PGCE

Level 6 Teaching Apprenticeship

Teacher helping student with design project
  • Level(s) of study: Postgraduate taught / Professional
  • Study mode(s): Full-time
  • Location: Clifton Campus
  • Starting: July 2019
  • Course duration: 16 months full-time

FIND US ON

This apprenticeship is intended for teaching staff who are employed by a primary or a secondary school and already have a degree, but do not yet have a teaching qualification or Qualified Teacher Status and wish to attain this.

Apprentices join our PGCE courses and learn alongside other postgraduate trainee teachers, while being placed in their employing school for the majority of the year and another school for part of the year. Successful apprentices will achieve a PGCE qualification from NTU, be awarded Qualified Teacher Status, and be certified as having completed the Level 6 Teacher Apprenticeship.

The overall aim of this apprenticeship is to develop professionals who will have the necessary subject knowledge and professional skills to motivate and inspire pupils to learn, and who can make a significant difference to the schools in which they work.

What you'll study

This course is a flexible approach to teacher training. The majority of your time will be spent in the school, training in the classroom and supported by experienced teachers and mentors. You will also spend time studying at the University. The duration of the course is 12 months plus up to 4 months to complete the End Point Assessment (16 months in total).

At the University you will study for the same award as other postgraduate teacher trainees except that the delivery will have more emphasis on being trained within a school environment and will involve more staff from schools.

Successful apprentices will achieve a PGCE qualification from NTU, be awarded Qualified Teacher Status, and be certified as having completed the Level 6 Teacher Apprenticeship.

You will be a registered student with NTU and your qualification will be an NTU award. This means that NTU has responsibility for the quality of your training and you will benefit from the combined expertise of the University and lead placement school. The exact form of the delivery of the year will depend on the school to which you apply.

* The title of this award is subject to change due to an ongoing government consultation.

  • Primary route module structure

    This programme is based around four core modules that are undertaken at National Qualifications Framework (NQF) level 6. There is also an option to study the Independent Study module which can be undertaken at NQF level 7 (HE Masters level). All modules are studied full-time.

    Within these modules, you will have the choice of identifying the focus of study to meet the needs of your professional development and be relevant to the context of your professional practice placements. This focus on the professional context supports the teaching and learning strategy by allowing trainees to scaffold development of academic knowledge around work-based experiences.

    The curriculum has been organised so that trainees gain substantial support for the study of all modules at the start of the programme through an intensive introduction of University-based sessions, before placements begin.

    The modules cover the whole of the primary curriculum and ensure that all subjects are given sufficient focus. The three assessments are linked to module content with flexibility in the choice of subject as a basis for the two curricular modules. Accompanying the three taught module there are competency elements in the core subjects within the Professional Practice module which will need to be met for the successful completion of the course.

    Module 1: Primary Professional Practice at Level 6 (0 credit points, core, year-long)

    This module will be achieved through a range of school placements. There are two periods of assessed placement of at least six weeks each. These assessed placements are supported by a range of shorter placements which have a specific aim or purpose and may be subject related.

    The module is designed to include at least 120 days in school settings and to support trainees in developing as a teacher who exercises responsibility:

    • for pupils as individuals and as members of groups within and beyond the school community; and
    • for productive interaction both with professional colleagues including teaching and support staff in school, staff from external agencies, and with other adults, including parents and carers; and for personal, professional development

    The module aims to equip trainees with theoretical and practical understanding and experience of:

    • planning, setting high expectations and appropriate targets;
    • monitoring and assessment; and
    • teaching and behaviour management

    The centre-based training is delivered through lectures, seminars, workshops and tutorials. This is supported by the online learning environment NOW (Nottingham Trent Online Workspace). There are three taught modules:

    Module 2: Learning and Teaching - Professional Studies at Level 6 (20 credit points, core, year-long)

    Comparisons between differing approaches to primary education locally, nationally and internationally are explored within this module. This is considered alongside supporting the development of trainees' individual personal philosophy and understanding of primary practice in order to support successful transition into post-course employment.

    This module is designed to support trainees in developing:

    • knowledge and understanding of a wide range of professional practices and a constructively critical approach toward innovation in professional practice;
    • an informed stance in relation to key issues in education; and
    • a capacity to express professional values through high quality work in all areas of the curriculum

    Module 3: Learning and Teaching - The Primary Curriculum and related pedagogy at Level 6 (40 credit points, core, year-long)

    This module is designed to support each trainee in becoming:

    • a reflective practitioner who is confident and capable of furthering the progress and achievement of learners;
    • a well-researched and knowledgeable professional who can use formative assessment strategies to plan for teaching which promotes learning for all children; and
    • a leading practitioner who is able to contribute to the long term aims of learning for both individuals and schools through identifying next steps in both learning and teaching

    Module 4: Primary Education Independent Study at Level 6 and Masters Level/Level 7 (60 credits, core, year-long)

    This module is designed to is designed to support trainees in:

    • engaging in an independent, professional enquiry: and
    • developing a focus for personal research an in depth study

    It will also support trainees in becoming:

    • confident professionals with the knowledge and understanding of related pedagogy in English, Maths and Science to enable them to teach effectively across the age and ability range for which they are trained;
    • active contributors to the knowledge base of teaching and learning; and
    • research informed practitioners who have a research oriented approach to the development of professional practice
  • Secondary route module structure

    Secondary:

    • Secondary Professional Practice
    • Learning and Teaching in the Subject
    • Skills of Enquiry
    • Learning and Teaching in the Wider Context
    • Secondary Education Independent Study

Further information on what you'll study

Professional accreditation

We are accredited by the UK Government's Department for Education as a provider of Initial Teacher Training courses. Successful completion of the course leads to Qualified Teacher Status (QTS).

How you’re taught

Through lectures, seminars, workshops, tutorials, and independent study, apprentices are engaged in studying the theory and practice of learning and teaching. At the same time, supported by our professional tutors and colleagues in the apprentice’s workplace, apprentices develop their professional practice alongside their study. The course provides access to our online course materials, PebblePad eportfolio tool, libraries, and support services, with an enriched professional practice experience that guides the development of each individual against the national Teachers’ Standards.

What will my timetable look like?

The precise pattern varies depending on the phase of education in which the individual is training. Broadly, it consists of one day per week at the university, and four days per week in placement at the employing school, with a full university week in early September.

How many days will I spend at the University?

The precise pattern varies depending on the phase of education in which the individual is training. Typically, an apprentice will spend a total of 25 days each year attending at the university.

Assessment methods

A combination of teaching observations, a portfolio of evidence of professional development, practitioner enquiry, assignments, and presentations. As required by the national standard, the End-Point Assessment is founded on a teaching observation followed by a professional dialogue with an expert panel consisting of an external assessor, a tutor from the university, and a representative from the employer of the apprentice.

Entry requirements

Primary route:

You will need:

  • A 2:1 honours degree is preferred, but strong applicants with a 2:2 in a degree related to National Curriculum subjects, or to education or child development more generally, will also be considered.
  • GCSE English, Mathematics and Science at minimum grade C or equivalent, We accept the GCSE equivalency taken via equivalencytesting.com. These must have been gained prior to application.
  • Disclosure and Barring Service and Prohibition Order checks and a satisfactory health check passed prior to enrolling
  • Professional ITT Skills Tests in Numeracy and Literacy passed prior to enrolling
  • two references - one academic and one vocational.

It may strengthen your application to have had some experience in a classroom in a UK mainstream school, setting or college, although this is not an entry requirement. If you do wish to gain some experience prior to your application, you can find out more about how to arrange this online.

Applicants will need to undertake an interview as part of the selection process.

If necessary, you can take a relevant GCSE as a private candidate. Find out how to do this on the AQA's website.

Secondary route:

You will need:

  • a good UK honours degree or equivalent, at a minimum 2:2 with at least 50% focused on subject areas that are very closely related to the subject that you wish to teach; and
  • GCSE English and Mathematics at minimum grade 4 or equivalent. We accept the GCSE equivalency taken via equivalencytesting.com. These must have been gained prior to application.

Other requirements:

  • an interview; and
  • Disclosure and Barring Service check; and
  • a Prohibition Order check; and
  • a satisfactory health check;
  • Professional ITT Skills Tests in Numeracy and Literacy (pass); and
  • two references - one academic and one vocational; and
  • It may strengthen your application to have had some experience in a classroom in a UK mainstream school, setting or college, although this is not an entry requirement. If you wish to gain some experience prior to your application you can arrange this online.

In exceptional circumstances applicants may be considered who do not have a strong degree match, but who have other relevant qualifications, including an A-level in the subject and extensive professional experience. We do not accept Ordinary degrees. The key consideration is if you are able to demonstrate knowledge of the subject that is commensurate with graduate level understanding.

After interview, strong candidates who are not able to demonstrate graduate level subject knowledge may be offered a place on the course, dependent on successfully completing a Subject Knowledge Enhancement (SKE) course in that subject prior to commencing their teacher training year.

If necessary, you can take a relevant GCSE as a private candidate.

Further information on entry requirements

Professional ITT skills tests

You must pass professional ITT skills tests in numeracy and literacy as part of the application process. You must have passed these tests before you enrol on your course, but we advise you to take them as soon as possible, or you may miss out on vital pre-enrolment information.

Registration and booking for the skills tests are available online.

Find out more about the tests and how to prepare for them with our teacher training skills tests FAQs sheet.

How to apply

Get in touch with our Apprenticeship team at: Apprenticeships@ntu.ac.uk

Please read our notes on the University's commitment to delivering the educational services advertised.

Fees and funding

Course fee for 2019 entry

For Apprenticeship fees, funding and guidance information, please contact our apprenticeships team: apprenticeships@ntu.ac.uk

Still need help?

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