Our Curriculum
Our Training Programme
Our training programme is school-led, structured, and built around real classroom experience from the start. You will train across a combination of centre-based sessions and school placements, ensuring every element of learning is applied, tested, and refined in practice. The programme is carefully sequenced to help you move from supported teaching to confident independent practice, with expert mentoring at every stage.
Your Training Journey
- Pre-course training: We provide information to guide your preparation and ensure your teacher training journey has the best start possible.
- Centre-based training– Professional study training days are delivered at our Training Centre, developing the core skills and knowledge required to become an effective teacher. This is further enhanced by the Research Informed Teacher programme, delivered in partnership with Liverpool Hope University, supporting two written assignments that lead to 60 Masters credits.
- Subject-based training– A series of subject-specific pedagogy workshops delivered by expert practitioners from across our partnership schools.
- School-based training– Up to 150 days in two school settings, including observation, planning, teaching, and structured reflective discussion to support progressive development as a teacher.
Qualified Teacher Status (QTS)
You achieve Qualified Teacher Status by consistently demonstrating impact in the classroom and meeting all Teachers’ Standards through structured assessment and professional review throughout your training.
Our Curriculum
Our curriculum provides a strong foundation for teachers entering the profession, underpinned by educational research, effective coaching, and sustained mentoring throughout training and into early career development.
Trainees who demonstrate leadership potential are supported to develop these skills further through additional opportunities, with some progressing into leadership roles within our partnership schools.
AMP SCITT recruits and trains high-quality primary and secondary teachers, many of whom progress into Early Career Teacher (ECT) roles within our partnership schools.
