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The following Covid-19 temporary discretion has been agreed until further notice:

To help providers reduce the impact of COVID-19 on their initial teacher training (ITT) provision, alternative arrangements are being put in place for the lesson observation element of the EPA. These are extraordinary measures which we are taking so that trainees are given a fair opportunity to qualify and to safeguard teacher supply. The alternative arrangements only apply to apprentices whose EPA was due to take place before the end of the current academic year. We expect the discussion element of the EPA to go ahead as normal, virtually if necessary.

 

The lesson observation element of the EPA can be awarded based on assessment of the final on-programme observation during consideration of QTS award. Providers should document clearly how they have concluded that the apprentice has passed the observation element (where possible this should be signed by the Head of the employing school) and keep it alongside other EPA documents for audit purposes. This discretion applies to those apprentices booked for EPA  up until the 31 August 2020.  

Please note: Training providers wishing to deliver this standard must be accredited by the DfE or subcontract to a training provider that is accredited by the DfE to deliver Initial Teacher Training leading to Qualified Teacher Status

Overview of the role

Educating young people to achieve the highest possible standards

Teacher

Reference Number: ST0490

Details of standard

Occupational Profile

The occupation covered by this apprenticeship standard is that of a teacher of pupils from 3 – 19 years. Teachers can be employed in a variety of settings (for example academy schools, maintained schools) and across England. Teachers make the education of their pupils their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers 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.

Entry Requirements

https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice#note2

All accredited ITT providers must ensure that all:

  • entrants have achieved a standard equivalent to a grade 4 (see note 2) in the GCSE examinations in English and mathematics
  • who intend to train to teach pupils aged 3 to 11 additionally have achieved a standard equivalent to a grade 4 in the GCSE examination in a science subject

The aim of this criterion is to ensure that entrants to ITT have demonstrated their achievement of a minimum standard of educational attainment. Primary trainees need also to demonstrate an acceptable level of subject knowledge in the core subjects of the national curriculum.

It is the standard, not the certificate, that matters. Applicants who are otherwise suitable but have not successfully achieved a GCSE grade 4 may be given an opportunity to show that they can meet the required standard either by taking an equivalence test or by offering other evidence of attainment, which should demonstrate a similar level and breadth. Providers should consider making similar arrangements for candidates who cannot provide original certificates as evidence.

DfE does not provide a list of qualifications that can be considered equivalent to the GCSE examinations in English, mathematics and science. When ITT partnerships look for evidence that a qualification is of a standard equivalent to GCSE grade 4, they should look at the content not only in terms of its level, but also in terms of its breadth.

Entrants to courses who are not able to demonstrate the required equivalent standard as a consequence of the coronavirus (COVID-19) outbreak are permitted alternatively to demonstrate the standard by 30 November 2020. ITT providers must offer every opportunity for trainees to demonstrate the standard through, for example, additional support and training. In the case of a trainee not achieving the academic qualification, ITT providers are permitted to take account of other evidence of attainment as set out in advice above. No trainee should be permitted to continue the course without submitting evidence of having met the required standard by 30 November 2020. ITT providers should make careful judgements about the likelihood of a candidate achieving the required standard in the permitted timeframe before admitting them to a QTS programme.

Specific qualifications

Qualifications in key and functional skills at level 2 are not equivalent to GCSEs in terms of content. ITT partnerships should look for additional evidence of breadth of knowledge and understanding in applicants who have key and functional skills certificates but do not have GCSEs at grade 4 or above in English and mathematics.

Providers should look for further evidence of a breadth of achievement in English where applicants have achieved a GCSE grade 4 or above in English literature only.

Further information - The National Recognition Information Centre for the United Kingdom (UK NARIC) provides advice on the equivalence of overseas qualifications.

In addition they will also require a bachelor’s degree (or equivalent) for entry to graduate Initial Teacher Training programmes; assessed as suitable to train to teach by accredited Initial Teacher Training providers. If your teacher training course starts on or after 1 April 2020, you are not required to take the professional skills tests. The course provider will assure that you have the fundamental English and mathematics to become a teacher either at interview or during the training course. Initial teacher training (ITT) providers are responsible for checking that all trainees meet the current ITT entry requirements for the skills tests, before they start the course. 

These entry criteria have statutory force under The Education (School Teachers’ Qualifications) (England) Regulations 2003.

Knowledge, Skills and Behaviours required of a Teacher

The below sets out the standards that define the minimum level of practice for trainees and teachers to achieve Qualified Teacher Status – and which all apprentices will be assessed against. For full detail on the standards Teachers must meet, please refer to the Teachers' Standards (1); these have statutory force (under regulation 6(8)(a) of the Education (School Teachers’ Appraisal) (England) Regulations 2012) and are issued by law

Professional Knowledge and Skills required of a Teacher

1. Set high expectations which inspire, motivate and challenge pupils

  • establish a safe and stimulating environment for pupils, rooted in mutual respect
  • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
  • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils(2).

2. Promote good progress and outcomes by pupils

  • be accountable for pupils’ attainment, progress and outcomes
  • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
  • guide pupils to reflect on the progress they have made and their emerging needs
  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
  • encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
  • 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 specialist subject
  • demonstrate clear understanding of content and teaching methodologies required for relevant curriculum areas and age groups (for example, systematic synthetic phonics if teaching early reading, or appropriate teaching strategies if teaching early maths).

4. Plan and teach well-structured lessons

  • impart knowledge and develop understanding through effective use of lesson time
  • promote a love of learning and children’s intellectual curiosity
  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
  • reflect systematically on the effectiveness of lessons and approaches to teaching 
  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils

  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
  • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

  • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
  • make use of formative and summative assessment to secure pupils’ progress
  • use relevant data to monitor progress, set targets, and plan subsequent lessons
  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate
  • them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary(3).

8. Fulfil wider professional responsibilities

  • make a positive contribution to the wider life and ethos of the school
  • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
  • deploy support staff effectively
  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
  • communicate effectively with parents with regard to pupils’ achievements and well-being.

Professional and Personal Behaviours required of a Teacher:

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standards throughout a teacher’s career.

  • Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
    • treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
    • having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions(4)
    • showing tolerance of and respect for the rights of others
    • not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
    • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
  • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
  • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities(5). 

Duration

The apprenticeship will typically be 12 months in duration (with 12 months as the minimum length).

Qualifications

Achievement of QTS (Qualified Teacher Status) – awarded by the Department for Education – will be a mandatory requirement for apprentices’ successful completion of the course.

Level

The apprenticeship will be Level 6.

Review date of apprenticeship standard

1 year from approval.

  1. To view the Teachers’ Standards, please see https://www.gov.uk/government/publications/teachers-standards
  2. For more guidance on the Teachers’ Standards, please refer to part 1 of the following guidance: http://www.ucet.ac.uk/downloads/4743-Final-version-of-the-UCET%2C-NASBTT%2C-HEA-guidance-on-the-new-standards-for-QTS.pdf
  3. For more guidance on the Teachers’ Standards, please refer to part 1 of the following guidance: http://www.ucet.ac.uk/downloads/4743-Final-version-of-the-UCET%2C-NASBTT%2C-HEA-guidance-on-the-new-standards-for-QTS.pdf ; and appendix 1 of the following guidance https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536890/Framework_Report_11_July_2016_Final.pdf
  4. For further information on the statutory guidance about schools’ and teachers’ responsibilities when safeguarding pupils, please see https://www.gov.uk/government/collections/statutory-guidance-schools#safeguarding-children-and-young-people
  5. This includes, but is not limited to, provisions within the following:
  • The Education (School Teachers’ Qualifications) (England) Regulations 2003
  • The Education (Induction Arrangements for School Teachers) (England) Regulations 2012
  • The Education (School Teachers’ Appraisal) (England) Regulations 2012
  • The School Teachers’ Pay and Conditions Document (which is usually revised annually by an Order made under section 122 of the Education Act 2002)

 

 

Regulated Standard

This is a Regulated occupation.

Regulator Body:

Department for Education

Training provider must be approved by regulator body

EPAO must be approved by regulator body


Crown copyright © 2020. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence

Status: Approved for delivery
Level: 6
Degree: non-degree qualification
Reference: ST0490
Version: 1
Date updated: 05/03/2020
Approved for delivery: 19 October 2017
Route: Education and childcare
Minimum duration to gateway : 12 months (this does not include EPA period)
Maximum funding: £9000
Regulated Standard
Regulated Body

Department for Education

Training provider must be approved by regulator body

EPAO must be approved by regulator body

Trailblazer contact(s): charnden@sfet.org.uk
Employers involved in creating the standard: Cambridgeshire County Council, The Dean Trust Teaching school, Harris Federation, Leigh Academies Trust, Avonbourne Multi Academy Trust,, Lake Academies Trust, St John Vianney Primary School, Thames and Essex Primary SCITT, Ewell Grove Primary School, Skinners’ Kent Academy, Teach First, Cardinal Hume/Trinity Teaching School, Tenax Schools Trust, Harton Technology College, Turner Schools, UCET, Carshalton Boys College, West Hill Special School, EMLC Academy Trust, The Dales School, Lampard School, NASBTT, Middlesbrough Catholic School Partnership, Medway Teaching School Alliance, South Farnham Educational Trust
EQA Provider: Quality Assurance Agency (QAA) (TBC)
This EQA provider is currently going through the approval process with the Institute for Apprenticeships so is unable to help with any queries relating to this standard at the present time. If you need support in relation to any of the content on this page please contact the Institute for Apprenticeships.

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Version log

Version Date updated Change Previous version
1 05/03/2020 Minor amendment to entry requirements

Not available

1 25/10/2019 Minor amendment to assessment plan - change of title from End-Point Assessment Plan for the post graduate teaching apprenticeship to End-Point Assessment Plan for the Teacher apprenticeship.

Not available

1 25/09/2019 Minor amendment to assessment plan - removal of the EQA provider as this is now on the website Previous version
1 03/05/2019 Minor amendments to assessment plan Previous version
1 19/10/2017 Approved for delivery

Not available

1 01/11/2016 Initial creation

Not available