Kingsbridge SCITT

Having had my first year disrupted by strikes, and the other two half-baked versions of remote learning, I felt even more confused as to what I would do once I’d submitted my dissertation and entered the real adult world. Throughout uni, I’d always worked with people younger than myself; I was a tutor at the local sixth form for a short while, I was a student mentor working with first year uni students and had worked with 15-17 year olds during the summer for NCS. It seemed natural then, to continue this trend. I deliberated going into pastoral work, or working for local youth charities, but quickly realised that I would miss literature. English has always been an ardour of mine since taking my own GCSEs, one that continued long into post-16 education and adulthood. The most obvious way to combine my love for the subject and affinity for working with young people was to teach. Being very impressionable, all it took was for my partner to say ‘I think you’d be a good teacher’ when I raised the topic with him and before I knew it, I’d applied to my first teacher training provider for the year after I graduated.

            After doing some research into the different ways to train to teach (and there were far more than I’d realised), I soon decided I wanted to train through a SCITT. After 3 years of undergraduate study, I no longer wanted to be in lecture theatres constantly, I wanted to be doing. With a SCITT, you’re based in schools 4 days a week, so it’s hands on from the get go. With Kingsbridge especially, it’s an incredibly personalised course. I was apprehensive, having no teaching experience going into this year, however I was reassured on a phone call with Jen prior to my application. She told me that the course was tailored to each trainee and that I wouldn’t start teaching until I was ready. This was not only a huge relief but made me feel like I would be treated as an individual on the course. I wouldn’t be compared to other trainees or scrutinised because I had less teaching experience and little confidence. It is this personalisation that I attribute to the progress I have made throughout the year, both professionally and personally. Through weekly meetings with my mentor in school, training from Kingsbridge and multiple levels of support, I have felt encouraged throughout the entire year. I have had support in all areas of teaching, from behaviour management and assessment to even applying for jobs and managing workload. Similarly, I’ve had support from my subject knowledge tutor, an expert in the English field, who has immeasurably boosted my confidence in teaching specific areas of the curriculum. Again, it was this extra layer of support and yet another amazing colleague in my network to turn to for guidance that made all the difference to my practice. Not only this, but I am so grateful for the other trainees I have met on the course. I was delighted when we were able to meet in the Kingsbridge centre for the first time (and finally get off Zoom meetings). The highlight of my week is seeing everyone on a Friday, chatting about our week and stealing strategies and teaching ideas from other trainees- who knew you could use a PE activity in an English lesson. I will miss this most when this year ends but have no doubt that we will all keep in touch and continue to be the best support network for each other as we take the next exciting leap into our careers.

            I couldn’t recommend Kingsbridge enough as your first step into the teaching profession, I’d do it all with them again in a heartbeat- I wish I could.