Ofsted expect that:

• The ITE curriculum is purposefully integrated across its different provider settings and has high expectations.

• It is informed by up-to-date or pertinent research - Research informed practice 

• Works with high-quality mentors who benefit from an effective cycle of mentor induction, training and feedback that involves all partners. Settings/schools/colleges work with the provider to ensure that, as far as is possible, mentoring supports the intent of the ITE curriculum

• The ITE curriculum provides a systematic and critical introduction to key educational traditions, practices and debates within the trainees’ specialist subject(s) and/or phase(s). It ensures that trainees have sufficient subject knowledge to identify and evaluate content for their teaching, considering matters of scope, coherence, sequencing and rigour. Trainees are taught to identify appropriate pedagogies that secure the curriculum intent.

Summary of Feedback 

• The curriculum is well-structured and ambitious, effectively supporting trainees in acquiring essential teaching skills.

• Core topics like digital skills, SEND, and adaptive teaching are introduced early and revisited for deeper learning.

• Academic and practical teaching elements are integrated, preparing trainees to be competent FES teachers.

• Trainees benefit from up-to-date research, reflecting on and adapting their teaching practices accordingly.

• Strong support is provided, especially for mature learners and those with additional needs, with valued pastoral care and feedback.

• Leaders work closely with partners, using feedback to adapt programs and swiftly implement improvements.

Area for Development 

The oversight of the quality of mentoring needs refining. A small number of in-service trainees do not receive subject mentoring, which would enable them to make the progress that they could. The provider needs to ensure that all trainees experience high-quality, timely feedback from subject mentors which focuses them on activities that will have the greatest impact on the development of their professional and subject teaching skills.

Read the Full Report Here 

The course is split into five modules that are studied over one year.

Teaching Block 1 focuses on developing you as a teaching practitioner in your subject. This involves learning about teaching concepts and developing practical skills in planning and delivering lessons to a high standard, as well as assessing students. You will learn the impact of contemporary learning theory and educational policy which impacts delivery priorities in the classroom. This will be delivered and assessed via the following three modules:

MODULE 1.1 LEARNING AND TEACHING IN FURTHER EDUCATION: 

This module allows us to look at learning from different perspectives, the teaching and planning of lessons, and the learners and how they learn. Using evidence informed practice, you will consider how learning is assimilated by the learners and therefore how best to structure your teaching to make learning successful. As part of the assessment you will apply current educational theories to a subject specific micro teach lesson which you will deliver to your peers. You will consider your learners in this session and how best to plan your teaching practice. You will then reflect upon your planning and delivery to consider your future practice. 

MODULE 1.2 CURRENT THEMES AND POLICY IN CURRICULUM DESIGN: 

In this module you will examine a range of teaching and learning theories, learn how to plan and develop inclusive learning into your lessons and understand how to use a range of communication and classroom management skills.

MODULE 1.3 PREPARING FOR PROFESSIONAL PRACTICE: 

The "Preparing for Professional Practice" module is designed to equip students with the essential knowledge, skills, and attitudes necessary to transition successfully from academia to professional practice in their chosen subject field. This module serves as a bridge between academic learning and the practical demands of the teaching profession, facilitating the development of competence, confidence, and professionalism required for entry into the workforce.

Teaching Block 2 is designed to enable you to focus on your subject practice and specialism. You will research contemporary issues which are affecting further education teaching of your subject as well as more formal assessment of your teaching practice. This will culminate in your final This will be delivered and assessed via the following two modules:

MODULE 2.1 EDUCATIONAL RESEARCH IN PRACTICE: 

This module offers a comprehensive exploration of teacher education and action research, emphasising the development of effective teaching practices, pedagogical innovation, and research competence within educational contexts. The module is designed to provide students with the knowledge, skills, and expertise necessary to excel as educators and researchers at various levels of the education sector.

MODULE 2.2 PROFESSIONAL PRACTICE IN YOUR SUBJECT AREA: 

This final module serves as the culmination of the Further Education and Skills Initial Teacher Education programme, allowing trainee teachers to demonstrate their readiness for the teaching profession through a comprehensive viva examination. This module assesses the integration of theory, practice, and reflection, with a focus on evaluating teaching competence, professional conduct, and the ability to engage in reflective dialogue.

• Minimum 150 hours teaching - At least 100 hours must be in the trainee’s subject area

• Minimum 100 hours CPD 

• A minimum of 20 hours of remote synchronous [ie live] delivery 

• A minimum of 80 hours face to face delivery

• At least 20 hours at a different provider (non teaching hours)

• Subject Mentor must give 30 minutes per trainee per week support minimum 

• Professional Mentor must give 30 minutes per trainee per week support minimum 

• All candidates must undergo 10 observations

• The majority of teaching should be to a group of at least 10 learners

• All observations should be at least 45 minutes each

• Up to two observations may be of live remote delivery

• One session may be observed remotely [ie the observer not present] but appropriate arrangements must be made for prompt feedback and discussion

The Teaching Practice VIVA 

The final judgement that the trainee has or has not met the Occupational Standards. The candidate must complete and evidence all their practice hours as required. The candidate must complete a portfolio of evidence relating to the placement[s] which is submitted to the module assessors. The portfolio will feature a cross reference matrix demonstrating where the candidate has met the occupational standards in their professional practice, counter signed by their course tutor, subject mentor and professional mentor. The candidate will participate in a final assessment involving a 30 minute presentation followed by a 30 minute oral discussion relating to required aspects of professional practice. The final examination will be conducted in person by at least two qualified teachers, one from the provider (The Course Tutor) and another from the placement (Subject Mentor). The Professional Mentor is also encouraged to join these final assessments. They will share the questioning and agree a final result.

These requirements are set by the ETF and the DfE