Course overview
All trainers in the sector must demonstrate the same levels of practical skills and meet the same professional standards. As a trainee teacher, apprentices will approach the course in a professional manner. Underpinning this apprenticeship are the Professional Standards for Teachers and Trainers - England (The Education and Training Foundation, 2014) embedded within the professional behaviours, skills and knowledge standards of the apprenticeship. These professional standards will be referred to throughout the apprenticeship and apprentices assess their progress against them. Apprentices demonstrate they have met these standards in their own learning and in their practice.
The apprenticeship aims to:
• support trainees to engage with and meet the professional standards for the education and training sector
• develop teachers who motivate and inspire their students to succeed and progress through the implementation of a range of innovative, creative, and adaptive teaching strategies
• employ inclusive and varied learning, teaching and assessment strategies within the subject specialism, developing depth and breadth in knowledge and confidence in delivery
• promote critical reflection and the ability to link theory to practice becoming confident, critical, creative, adaptable, articulate, and aspirational
• enable apprentices to be responsible for their own professional practice, demonstrating competence in teaching and the capacity to continue to improve and develop through continued personal and professional development
• develop collaborative working practices between professionals within educational organisations, evaluating the impact of policies and quality processes
• enhance relevant skills for employment in educational context and enable apprentices to develop the employability skills of their own students
• promote the ability to embed core strands within practice. These include English, maths, inclusion, equality and diversity, classroom management, and special educational needs and disabilities (SEND).
The apprenticeship is delivered part-time over two years one day per week and workplace practice. On completion of the taught modules the apprentice enters the end-point assessment which must be completed within 12 weeks of the programme.
Please note, we can only respond to enquiries from employers, or individuals with agreement from their employer to undertake an apprenticeship.
Course details
Course structure
Core modules
Developing Learning and Teaching
You gain a comprehensive and practical toolkit for approaching teaching in creative ways. You experience and explore a variety of approaches to teaching, learning and assessment. You develop as a teacher who motivates and inspire learners to succeed; consistently evaluates and reflects on your own practice; and possesses the practical skills required for successful classroom practice. The module focuses on the creation of positive learning environments; ensuring inclusion and diversity; developing critical reflective practice; the ability to manage data; make evidence informed decisions and forecast outcomes. You evidence your progression towards the professional standards for the sector.
Enhancing Learning and Teaching
You extend your teaching strategies in a variety of complex and challenging ways. Specifically you will be encouraged to underpin your classroom practice with evidence-informed strategies, rigorously and consistently evaluating your practice and work. You collaboratively and independently work to improve teaching, learning and assessment for your students. You are encouraged to look beyond your own direct experience and consider the breadth and range of educational settings, and the broader context of education for your students. You prepare for the end point assessment through the variety of module activities/assessments and will be expected to comprehensively, fully evidence your progression towards the professional standards for the sector.
Evidence Informed Learning and teaching
This module underpins the skills that are being developed in the classroom, with educational theory. Fundamental learning, teaching and assessment theories are critically explored, together with more contemporary theories and methods. The module contributes to more advanced strategies and allows you to focus specifically on a specialist subject. You underpin practical classroom practice with contemporary theory and professional standards to explore the evidence base of your subject specialism.
This is a 15-credit module.
Thinking in Learning and Teaching
You critically explore and analyse the impact of government policy, curriculum theory and professional standards on the sector and consider quality processes and their impact. You explore wider perceptions of education and training and discuss the importance of continuous personal and professional development in view of trends in the sector and within your teaching specialism.
Modules offered may vary.
How you learn
Learning takes place one day per week (or six hours of the apprentice’s contracted working hours each week).
Learning is a combination of face to face and online, taking place on Thursdays (two weeks on campus, then one week online).
The learning and teaching ensures the apprentice:
- is introduced to a wide variety of innovative, inspiring and creative approaches to learning, teaching and assessment
- develops engaging methods of working with technology
- takes every opportunity to engage with research informed practice and feels confident in evaluating educational research
- experiences the active modelling of L&T strategies within their taught sessions and they consistently engage in the collaborative evaluation of modelled practice
- develops professional observational skills to enhance the impact of the observation of modelled practice of experienced practitioners and peers
- develops a wide-ranging, independent and flexible approach to reflection, reflective practice and the linking of theory to practice
- acquires the skills and knowledge required to meet the professional standards of the sector, understand the changes taking place within the sector and independently pursues their own continued personal and professional development
- experiences a learning environment that is adaptive and responsive to their varied academic and professional needs
- is aware of current issues and changes within the education and training sector, and contextualise these within education as a whole
- approaches their course in an integrated and holistic way that ensures links are made between different modules, between academic study and placement experience, and between teacher training and wider experiences;
- is fully prepared for their end point assessment.
The modules are developed around a common set of learning and teaching strategies, as well as moving beyond these to incorporate specific features that are unique to its delivery. This approach provides a course experience that is holistic, diverse and challenging.
Off-the-job training
• The total number of hours are discussed during initial sign-up meetings and are continually monitored by one of our Apprenticeship Quality Coaches.
• Examples of off-the-job activities include reading and research, data analysis, curriculum building, reflective activities and journals, gathering portfolio evidence, assignment writing, attending a subject specialist conference, carrying out peer reviews, carrying out self-assessment, and actively applying theory back into practice.
How you are assessed
• Completion of Professional Standards Portfolio (two elements). The first element is participation in a subject specialist conference and the second is completion of 40 hours of teaching practice.
• Presentation of an annotated bibliography and an essay focusing on one area of educational theory linked to the subject specialism.
• Completion of Professional Standards Portfolio and the successful completion of 60 hours of teaching practice to a standard that demonstrates competency to teach in the education and training sector.
• Presentation of a poster and a report focusing on the development of curriculum and the role of policy, quality assurance, and improvement in the sector. This incorporates aspects of professionalism, the role of professional standards, and organisational/institutional and subject specific policies.
Formative assessment
Throughout the course, there are frequent opportunities for the apprentice to receive formative feedback across all taught sessions, teaching practice, and within the pastoral aspects of the course. A formally identified formative feedback task is also included within each module.
Summative assessment
Module summative assessments have been developed to reflect module learning outcomes, with learning outcomes across the course balanced to ensure the apprentice meets the course outcomes. Assessments build their knowledge, skills and confidence, providing variety and balance.
Forms of assessment
The Professional Standards Portfolio (PSP) forms the backbone of the course and acts as a bridge between its academic and practical aspects. The PSP includes a variety of assessment tools and provides a range of different opportunities to demonstrate learning. Whilst minimal expectations for the PSP are defined, the apprentice is encouraged to personalise their approach. The PSP assessment allows the apprentice to draw on their subject specialist background extensively during this process. The apprentice is required to complete their portfolio using the University’s online portfolio software.
End-point assessment
• Assessment 1: Observation – lesson observation and professional dialogue.
• Assessment 2: Professional discussion – underpinned by a portfolio of evidence.
Our Disability Services team provide an inclusive and empowering learning environment and have specialist staff to support disabled students access any additional tailored resources needed. If you have a specific learning difficulty, mental health condition, autism, sensory impairment, chronic health condition or any other disability please contact a Disability Services as early as possible.
Find out more about our disability services
Entry requirements
Entry requirements
To be accepted on to a degree apprenticeship course you must have support from your employer and meet the course entry requirements.
English and maths
Before starting their Teesside University apprenticeship, learners must hold Level 2 qualifications in English and maths. Find out more.
Minimum Level 3 vocational or subject specialist qualification.
Employer practice supporter
The apprentice must have a mentor within your organisation who can fulfil the mentor role of the programme.
Be in a role with at least 50 hours of training/teaching per year (100 hours over two years).
Satisfactory Disclosure and Barring Service (DBS) if working with under 18s or vulnerable adults.
You can gain considerable knowledge from work, volunteering and life. Under recognition of prior learning (RPL) you may be awarded credit for this which can be credited towards the course you want to study.
Find out more about RPL
Employability
Career opportunities
Completion of the apprenticeship gives the learner a formal qualification to support their career. Further appropriate careers include working as a learning and skills teacher or trainer in a private business, an FE college, an independent training provider, and adult community learning or offender learning. The apprentice can also further their studies on relevant continuing professional development or degree courses at the University.
Work placement
The apprentice must be in a suitable job role to undertake the award, which includes a minimum of 100 hours of teaching/training within the setting. They must also satisfactorily meet the job role analysis specifications prior to enrolment, to ensure they have regular contact with learners.
