绿茶直播

Programme structure

The four-year, full-time Teacher Degree Apprenticeship course is designed to equip you with the skills and knowledge needed to become an effective and skilled primary teacher. The course is carefully structured so that you will spend 40% of your time (two days a week) off-the-job, studying the best evidence-based approaches to teaching for your degree at the 绿茶直播. The remaining 60% of your time will be dedicated to developing your craft and gaining essential on-the-job practical teaching experience in your employing school.

On-the-job training

Throughout your on-the-job school based training, you will benefit from the guidance of a dedicated expert mentor who will support your professional development throughout the 4-year course. Additionally, you will be paired with a university tutor who will conduct regular visits to offer further support, monitor your progress and collaborate with the team of experienced classroom teachers in your school.

Off-the-job training 

University off-the-job training will include academic study and a thorough exploration of essential theories and pedagogies for your teaching career. Your course will explore the knowledge base to make you a skilled and inclusive teacher building on the requirements of the Initial Teacher Training Early Career Framework (ITTECF). You will participate in lectures, seminars, and workshops specifically designed for your chosen pathway with 75% delivered online and 25% in person. The modules you study will cover the three key strands of Education Studies, Applied Pedagogy, and Subject Knowledge. Assignments will be diverse and tailored to your individual school contexts, interests and personal professional development needs, ensuring relevance and engagement with your specific teaching focus.

Core skills 

The Teacher Degree Apprenticeship (QTS) at the 绿茶直播 prepares apprentices to teach:

• Secondary maths 11–16

Over the four-year apprenticeship, apprentices will develop skills across three core areas that build progressively each year:

Education Studies

This module explores the foundational and evolving principles of education, including historical, social, and political contexts. Apprentices will examine key issues in education, policy development, and the role of the teacher in shaping educational outcomes. As you progress through the apprenticeship, your understanding of education theory and practice will deepen, allowing you to engage critically with contemporary challenges in both primary and secondary education.

Subject Knowledge

In this module, apprentices will develop in-depth knowledge specific to their chosen subject and age range. For Primary 5–11, the focus is on core subjects, including Maths, English, and Science, with a broad understanding of the primary curriculum. For Secondary Maths 11–16, apprentices will build advanced subject-specific expertise in Maths, ensuring they can deliver engaging, challenging, and relevant lessons aligned with the secondary curriculum. Subject knowledge is progressively built each year to ensure mastery of the curriculum and effective teaching strategies.

Applied Pedagogy

This module focuses on practical teaching skills, ensuring apprentices can apply pedagogical theories in real classroom settings. As you move through the apprenticeship, you will develop your ability to plan, deliver, and assess learning effectively, tailoring your approaches to meet the needs of diverse learners. The Primary 5–11 pathway will concentrate on foundational teaching strategies and classroom management for younger children, while the Secondary Maths 11–16 pathway focuses on teaching strategies and assessment methods specific to secondary Maths. Applied Pedagogy ensures that by the end of your apprenticeship, you are confident and competent in your practical teaching skills.

Special Circumstances for Secondary Special Schools

For apprentices working in secondary special schools, it may sometimes be more appropriate to follow the Primary pathway to better meet the needs of the learners in their setting. The decision will be made in collaboration between the university and the employer to ensure the apprentice follows the most appropriate training pathway.

Upon completion of the programme, apprentices will be equipped to:

• plan, teach and evaluate, using a range of strategies and resources that enable all learners to make progress
• reflect critically upon the quality of their teaching and its impact on pupils' progress and use the findings to improve future practice
• establish a purposeful learning environment that reflects high expectations of learning and behaviour and fosters constructive relationships 
• demonstrate self-confidence, flexibility, and the evaluative and reflective skills that enable trainees to engage in creative teaching and learning activities, and respond to educational change
• work collaboratively as a member of a team, to assess learning needs, set appropriate learning objectives and establish a purposeful atmosphere in the classroom
• communicate effectively to create a constructive dialogue with learners, parents, carers and colleagues
• make critical connections between theory, policy and practice.

Teaching and assessment

The teaching and learning approaches have been chosen to promote a positive approach to learning and refine apprentices’ capacity for critical reflection. The aim is to provide a holistic learning experience that will enable apprentices to demonstrate appropriate knowledge, understanding, attributes and skills.

Methods used include:

• lecturers and seminars to introduce underpinning knowledge, theoretical argument, practical skills and inter-professional fields of study
• analysis of key literature and supplementary reading to enhance understanding and intellectual ability
• group discussion, presentation and debate, to encourage development of critical analysis 
• skills of critical analysis and development of interpersonal, group and communication skills.

The work-based component of the programme is split into three compulsory assessed school-based training (SBT) phases. Formative and summative feedback on apprentices developing classroom practice is provided at each of these phases. Assessment is primarily made by experienced school-based mentors and through visits by university tutors to support the school in assessing the apprentice.

Whilst engaging with university study assessment methods include:

• assignments
• professional development discussions
• e-Portfolio
• seminars
• lesson planning
• reports
• self and peer evaluation
• subject audits.

Employer and apprentice commitments

In order to deliver the programme, the employer undertakes to:

• conduct a workplace induction and set out a contract of employment
• provide an appropriately qualified workplace mentor to support the apprentice
• attend apprentice's progress review
• release apprentice for scheduled off-the-job training
• have an Apprenticeship Agreement in place from the start of the programme.

Throughout the programme, apprentices will:

• attend the workplace for the agreed pattern as set out in the employment contract 
• record all training sessions and off-the-job learning 
• attend scheduled university learning sessions and complete all assessments as required by the university and End Point Assessment Organisation
• behave in a safe and responsible manner at the workplace and university
• engage with regular progress reviews 
• complete, throughout the apprenticeship, a professional development portfolio.

Fees and funding information for apprentices

Course fees

As an apprentice the cost of your learning programme is covered by your employer through their Digital Apprenticeship Service (DAS) account.

Student finance

Higher and degree level apprentices are not eligible for any element of student finance. This is because they receive a salary instead of the student loan package. However, if you are experiencing any financial difficulties, please contact the Student Advice Service on 01273 642 888.

Learning support

Apprentices studying at Higher and degree level may be able to access funding in relation to additional support but this is available through the university and not Disabled Students Allowance. Apprentices may also be able to apply for funding for work-based equipment and software. Please contact the Disability and Learning Support team on 01273 643 799.

Living costs and benefits

Higher and degree level apprentices must fulfil the standard eligibility criteria in order to apply for means tested benefits such as Universal Credit, Child Tax Credit and Housing Benefit. If you have any questions about entitlement to benefits, please contact the Student Advice Service on 01273 642888.

Higher and degree level apprentices who are undertaking a full-time mode of study can be treated as being exempt from paying . Although some programmes require study on a day-release arrangement, this can still be classed as full-time study. You will need to obtain a letter from the Student Information Desk at any campus and send this to your Council Tax department when you enrol on the programme.

Other

Ofsted 'outstanding'

Graded 'outstanding' by Ofsted for primary and secondary in our 2024 .

Ofsted commended us on many aspects of our courses saying:

• Trainees shine at Brighton’s long-established and highly impressive teacher training programmes.
• The care and dedication shown by staff towards trainees is superb.
• Trainees are at the heart of everything. They are valued and expertly supported throughout the course.
• The curriculum skilfully equips trainees in safeguarding, behaviour management and supporting pupils with special educational needs and/or disabilities (SEND).
• Trainees impress the placement settings they work in because of their professionalism and aptitude to apply what they have learned.

Meet a teacher apprenticeship graduate

Graduate Clare chats through her experience on the postgraduate teacher apprenticeship.