Teacher

Course information

Individual providers of ITE accredited by the NCTL or DfE, retain the responsibility for making the professional judgement as to whether each apprentice has demonstrated the range of knowledge, skills and understanding required to be recommended for Qualified Teacher Status (QTS), in line with current Initial Teacher Training practice.

Who is this course for?

For those who demonstrate consistently high standards of personal and professional conduct; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships and work with parents/guardians in the best interests of their pupils.

Course level

Level 6

Eligibility criteria

The apprentice must have:

  • Achieved a minimum of level 2 in Math's and English3
  • Successfully completed an Initial Teacher Training (ITT) course delivered by a provider accredited by the National College for Teaching and Leadership or DfE
  • Obtained Qualified Teacher Status awarded by an accredited ITE provider.

Duration

12 months

Delivery method

Work-based Learning

Assessment

For an apprentice's final grade to be distinction:

  • Pupil progress and learning must be good or better than expected
  • A minimum of five standards must be graded distinction overall or four standards graded distinction overall, but many features of other standards (performance against the sub-headings) also graded distinction

All other standards must be graded pass, with no standards graded fail Apprentices demonstrate:

  • Strong subject and curriculum knowledge
  • Key Stage expertise
  • The ability to use a range of teaching and learning strategies to great effect
  • Accurate assessment of achievement using new curricula, continuous assessment and summative tests, examinations, and assessment arrangements
  • The ability to manage behavior effectively and create an excellent climate for learning
  • Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy, and the correct use of standard English, whatever the teacher's specialism
  • understand the causes of low achievement; challenge and motivate children/pupils/learners where attainment is low; and use effective strategies to support underperforming groups
  • High standards of personal and professional conduct

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