A week in the life of a trainee

GORSE SCITT follows a School Centred route, meaning that during most weeks with us you will spend 80% of your time in Schools and 20% in Training.

Below are the range of activities you can expect to be involved in school or our training centres.

During 100% of your time with us we will support you with…

Planning, preparation and assessment of lessons

Initially, in both training and mentor meetings you will be given lots of guidance on how to plan and deliver lessons as well as how to assess pupil work. Increasingly you will take personal ownership of this craft.To acquire Qualified Teacher Status (QTS) you will provide examples of your actual practice with reflections on your development.

Maintaining a work/life balance

The life of a teacher is demanding, but that does not mean to say it cannot be really enjoyable and rewarding. Throughout the programme we will live this philosophy and show you practical ways to ensure you maintain a healthy work/life balance.


Our programme is very carefully constructed so that you will see and understand every aspect of a child’s life from the age of 3 to the age of 19. You will have days throughout the year in a range of environments such as, a pupil referral unit, schools catering for pupils with profound SEND, schools catering for pupils with English as additional language and all age ranges possible.There will also be a number of whole cohort trips to centres of cultural significance in the city where you are studying.



Most schools hold a short meeting for staff at the beginning of at least one day a week. It is invaluable to attend these to hear crucial information and to understand the ethos of the school.

Form Time

In all schools there will be time at the start of the day when a register is formally taken and the welfare of the students is checked. Depending on the age range, Primary, Secondary and Post-16, there will be a range of activities developing the students as citizens.This is the perfect time to get to know the young people you are responsible for as human beings and to help them develop.


The amount you teach will depend upon the time of year and the stage of development you are at as a teacher. In the early part of the programme you will be observing, supporting and co-teaching classes. As you progress, you will be increasingly responsible for your classes, teaching them in your own right. We deliberately take a stepped approach so that you secure excellent teaching.

Mentor Meetings

Every week you will meet with your mentor to review and further develop your progress. Your mentor will be a teacher, expert in your subject and/or age range.

Extra Curricular / Duties

The more you immerse yourself in the life of your host school the more you will enjoy the experience and the more you will learn about the community you have joined. This might include being on playground duty, running a club, supporting sports or arts events, or being part of school trips.


Full Cohort General Education Sessions

Every week the full cohort of trainees will be brought together for training led by an expert in aspects of education such as, Behaviour Management, Lesson Planning, Safeguarding and Child Protection, Meeting the Needs of all Learners… In fact everything you will need to know!The first two weeks of the programme will be entirely spent in this way.

Subject Knowledge Development

One afternoon a week you will be with all of the trainees in your subject or, if you specialise in Primary, your age range. These sessions will be led by the most expert practitioners in the partnership who will oversee the development of the knowledge and practice you need in your specialism.


At all levels of your training you can call upon the support of, your peers, your host teachers, your subject mentor, a senior member of staff in your host school, your subject lead and the leaders of GORSE SCITT.You need never feel alone!

Intervention – Changing the life of an individual

Your training year is an ideal time to take the opportunities to provide special support and guidance to the most disadvantaged pupils. For example, pupils with Special Educational Needs or Disabilities (SEND). Not only is this the morally right thing to do, it will give you tremendous insight into how you can develop the learning of all pupils.