and improvement of their practice and also seeking out professional learning opportunities and new responsibilities

• Highly Relational Practitioners: who can build and maintain positive relationships with students, setting high expectations of behaviour, both inside and outside the classroom

The one year programme runs from late August to July with 80% of time in your placement schools developing essential classroom skills and 20% at your local training centre where you will receive theoretical sessions covering professional themes.

The Autumn term is spent in your main placement school. After Christmas, you will spend the first half of the Spring term on a six-week contrasting second placement until February half term, after which time you will return to your main placement school for the remainder of the school year. Each week you will spend four days in your main placement school and one day at your chosen training centre for your taught curriculum.

In addition to your main placement you will have professional experiences in an Early Years Foundation Stage (EYFS) in Reception (Year R) or a nursery setting, and also in a Secondary School at Key Stage 3.

Our Programme structure covers:

School based training - Main and second placements

• Part of the school community from the very start

• Assigned a skilled and knowledgeable Class Teacher Mentor to support and guide you

• Introduced to the practice of teaching in a structured way

• Building up your teaching experience and timetable at a pace that matches your individual progress. 

Centre based training - Taught curriculum and Intensive Training and Practice Sessions (ITAPs) 

• Delivered by the SCITT team and expert colleagues from our partner schools and beyond

• PGCE Programme facilitated by our partner University

Professional Experiences - Early Years Foundation Stage (EYFS) in Reception (Year R) or a nursery setting, and in a Secondary School at Key Stage 3.

The programme and curriculum sequence are designed to support trainee teachers’ understanding of high quality teaching and learning and the relationship between theory and practice and research and evidence.

Further details on the above can be found in the section below "What and How Will I Learn?"

The i2i curriculum sets out both the theoretical knowledge and practical skills that you will learn over the course of the training year.  It is underpinned by national frameworks such as the ITT Core Content Framework and the Teaching Standards, and informed by the most reputable educational research.  Our Curriculum is designed in collaboration with our partner schools so that it remains realistic and responsive to the needs of the schools in our local community.

What and how will I learn? 

Throughout the course of the training year, you will learn in the following ways: 

Centre based training

The Taught Curriculum exposes trainees to the theory of teaching.  During this training trainees spend time familiarising themselves with accredited educational research and analysing and evaluating it; they then have the opportunity to observe and reflect on how this theory is put into practice by working closely with expert practitioners on site.   

This taught curriculum is delivered in each of the i2i training centres by expert and experienced practitioners every Friday over the course of the academic year. The programme ends at May half term to allow trainees to remain in their main placement school 5 days a week in order to give them an experience of a ‘block’ of teaching time when their timetable is at its heaviest.  

Intensive Training and Practice (ITAP) is a series of in depth training sessions spaced out over the course.  These sessions are intended to help consolidate trainees' knowledge of key evidence-based principles for effective teaching, and to enable trainees to practice their application and integration into the developing professional practice. They will enable a deeper understanding and provide a 'laser-focus' in the following areas: Classroom Culture and Learning Environment; Systematic Synthetic Phonics and Early Reading; and Special Educational Needs and Disabilities. 

The PGCE Programme is delivered by Bath Spa University and will develop trainees’ ability to become truly reflective practitioners. It will encourage them to engage with educational literature, research and policy in a critical manner.  It is important that all those embarking on teaching develop this professional behaviour so that they firstly understand the important role that engaging with educational theory plays in their continuous professional development, but also to give them the tools by which they can discern the plethora of research, policy and literature that is available to practitioners, and draw on that which is most effective.  

The PGCE Programme is delivered via a combination of face to face launch lectures and online question and answer sessions and tutorials.  

School based training - Main and second placements

Trainees’ school based training enables them to develop the knowledge acquired through centre-based training by embedding it into their practice.  Here they will work with expert and experienced colleagues who will further exemplify the theory through targeted observations, deconstruction of practice, modelling/exposition, live coaching and instructional coaching.  With the help of their Mentors and year group colleagues, trainees will have the opportunity to deliberately practise the theory within their own context so that they can explore how the theory is specifically applied to their own practice.  

Trainees will spend the majority of their time in their main placement school where they will be part of the school community from the very start of the academic year.  Apart from their Class Teacher Mentor, trainees will also be supported by other key school colleagues, such as the Special Educational Need Co-ordinator (SENCO), the Designated Safeguarding Lead (DSL), year leaders, subject leaders and members of the senior leadership team such as the ITT Coordinator, who is responsible for supporting every trainee’s professional development during their school placement.   

Trainees also undertake a contrasting second school placement between January and February half term.  The second placement school is usually of a different socio-economic make up to the main placement school. 

Professional Experiences - Early Years Foundation Stage and Key Stage 3

Professional experiences are designed to expose trainees to the key stage prior and after the one they are training in and to enrich their practice. These will take place throughout the course of the academic year:

One of the many things that make i2i stand out is the level of support we provide to our trainees. 

Centre based support

In your training centre, you will be supported by the Centre Director and the Centre Administrator, providing a wealth of knowledge, understanding and support. There is also always someone from the Core Team ready to offer a helping hand or words of advice. We work hard to create a strong sense of community within each training centre, and as you develop your working relationships with your fellow trainees, the support this provides is invaluable.

All trainees also get access to our Employer Assistance Programme - an independent organisation offering a completely confidential and free work and personal support service which is available 24 hours a day all year round.

School based support

Throughout the course of the programme trainees will work with and be supported by a series of colleagues who have the responsibility to help them embed the theory that they learn into their classroom practice.  

All trainees are allocated a school based Mentor.  They are the trainees' most immediate source of professional support during their school based training.   Mentors meet with their trainees formally once a week to review progress and set short term targets.  During the course of the week, Mentors work closely with their trainee, turning the theory learnt in the Taught Curriculum sessions into practice via lesson planning and delivery.  Mentors then engage in a cycle of observation, feed forward and instructional coaching to help hone their trainee’s practice.  

Trainees are also supported by an ITT Coordinator; this is usually a senior leader in the trainee’s placement school, who is responsible for co-ordinating and managing their training within the school.  They work with both the Mentor and the trainee supporting them in all aspects of their training, including exposing the trainee to best practice across the wider school.

Your fellow trainees will also be a huge source of support as you journey through the programme together. We create plenty of opportunities for you to come together with your fellow trainees, through early Induction days, Taught Curriculum, and Wellbeing Sessions and work hard to build a deep sense of community.

How will I be assessed? 

To gain QTS (Qualified Teacher Status), trainees show that they are able to combine the Centre-based training with their School-based training to demonstrate that they can show what they have learnt in their pedagogical studies in their own classroom practice.  

Trainees are assessed via a series of ongoing assessments.  These include regular target setting, school based lesson observations, Professional Dialogues on aspects of the curriculum and independent reflective writing on their own teaching.  This form of continuous assessment throughout the year allows trainees to build their confidence and skills and ensures trainees are on track to be awarded QTS. QTS is achieved through being able to demonstrate understanding of the Core Content Framework and how to show this in your teaching, and also meeting the Teachers’ Standards.

The PGCE is assessed via 2 key assignments.