Learn more about our courses

The Graduate Teacher Training Registry is an admissions service operated by the Universities and Colleges Admissions Service (UCAS) which acts on behalf of Initial Teacher Training (ITT) providers in England and Wales, and all Scottish Teaching Education Institutions (TEIs), to process applications for entry onto PGCE courses.

Why us?

The Gateshead 3-7 SCITT is a high quality Initial Teacher Training (ITT) course situated in the Lead School Lobley Hill Primary School. The Lead School has extensive experience of ITT and works in close partnership with both Newcastle University and University of Northumbria at Newcastle

Trainees have the use of the Gateshead 3-7 SCITT study resources, ICT facilities including Internet access, and study facilities at the SCITT, including full access to Northumbria University library and resource facilities.

Course information

Course Structure

The course provides the opportunity to obtain a P.G.C.E. with Qualified Teacher Status (Q.T.S.) within one year, it is also possible for students to achieve sixty credits at Masters Level. The programme is delivered through face to face training sessions held at Lobley Hill Primary School and school experience placements in schools within the region. This course is delivered by experienced school based staff and lecturers utilising the expertise that exists within our partnership schools, this provides a balance between academic study and practical teaching experience. The programme is managed by the Lead School working in collaboration with our partnership schools and Gateshead Local Authority, it is validated through Northumbria University.

Learning Opportunities

A wide range of opportunities for learning have been built into the design of the programme including the following: - School Based Tasks linked to each curriculum and reflective professional studies module to help the trainee make connections between theoretical understanding and applications in the classroom in relation to all aspects of teaching and learning; - Experience of Early Years practice and the opportunity to consider in depth a range of Early Years issues, for example, international perspectives on Early Childhood Education, the roles and responsibilities of the range of agencies involved in the care of young children and the learning and development of very young children; - Opportunities for trainees to observe and work alongside good teachers in their chosen age range.

Working with teachers

The programme includes a range of opportunities for trainees to work alongside teachers with expertise in the Foundation Stage and Key Stage 1. This is achieved through: - The wide range of quality schools and other settings participating in the partnership; - The linking of 4/5 trainees to a host school; - The timing of opportunities for observation and teaching to ensure that quality practice can be observed and shared; - The taught elements of the programme will be delivered through face to face training, observing Practitioners and participating in training offered in schools and self supported study.

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Assessment Procedure Trainees are assessed in a number of ways throughout the course:

Teaching is assessed during two school experience placements. During these periods trainees are expected to take charge of the whole class for the majority of the period, with support from an experienced teacher;

Subject knowledge, pedagogy and understanding are developed through both compulsory and optional Curriculum Studies modules. This element of the course consists of study activities, school-based tasks, discussions, reading, teaching activities and structured observations;

Reflective Professional Studies modules aim to develop secure professional knowledge and understanding related to planning, teaching and class management, monitoring, assessment and record keeping, as well as developing trainees understanding of reflection, debate and professional dialogue at Masters Level;

Trainees must successfully complete an E-portfolio, Curriculum and Reflective Professional Studies assignments linked to the standards for Qualified Teacher Status (QTS).


The placement to Newham is implemented over a four day programme and is fully funded for all SCITT Trainees who gain a place on the course. This is a great enhancement opportunity.

The main purpose of the placement experience in Newham is to critically examine how the concept of 'Educational Inclusion' is operationalised in schools in the borough. In particular, the focus will be on what it means to provide opportunities for individuals to fulfil their potential no matter what their racial, ethnic, faith, linguistic, gender, class, income, attainment or disability status might be.

The visit to Newham primary schools is designed to enable a comparison and contrast of life and education in a part of multicultural Britain with a thriving multi-ethnic population with your own knowledge of communities and schools in the relatively mono-cultural North-East of England.

Newham's population is culturally and ethnically diverse. As well as the traditional Anglo Saxon population there is a large Asian community, a strong Afro-Caribbean representation and an increasing presence from Middle and Eastern European countries.

It is unlikely that you will have experienced such diversity, certainly not in the North of England