TKAT Teaching School Alliance

Teacher Training Overview

Course Overview

Course Structure

The TKAT SCITT teacher training programme offers a unique training programme where every training session is delivered by a highly skilled, experienced and enthusiastic teacher. Our training is relevant and responsive to current developments in education and provides a hands-on approach to classroom practice. We believe the best teachers are trained by outstanding practitioners. 

The TKAT SCITT is designed to ensure that trainees have many opportunities to embed the key skills necessary to become excellent teachers and to meet the government expectations outlined in the 2012 Teachers’ Standards. Primary and Secondary trainees follow parallel programmes with some training in cross-phase groups.

Support for Trainees

We recognise that your work as a beginner teacher is as demanding as it is exciting. We pride ourselves on working closely with our partner schools to ensure that you are supported on your journey to becoming an outstanding teacher, through developing an individual action plan and providing expert guidance from Professional Mentors, Mentors and Lead Subject Tutors. We know that trainees will have individual needs and we will endeavour to ensure that these are met.


Trainees will begin their programme with a two-week induction programme. The purpose is to provide every trainee with a foundation knowledge base and skills base to prepare them for their placement schools, where they will observe good and outstanding practice in preparation for beginning teaching.

Weekly General Professional Studies

The General Professional Studies programme is at the heart of the course. Trainees have specific weekly sessions to prepare them in advance to enable them to provide practical strategies for use in the classroom. Trainees will share practical examples of applying theory to the classroom in their subject and school groups. Lead Subject Tutors will deliver the subject-specific training which has a large focus on reflective and collaborative learning.

High quality in-school provision

Trainees will have an incrementally increased timetable supported by the Mentor and Professional Mentor in school. Weekly Mentor sessions will ensure trainees have maximum opportunities to embed the theoretic and practical skills in their classroom and reflect upon their progress made with experienced, professional guidance.

Reflective practice

Trainees will complete a weekly journal to log their learning journey throughout the course. Journals will reflect on all aspects of the programme including weekly teaching plans and reflections; mentoring advice and target-setting; personal reflections, and action plans. Trainees are encouraged to develop a deeper understanding of pedagogy through monthly reading reflections.

Second placements

All trainees will complete a second school placement for 6 weeks during the Spring term. Trainees will also be required to complete a wider experience which gives trainees the opportunity to visit and observe their phases that proceed and follow the taught key stage and an alternative provision (eg. SEN, Pupil Referral Unit). 


Professional Development

The TKAT SCITT aims for a bespoke approach, coupled with an excellent level of support and challenge to ensure that, as trainees complete the year, they are well on the way to being consistently Outstanding teachers.

The TKAT SCITT believes that every trainee should have a firm basis on which to develop their career as future leaders in schools. Our teacher training programme feeds directly into TKAT schools’ CPD programme enabling those who go on to teach in our schools are already on the ladder to success. The recruitment rate for our trainees for the past four years has been 100%. Trainees are fully supported with their job application and recruitment process.



The award of Qualified Teacher Status (QTS) is based on continuous assessment throughout the course and a final assessment point in June. Trainees will have a weekly formal observation which will identify key strengths and areas for development. Progress reports are completed in schools at 5 key assessment points throughout the year, based on all available evidence. At each assessment point, trainees will submit ‘evidence bundles’ to demonstrate how they are developing their own practice making an impact on pupil progress.

Trainees opting for the PGCE, complete assignments set and assessed by Leeds Beckett University. The PGCE in Evidence Informed Practice aims to develop critical reflective skills through 2 assignments carrying a total of 60 Masters credits.

Further details of the Leeds Beckett PGCE programme can be found via the following Link:-

A Valued Partnership

We have a strong and growing network of primary and secondary ITT partner schools both across TKAT (The Kemnal Academies Trust) and outside of the Trust.

We are confident that our partner schools offer extensive experience in supporting, coaching and mentoring trainee teachers and their Mentors and we secure this through a clear Partnership Agreement; a thorough quality assurance process, and most importantly, a constructive ongoing dialogue between partners. Our partners contribute to the recruitment, selection, training and assessment of trainee teachers, including via the School Experience Programme.

If your school is interested in becoming an ITT partner with the TKAT SCITT, we ask that the Headteacher contacts Sacha Beresford (Head of SCITT) or Jo Fogg (Course Administrator) on 020 3740 1808 Option1 for an initial discussion or email

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