About the courses
The CTTC programme aims to encourage trainees to be creative, think critically, carry out targeted intervention and to work collaboratively. It is our view that the best teachers are those who are skilled at reflecting critically on both their own practice and the practice they observe around them and then make changes to what they do as a result. They question and consider the information they gain from reading and research and relate what they learn from this to their daily classroom experience.
Our course aims to inspire trainees to develop the skills, knowledge, and behaviours necessary to become highly reflective practitioners who are resilient, flexible and eager to learn within the ever-changing landscape of education. The strategic direction of our programme is set by local Headteachers who have a clear understanding of what they are looking for in a proficient Early Career Teacher.
Our centre-based training is planned and delivered by current practitioners who are keen to share their expertise and enthusiasm. Whilst our skilled mentors, who are ready to devote their time and energy to providing the distinctive support trainees need, will help develop a school-based training plan; modelling high quality teaching and learning across all areas of the curriculum and offering feedback which will help trainees understand how to improve their practice on a daily basis.
Which subjects and phases are available?
CTTC offers primary training in:
- Ages 3–7 pathway
- Ages 5–11 pathway
CTTC offers secondary training in:
- Art and Design
- Biology
- Business Studies
- Chemistry
- Computer Science
- Design and Technology
- Drama
- English
- Geography
- Health and Social Care
- History
- Mathematics
- Modern Foreign Languages
- Physics
- Physical Education
- Religious Education
We offer the tuition fee, salaried and apprenticeship routes in both primary and secondary phases.
Tell me more about the training
Training is largely delivered in our bespoke training Centre located in Norman Way, Colchester, or, for Ipswich-based trainees, at Halifax Primary School.
Before the start of the academic year in which they will be training, all trainees complete two Induction Days in July. This is an opportunity for trainees to become familiar with the CTTC team and their fellow trainees, allows pre-course tasks to be set and for a general introduction to both the profession and key aspects of teaching.
In September of the training year, trainees attend an Induction Week in Centre. In this week, trainees are introduced further to the teaching profession, including lesson planning session and guidance for observing lessons, complete statutory safeguarding the Prevent training, receive information about joining a trade union and receive an introduction about diversity and resilience within the classroom.
On Wednesday mornings, secondary trainees attend the Centre for general professional studies. Each week the trainee curriculum covers a different aspect of teaching. Sessions are delivered by a variety of individuals, including the course Directors, experienced, practising teachers or representatives from high-quality outside agencies or organisations.
On a Wednesday afternoon, secondary trainees attend Subject Studies. Subject Studies takes place at various local secondary schools. Subject Studies session are delivered by the Lead Subject Mentor and Assistant Lead Subject Mentor. The Subject Studies sessions allow trainees to contextualise the general professional studies to the specific needs and requirements of their subject and allows subject-specific content to be delivered.
On Thursday, primary trainees attend the Centre for general professional studies. Each week the trainee curriculum covers a different aspect of teaching. Trainees receive training in each of the subjects delivered within the primary phase. In the autumn term, trainees receive a comprehensive and thorough grounding in core subjects of maths, science, and English (phonics, reading and writing). From the spring term trainees receive training in the primary foundation subjects.
Trainees completing the Postgraduate Certificate in Education (PGCE) have Academic Days, Study Days, and one-to-one Academic Tutorials throughout the year to support with the completion of the academic qualification.
Which route is best for me?
Trainees on all routes receive the same training and level of support at CTTC. All routes lead to Qualified Teacher Status (QTS) and to the award of a Postgraduate Certificate in Education (PGCE), which is accredited by the University of Suffolk.
Trainees applying for the salaried or apprenticeship route need to have extensive experience of working in a school and need to have received a firm offer of employment from a school prior to application. CTTC are unable to arrange direct employment with schools and recommend applicants without an offer of employment apply for the tuition fee route. Salaried and apprentice trainees are paid by their employing school on the Unqualified Teacher Scale, at a pay point decided by their employer.
Trainees applying for the tuition fee route pay a tuition fee of £9,200. Tuition fees can be paid using Student Finance.
| Scholarships | Bursaries Trainee with 1st, 2:1, 2:2, PhD or Master’s | |
| Chemistry/ Computing/ Maths & Physics | £31,000 | £29,000 |
| Languages | £28,000 (French, German & Spanish only) | £26,000 |
| Biology/Design & Technology/ Geography | £26,000 | |
| Art & Design/Music & RE | £10,000 | |
| English | £5,000 |
Postgraduate Certificate in Education (PGCE)
Trainees complete a Postgraduate Certificate in Education (PGCE) during their training year. CTTC’s validating body for the PGCE is the University of Suffolk. The close proximity of the main University campus in Ipswich allows trainees to access the academic services the University provides, including access to an extensive library.
The PGCE course comprises of two assignments:
- Inclusive Practice and Equitable Learning: Trainees are required to complete a written assignment of 4000 words in response to a choice of case study scenarios which are provided. The assignment demonstrates trainees’ ability to critically explore and evaluate theoretical perspectives and apply their knowledge and understanding to a case study scenario.
- Making an Impact on Teaching and Learning: Trainees are required to plan and carry out a small-scale, school-based research project which focuses on a chosen area of pedagogy. Trainees review and critically engage with the research evidence in their chosen topic. They then subsequently plan the strategies for implement into their classroom practice, along with how they will evidence the impact on learning. Trainees are required to prepare and deliver a 10–15-minute oral presentation together with an A3 summary poster. Trainees then complete a written assignment of 5000 words, demonstrating their ability to critically explore and evaluate theoretical perspectives and apply their knowledge and understanding in classroom practice.
Trainees are supported through the PGCE by a dedicated PGCE tutor, who is educated to at least Master’s level, and regular one-to-one tutorials. Academic Study Days are also planned throughout the course to give trainees dedicated time to work towards their PGCE qualification.