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Trainees spend 75% of the year in schools and 25% in centre-based training. There are 3 dedicated teaching practice blocks in school and a teaching assignment totalling 18 weeks. The centre-based training includes a one night residential and three research based assignments.  Trainees are based in one partnership school during the autumn and summer terms and a second in the spring term. This enables them to get experience of teaching different age groups as well as providing the opportunity to see how different schools approach teaching and learning. More detail on the different parts of the course is provided in the sections below.

A key strength of the DPSCITT Curriculum is its seamless integration of central and school-based training, with specific school-based tasks being set at each central training session. These are designed to contextualise and embed trainees’ learning, prior to deepening this through further discussion with peers and the central trainer at the next training session.

Trainees spend 75% of the year in schools and 25% in centre-based training. There are 3 dedicated teaching practice blocks in school and a teaching assignment totalling 18 weeks. The centre-based training includes a one night residential and three research based assignments.  Trainees are based in one partnership school during the autumn and summer terms and a second in the spring term. This enables them to get experience of teaching different age groups as well as providing the opportunity to see how different schools approach teaching and learning. More detail on the different parts of the course is provided in the sections below.

A key strength of the DPSCITT Curriculum is its seamless integration of central and school-based training, with specific school-based tasks being set at each central training session. These are designed to contextualise and embed trainees’ learning, prior to deepening this through further discussion with peers and the central trainer at the next training session.

As a school-centred programme, trainees spend the majority of their time as part of the teaching team in their placement schools.  They spend the autumn and summer terms in their ‘School A’ placement, gaining experience teaching in their chosen key stage  – key stage 1 (ages 5-7) or key stage 2 (ages 8-11).  In the spring term, they are based at their ‘School B’ placement, gaining experience of teaching in the other key stage.

Each term, trainees have a sustained period of teaching practice, where they learn and refine the skills needed to lead their own class.  In other periods, they complete learning tasks linked to the centre-based training to help them put theory into practice.  These include observing other teachers, applying new knowledge with small groups of children, leading class assemblies and supporting parents’ evenings.

Each week, trainees have dedicated time with their school-based tutor to reflect on their progress, enabling the tutor to provide guidance and support. The school-based tutor coordinates the school-based training, supporting individual needs and arranging opportunities for trainees to develop their personal strengths and interests.

Special School Placement

We have recognised that some trainees have the skills and desire to teach within a special school setting or work towards becoming an SEND coordinator within a mainstream school. DPSCITT have therefore created a spring term placement within a special school or unit attached to a mainstream school, with additional central training in a variety of special needs and total communication strategies.

If this option is of interest to you, please contact us to find out more.

As a school-centred programme, trainees spend the majority of their time as part of the teaching team in their placement schools.  They spend the autumn and summer terms in their ‘School A’ placement, gaining experience teaching in their chosen key stage  – key stage 1 (ages 5-7) or key stage 2 (ages 8-11).  In the spring term, they are based at their ‘School B’ placement, gaining experience of teaching in the other key stage.

Each term, trainees have a sustained period of teaching practice, where they learn and refine the skills needed to lead their own class.  In other periods, they complete learning tasks linked to the centre-based training to help them put theory into practice.  These include observing other teachers, applying new knowledge with small groups of children, leading class assemblies and supporting parents’ evenings.

Each week, trainees have dedicated time with their school-based tutor to reflect on their progress, enabling the tutor to provide guidance and support. The school-based tutor coordinates the school-based training, supporting individual needs and arranging opportunities for trainees to develop their personal strengths and interests.

Special School Placement

We have recognised that some trainees have the skills and desire to teach within a special school setting or work towards becoming an SEND coordinator within a mainstream school. DPSCITT have therefore created a spring term placement within a special school or unit attached to a mainstream school, with additional central training in a variety of special needs and total communication strategies.

If this option is of interest to you, please contact us to find out more.

Trainees spend 25% of the year in centre-based training, the majority of which takes place at our base in Trinity Primary School, Exeter.

During the induction phase of the course, trainees focus on underpinning principles and knowledge, including the teaching role, professional expectations, child development and how children learn.

Central training then splits into two broad and overlapping domains :

Professional studies – the development of generic teaching skills and knowledge that underpin effective practice in the classroom including inclusion, behaviour management, diversity and meeting the social, emotional and mental health needs of children.

Subject knowledge –  the development of specific understanding and teaching strategies within all National Curriculum subjects (English, maths, science, design and technology, history, geography, art & design, music, PE, computing, modern foreign languages, and RE).

Central training is led by an expert team of trainers with a wealth of experience in delivering outstanding outcomes for primary school children. The training sessions are multi-layered, interactive and dialogue-based, with explicit strands woven through all aspects of the training.

The central training sessions run from 9.45am until 4.00pm to allow for trainees’ travel time. 

Trainees spend 25% of the year in centre-based training, the majority of which takes place at our base in Trinity Primary School, Exeter.

During the induction phase of the course, trainees focus on underpinning principles and knowledge, including the teaching role, professional expectations, child development and how children learn.

Central training then splits into two broad and overlapping domains :

Professional studies – the development of generic teaching skills and knowledge that underpin effective practice in the classroom including inclusion, behaviour management, diversity and meeting the social, emotional and mental health needs of children.

Subject knowledge –  the development of specific understanding and teaching strategies within all National Curriculum subjects (English, maths, science, design and technology, history, geography, art & design, music, PE, computing, modern foreign languages, and RE).

Central training is led by an expert team of trainers with a wealth of experience in delivering outstanding outcomes for primary school children. The training sessions are multi-layered, interactive and dialogue-based, with explicit strands woven through all aspects of the training.

The central training sessions run from 9.45am until 4.00pm to allow for trainees’ travel time.

DPSCITT provides all trainees with outstanding school-based training close to their home. Fully integrated with this, trainees receive exceptional central training where they learn about core elements of the teaching role. Central training normally takes place at our base in Exeter, enabling a class-sized cohort to share their experience and support each other through the course and beyond.

From September 2023, we will be introducing new North Devon & Plymouth-based Training Hubs.  Based in Roundswell Primary School in Barnstaple and Leigham Primary School in Plymouth, these will provide trainees with the opportunity to access more award-winning training closer to home.

The carefully structured programme will include a combination of:

• Face-to-face training with expert trainers at Roundswell & Leigham
• ‘Blended’ sessions at Roundswell & Leigham, with live-streamed training facilitated in person by a DPSCITT course leader.
• Some online training sessions with the whole cohort.
• Around 30 whole-cohort sessions across the year will continue to take place at our main base. These sessions start at 9.45 and end at 4.00 to allow for travel.

The new ‘Hub’ programme will ensure trainees from North Devon & Plymouth benefit from:

• Outstanding, research-informed and practical training, tailored to their needs
• The diversity of experience and personalities within a large ‘class-sized’ group
• A more personal experience within a smaller group.

DPSCITT provides all trainees with outstanding school-based training close to their home. Fully integrated with this, trainees receive exceptional central training where they learn about core elements of the teaching role. Central training normally takes place at our base in Exeter, enabling a class-sized cohort to share their experience and support each other through the course and beyond.

From September 2023, we will be introducing new North Devon & Plymouth Training Hubs.  Based in Roundswell Primary School in Barnstaple and Leigham Primary School in Plymouth, these will provide trainees with the opportunity to access more award-winning training closer to home.

The carefully structured programme will include a combination of:

• Face-to-face training with expert trainers at Roundswell & Leigham
• ‘Blended’ sessions at Roundswell & Leigham, with live-streamed training facilitated in person by a DPSCITT course leader.
• Some online training sessions with the whole cohort.
• Around 30 whole-cohort sessions across the year will continue to take place at our main base. These sessions start at 9.45 and end at 4.00 to allow for travel.

The new ‘Hub’ programme will ensure trainees from North Devon & Plymouth benefit from:

• • Outstanding, research-informed and practical training, tailored to their needs
  • The diversity of experience and personalities within a large ‘class-sized’ group
  • A more personal experience within a smaller group.

One of the unique features of the DPSCITT course is our two-day Induction Residential which takes place on Dartmoor in the second week of the course.  This time together provides an early opportunity to get to know each other socially, and share experiences from the first week in school.

We focus on the values and philosophies that underpin great teaching, and trainees are encouraged to reflect on these, as they start to develop their own vision for learning.

Trainees get to do some initial practice in a safe environment – teaching each other a new skill.

We also consider the importance of wellbeing, and strategies to maintain and enhance this during your career.

One of the unique features of the DPSCITT course is our two-day Induction Residential which takes place on Dartmoor in the second week of the course.  This time together provides an early opportunity to get to know each other socially, and share experiences from the first week in school.

We focus on the values and philosophies that underpin great teaching, and trainees are encouraged to reflect on these, as they start to develop their own vision for learning.

Trainees get to do some initial practice in a safe environment – teaching each other a new skill.

We also consider the importance of wellbeing, and strategies to maintain and enhance this during your career.

Successful completion of the course leads to the award of a P.G.C.E. qualification and of Qualified Teacher Status (QTS) which is a pre-requisite to teach in the United Kingdom.

Assessment of candidates is focused in three main areas:

1.  Meeting the Teaching Standards.

The teaching standards are set by the Department for Education and cover all aspects of the teaching role. These are embedded into the course and trainees cover all aspects of them through central and school-based training.

2. Teaching Practice

Trainees have an assessed teaching practice each term. Lessons are observed by school-based and central staff who provide detailed developmental feedback and individual coaching to enable trainees to develop their classroom practice.

3.  Assignments

During the year, trainees complete three written assignments and teach a cross-curricular project, which is assessed via a verbal presentation. The written assignments are strongly linked to classroom practice and focus on inclusion, maths and phonics. Masters credits are available for the maths and phonics assignments.

At every step, trainees will receive support and guidance from their school-based tutor and personal tutor to help them progress through the course.

Successful completion of the course leads to the award of a P.G.C.E. qualification and of Qualified Teacher Status (QTS) which is a pre-requisite to teach in the United Kingdom.

Assessment of candidates is focused in three main areas:

1.  Meeting the Teaching Standards.

The teaching standards are set by the Department for Education and cover all aspects of the teaching role. These are embedded into the course and trainees cover all aspects of them through central and school-based training.

2. Teaching Practice

Trainees have an assessed teaching practice each term. Lessons are observed by school-based and central staff who provide detailed developmental feedback and individual coaching to enable trainees to develop their classroom practice.

3.  Assignments

During the year, trainees complete three written assignments and teach a cross-curricular project, which is assessed via a verbal presentation. The written assignments are strongly linked to classroom practice and focus on inclusion, maths and phonics. Masters credits are available for the maths and phonics assignments.

At every step, trainees will receive support and guidance from their school-based tutor and personal tutor to help them progress through the course.

DPSCITT graduates have an outstanding employment record:

• Over 95% of trainees secure roles in the school year following completion of the course.
• Over 90% of our trainees continue to be working in schools after five years, compared with around 67% nationally.

From December onwards, trainees are given guidance and support on applying for their first post, including advice on completing personal statements, practice interviews, and an overview of selection processes used by schools when choosing from candidates.

Many trainees are employed in our partnership schools, and we keep in touch with the DPSCITT alumni ‘family’ to offer advice, guidance and networking opportunities to support their future career development.

DPSCITT graduates have an outstanding employment record:

• Over 95% of trainees secure roles in the school year following completion of the course.
• Over 90% of our trainees continue to be working in schools after five years, compared with around 67% nationally.

From December onwards, trainees are given guidance and support on applying for their first post, including advice on completing personal statements, practice interviews, and an overview of selection processes used by schools when choosing from candidates.

Many trainees are employed in our partnership schools, and we keep in touch with the DPSCITT alumni ‘family’ to offer advice, guidance and networking opportunities to support their future career development.