AUTPGTAM - PGTA (Primary 7-11) with QTS and Professional Graduate Certificate in Education

Apprentices will undertake a combination of school placement with one day a week face-to-face teaching as off-the-job training in university and school. Planned off-the-job training takes place throughout the practical period of the apprenticeship and includes university-based learning, delivered through modelled practice, rehearsals, approximations of practice, micro-teaching, peer evaluation and expert feedback via the Intensive Training and Practice (ITaP) programme, alongside taught sessions, professional development activities, directed study, reflective practice and mentored learning activities. These occur during normal working hours and are directly relevant to achievement of the apprenticeship standard. Off-the-job hours are therefore made up of a combination of school placement days and face-to-face teaching on campus.

Apprentices will also undertake school-based training under the guidance of trained expert mentors, progressing from observation and supported teaching towards increasingly independent practice, developing their expertise within their subject specialism and age phase. Regular lesson observations, formative feedback, professional dialogue and target setting from both university tutors and school mentors will support apprentices' professional development, complemented by individual development tutorials with their Personal Tutor to review progress and agree personalised targets. Apprentices will complete two school-based placements, a main placement in their employer school and a second school experience in an alternative setting, spending 152 days in school in total, exceeding the minimum Initial Teacher Training requirement of 120 days.

The practical period of the apprenticeship, as stated on the Standard prior to End Point Assessment, runs for 11 months from September to July, during which apprentices attend school placement.
The End Point Assessment (EPA) begins with the accredited training provider, or in an accredited partnership external quality assurance moderation board of a postgraduate ITT programme, and finishes when the moderation board sends the achievement details to the regulator to generate QTS status. Apprentices are not required to carry out any additional assessments beyond this process.

Apprentices will engage in a distinctive employment-based Initial Teacher Training programme that integrates academic study, professional practice and apprenticeship learning. The programme is designed to develop the knowledge, skills and behaviours required by the apprenticeship standard and the Teachers’ Standards, enabling apprentices to become effective, reflective and evidence-informed teachers. University-based sessions will provide a comprehensive programme of learning activities, including modelled practice, rehearsals, approximations of practice, micro-teaching, peer evaluation and expert feedback through the Intensive Training and Practice (ITaP) programme. Apprentices will also participate in individual development tutorials with their Personal Tutor to review progress and agree personalised targets.

The apprenticeship exemplifies the University’s commitment to social justice, inclusion, and partnership working. Apprentices will be recruited from a diverse range of backgrounds, primarily through local London school partnerships. Many apprentices will be experienced Teaching Assistants or Higher-Level Teaching Assistants seeking career progression. The programme therefore supports workforce development within local communities while contributing to the preparation of highly skilled teachers for schools serving diverse populations.

Prior to enrolment, apprentices will complete an initial assessment of their prior knowledge, skills and experience against the Teachers’ Standards and apprenticeship requirements. Progress against the required knowledge, skills and behaviours will be reviewed regularly throughout the programme and formally monitored through tripartite reviews involving the apprentice, employer and university tutor. Outcomes from these reviews will inform individual learning plans, target setting and the provision of additional support where required.

Apprentices will have access to the full range of University learning resources and support services, including Library Services, the Disability and Dyslexia Service (DDS), Mental Health and Wellbeing Support, academic skills provision and digital learning platforms. Each apprentice will be allocated a Link Tutor who will provide academic, professional and pastoral guidance throughout the programme.

The programme responds directly to employer workforce needs by supporting the recruitment, development and retention of high-quality teachers. Apprentices will benefit from employability support, including workshops on applications, interview preparation, lesson preparation, and recruitment events. Many apprentices will progress directly into Early Career Teacher (ECT) roles within their employer schools. Employers, whether levy-paying or non-levy-paying, will benefit from a ‘grow your own’ approach to workforce development, supporting succession planning, teacher retention and the development of future subjects and senior leaders.

Fundamental British Values, safeguarding and Prevent duties will be embedded throughout the programme. Apprentices will undertake safeguarding and Prevent training, participate in professional studies sessions, and explore the application of British Values within educational settings. These themes will be reinforced through school-based training, professional discussions and activities designed to develop apprentices’ understanding of their responsibilities towards pupils, colleagues and wider communities.

Apprentices will be supported in recognising and developing their English and mathematics skills throughout the programme and workplace learning. Diagnostic activities undertaken during recruitment, skills audits and ongoing subject knowledge reviews will enable apprentices to identify areas for development. Progress will be supported through academic study, reflective practice, and ongoing review against the Teachers’ Standards, particularly Teacher Standard 3 relating to subject and curriculum knowledge.

Course Aims:
The main educational aims of the Professional Graduate Certificate in Education - Professional Graduate Certificate in Education are to integrate theoretical principles of teaching and learning with evidence-based practical applications for teaching.

Philosophy: 
1. For apprentices to develop a critical understanding of the key philosophies that underpin our curriculum, based on the principles of The National Curriculum, The Early Years Foundation Stage, Education for Social Justice, Critical Pedagogy and the UNCRC
2. To prepare apprentices to teach in a range of contexts, with a focus on teaching in multilingual, multicultural schools, working closely with families, communities and other professionals and to develop a sense of professional identity which reflects this

Professional Practice – Teaching: 

3. To provide apprentices with a secure subject knowledge and critical understanding of developments in the curriculum areas
4. To develop the full range of skills, competencies and attitudes needed to enhance their employability, by enabling them to attain the professional Teachers’ Standards for Qualified Teacher Status (QTS) by the end of the course

Knowledge and Skills: 

5. To enable apprentices to take active responsibility for their own learning and development as professionals
6. To enable apprentices to reflect upon, critically assess and refine their own practice

On successful completion of this course apprentices will be able to:  

ULO: Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline.

Philosophy: 

1. Draw upon a wide range of understanding to be able to meet the needs of a range of contexts with regard to diverse, multicultural schools linking to the philosophies taught.
2. Demonstrate a critical understanding of the Rights of the Child and a sense of professional identity which reflects this.  
 
Professional Practice – Teaching: 
 
3. Make appropriate use of their subject knowledge and understanding of the Initial Teacher Training Early Career Framework [ITTECF] Core Content Framework to teach competently in a school or early years setting.  
4. Demonstrate attainment of and adherence to the professional Teachers' Standards for Qualified Teacher Status (QTS), thereby evidencing achievement of the occupational requirements of the Teacher (Postgraduate) Apprenticeship Standard. (Teacher - Postgraduate / Skills England )

 
Knowledge and Skills – Theory: 
5. Learn and develop independently as professional practitioners.  
6. Be reflective, critically self-aware practitioners, adapting their practice as necessary.

https://assets.publishing.service.gov.uk/media/61b73d6c8fa8f50384489c9a/Teachers__Standards_Dec_2021.pdfhttps://assets.publishing.service.gov.uk/media/661d24ac08c3be25cfbd3e61/Initial_Teacher_Training_and_Early_Career_Framework.pdf

Assessment and Feedback Strategy
The programme adopts a developmental and reflective approach to assessment that supports apprentices in becoming effective, evidence-informed teachers. Assessment and feedback practices are informed by reflection on professional practice, engagement with subject-specific and educational scholarship, and continuous dialogue between apprentices, mentors and university tutors.

A continuous Assessment for Learning (AfL) cycle underpins the programme. Apprentices identify areas for development through an initial skills audit, which informs targeted and bespoke teaching sessions. Progress is supported through reflective activities, observation of peers during micro-teaching sessions, and peer and tutor evaluation. This cycle is reinforced through school-based teaching practice, mentor feedback, professional dialogue, and ongoing review against the Teachers’ Standards. Through this process, apprentices are encouraged to identify strengths, address areas for development, and continuously enhance their professional practice.

Staff and apprentices engage in regular dialogue to promote a shared understanding of assessment requirements and the basis on which academic and professional judgements are made. This includes fortnightly mentor meetings, completion of the Professional Development Journal (PDJ), use of the Trainee Progress Booklet and Progress Point Booklet, and regular target-setting activities. Link Tutor tutorials, school visits, lesson observations and associated feedback further support apprentices’ understanding of expectations and progress towards the programme outcomes.

Apprentices are provided with extensive opportunities to develop their understanding of good academic and professional practice. Throughout the programme, they undertake regular reflective writing focused on aspects of professional practice, which is shared with both school mentors and university tutors as part of an ongoing dialogic process. These reflections are completed through the PebblePad portfolio system and contribute to the Professional Development Journal, which is reviewed under the supervision of the school mentor. This process supports critical reflection, engagement with educational research, and the development of academic writing skills.

The volume, timing, and nature of assessment are designed to enable apprentices to demonstrate achievement of the intended learning outcomes progressively throughout the course. Assessment is primarily formative throughout the year and is based on a reflective cycle undertaken collaboratively by apprentices, school-based mentors and university tutors. Apprentices complete regular reflective activities within a fortnightly cycle, supported by mentor discussions and tutor feedback.

A series of Key Progress Points enables apprentices to monitor their development against the Teachers’ Standards and programme learning outcomes. At each Progress Point, with no more than a 12-week interval between reviews, a tripartite assessment meeting takes place involving the apprentice, school mentor and university tutor. Progress is monitored through the Trainee Progress Booklet and associated documentation. The principal summative assessment points for both Qualified Teacher Status (QTS) and the Postgraduate Teacher Apprenticeship modules occur towards the end of the programme, supported by formative guidance and feedback throughout the year. Feedback is expected to be timely, constructive and developmental, with clear and achievable SMART targets agreed for ongoing improvement.

Assessment criteria and processes are communicated clearly from the outset through an Assessment Overview document, course handbook and WebLearn resources. These documents are referenced throughout the programme to ensure apprentices remain informed about expectations, assessment requirements, and academic standards.

Formative assessment plays a central role in preparing apprentices for summative assessment. Ongoing developmental feedback from mentors and tutors is supplemented by university-based teaching sessions, including micro-teaching activities, peer support opportunities and Intensive Training and Practice (ITaP) experiences. These activities enable apprentices to rehearse professional skills, receive feedback in a low-stakes environment, and apply learning before undertaking summative assessments.

Feedback is provided through multiple channels, including PebblePad, lesson observation reports, tutorials, mentor meetings, university teaching sessions, and Progress Point reviews. This ensures that feedback is timely, constructive, and focused on supporting professional and academic development.

The marking and moderation of university-assessed work are conducted in accordance with university regulations and quality assurance procedures. These include first and second marking processes, cross-phase moderation activities, and External Examiner review. The relevant policies and procedures are detailed in the course handbook and made available through WebLearn. Tutors also explain assessment processes during taught sessions to ensure transparency and consistency.

Assessment of the university-taught components of the programme (60 credits) is achieved through a range of coursework and practical activities. Apprentices complete two summative assignments:

• SDQ024 Curriculum and Pedagogical Studies – a summative assignment focused on the planning and teaching of a sequence of lessons.
• SDQ025 Professional Practice for Inclusive Practice – a summative assignment relating to a topic explored within the professional practice module.

The award outcomes for the Professional Graduate Certificate in Education are:

• Level 6 Honours Distinction: 70% and above
• Level 6 Honours Merit: 60–69%
• Level 6 Honours Pass: 40–59%
• Level 6 Honours Fail: Below 40%

End-Point Assessment (EPA) Strategy

In the final weeks of the programme, the apprentice’s readiness for End-Point Assessment is reviewed through a final lesson observation, professional discussion and review involving the apprentice, employer mentor and university Link Tutor. Once the employer, training provider and apprentice confirm that all on-programme requirements have been successfully completed, the apprentice progresses to the End-Point Assessment stage.

The apprenticeship utilises an integrated End-Point Assessment model, whereby the assessment requirements are embedded within the accredited Initial Teacher Training programme and associated external quality assurance processes. Apprentices are not required to undertake additional assessment activities beyond those required for the award of Qualified Teacher Status (QTS).

The EPA begins with consideration by the moderation board, which reviews the evidence demonstrating that the apprentice has met both the Apprenticeship Standard and QTS requirements. The process includes verification of achievement against the Teachers’ Standards and review of programme assessment outcomes. The EPA concludes when achievement is formally confirmed, and the outcomes are submitted to the Teaching Regulation Agency (TRA) for the award of Qualified Teacher Status.

Qualified Teacher Status (QTS) is encapsulated within module SDQW23, School Experience, a placement-based module which is credit-rated 0 and assessed against the Teachers' Standards. In order for trainees to be recommended for QTS they must pass SDQW23.

There are two school-based work placements during the year: a main placement, in the Employer School and a second school experience in another school.

Apprentices will spend 152 days in school (80% of the legal requirement for a teacher of 190 days), which exceeds the minimum requirement for ITT of 120 days in school.

School professionals work closely with the university as expert mentors to support the training and assessment of students, and their professional development as aspiring teachers. They lead seminars and lectures on practical implications of current policy, participate in student and staff interview panels, support students on placement, in collaboration with university link tutors, support students applying for jobs, and invite students to on-site learning sessions.

The main school placement and second school placement (in contrasting setting and, for primary, opposite end of age group) will enable apprentices to gain the full range of experience and support that they require to learn the knowledge, skills and behaviours of a professional teacher.

Course Regulatory Schedule
Status
1. This schedule forms part of the Regulations for all Initial Teacher Education (ITE) courses and should be read alongside the University’s Regulations, which govern courses and the responsibilities of students.

2. This regulatory schedule lays out a number of programme specific regulations, which reflect the statutory requirements upon ITE courses established by the Department for Education as outlined in the Statutory Guidelines for ITT, which are updated annually, together with any successor guidance from relevant government departments.

3. Some of the regulations refer to specific issues where additional requirements apply to ITE students, including:
a. the professional code of conduct, which all trainees must sign and abide by
b. the Teachers’ Standards, which all teacher must abide by, and which trainees will be required to meet by the end of the course.
4. For areas that are not addressed in this document, students should refer to the regular student regulations.

Preamble
5. All University students are bound from the commencement of their course or from the point of enrolment, by all relevant Regulations, Procedures and policies.

6. Students enrolled on all teacher education programmes leading to QTS are governed by:
• The University’s Academic Regulations which govern the standards of the University’s awards, the responsibilities of students and the formal roles played by staff in relation to admission to courses and programmes of study, assessment of student’s work and conferment of award;
• Regulations which govern the conduct of students, in particular, the Regulations applicable to all Students in cases of Misconduct.
• Responsibilities placed upon them regarding not only their conduct but also their professional suitability, as outlined in the Teachers’ Standards and the Statutory Guidelines for ITT, together with any successor guidance from relevant government departments. These responsibilities are governed by the university’s Fitness to Practice policy, together with some course specific regulations outlined below.
• The Code of Practice is a list of statements that describes the standards of professional conduct required of teachers as they go about their daily work. Failure to meet these responsibilities can lead to the termination of training. All breaches of the professional Code of Practice will be progressed in accordance with within the University’s Student Misconduct Regulations. A student may at any time be suspended by the University if in breach, or alleged to be in breach, of professional conduct.
7. In addition, teacher education students on the qualifying programmes have specific regulations governing professional practice placements that are also outlined below.

8. It is the responsibility of all students to read the Teachers’ Standards (and all relevant codes / guidance issued by successor bodies) and the relevant University Regulations to familiarise themselves with all responsibilities and requirements.

9. In the event of receiving an allegation of Student Misconduct, students are advised to seek advice, guidance and support from the Students’ Services.

Issues that may affect a student’s suitability to commence or continue training as a teacher
10. As a condition of entry to the course the student is required to declare whether they have any criminal conviction (including spent, unspent, cautions, warnings or reprimands), through self-declaration and completing a Disclosure and Barring Service disclosure. Students also have to undertake an overseas criminal record check (where relevant), prohibition checks and confirm that neither they nor anyone with whom they share an address have ever been barred from working with children. These disclosures are processed in accordance with the current ITE criteria and the Childcare Act 2006. In addition, students are required to comply with whatever requirements are introduced by relevant government bodies, legislation or guidance, such as the work of the Independent Safeguarding Authority, DBS and other subsequent developments.

11. In addition, all offer-holders are required to undergo a Fitness to Teach health check as a condition of their offer prior to enrolment, which requires them to declare any relevant health issues and through the occupational health checking procedure, give any relevant evidence to demonstrate their fitness to teach.

12. If any change of circumstances related to paragraphs 6 or 7 occurs subsequent to enrolment this must be declared as soon as is practically feasible.
a. Where the matter relates to criminal convictions or cautions this should be communicated in writing to the Associate Dean (or their nominee) who will investigate the matter. Where the student’s suitability for teacher training is in question, it shall be referred to the University Secretary by way of a formal report from the Associate Dean (in relation to criminal activity) for consideration in accordance with the Academic Regulations.
b. Where the matter relates to changes in health it is the student’s responsibility to bring this to the attention of the Deputy Head of Social Sciences (ITE) in a timely and appropriate manner. The Deputy Head of Social Sciences (ITE) will seek an investigation of the matter and may refer the case to a relevant health professional and seek to review the student’s suitability for the course in relation to the guidance documents and ITT criteria (or subsequent relevant publications).
13. Failure to disclose any circumstances (in paragraphs 9, 10 and 11) occurring prior to entry to the course or subsequent to enrolment shall be deemed a breach of the University’s Code of Discipline and shall be progressed in accordance with the Student Misconduct Regulations. They may result in termination of a student’s status as a student or suspension.

Specific issues relating to Initial Teacher Education courses
14. The University’s Professional Graduate Certificate in Education awards lead to a recommendation to the appropriate body for ‘Qualified Teacher Status’ (QTS).

15. Professional Graduate Certificate in Education courses at the University are courses of Initial Teacher Education (ITE) .

Course Structure
16. All Professional Graduate Certificate in Education courses shall be based on a teaching year comprising an autumn, spring and summer term. The total number of weeks for each programme is dependent on statutory government requirements.

17. Professional Graduate Certificate in Education courses are studied in full-time mode only.

18. Professional Graduate Certificate in Education students will study 3 modules, which are core compulsory:

a. SDQW23, School Experience, a placement-based module which is credit-rated 0 and assessed against the Teachers' Standards. In order for trainees to be recommended for QTS they must pass

b. SDQ024 Curriculum and Pedagogical Studies

c. SDQ025 Professional Practice for Inclusive Practice

Assessment
19. The study and assessment for all modules must be undertaken.

20. The School Experience module (SDQ023) carries no credit rating and is assessed on a pass/fail basis against the Teachers’ Standards: students who meet the Teachers’ Standards will receive a Pass, while those who do not meet the Teachers’ Standards will receive a Fail.

Criteria for Awards
21. Professional Graduate Certificate in Education with QTS
In order to be awarded the Professional Graduate Certificate of Education and recommended for Qualified Teacher Status a student must:
• attend and complete the professional year
• pass modules SDQ023, SDQ024 and SDQ025
22. Students passing modules SDQ024 and SDQ025 but failing SDQ023S will be awarded a Professional Graduate Certificate in Education Theory
23. . They will not be recommended for Qualified Teacher Status.

Attendance
24. In line with professional expectations, full attendance is required for all modules in order to fulfil the ITT Criteria and Ofsted requirements for the award of QTS. Students who fail to attend fully will be invited to intermit if there are medical or other applicable conditions and defer completion of their course until the following year.

25. A student who is unable to attend a timetabled session must notify the course tutor, or an appropriate member of the staff, of the reason for absence. A student who is unable to attend during a period of School Experience or engage with any aspect of School Experience, must notify the mentor or an appropriate member of the school, following the school’s procedures, as well as the course tutor, of the reason for absence. If a student does not attend any part of the course without due cause, the Deputy Head of Social Sciences (ITE) may present the case to Academic Registrar to consider terminating the student teacher’s status as a student.

Intermitting during the course
26. Where a student is unable to undertake all the requirements of the course, especially school experience, the student will be required to attend a progress and review meeting with the Deputy Head of Social Sciences (ITE). The purpose of this meeting will be to understand the<

N/A

The Professional Graduate Certificate in Education course is designed to encourage students to reflect critically upon their learning and make links between their practice and pedagogic theory and research, becoming critically aware of the range of educational research which may impact upon their practice.

• Practical microteaches and reflections encourage apprentices to evaluate their practice and explain how they are having an impact on learners 
• Weekly reflections during school experience require apprentices to identify clear personal targets and to reflect on their progress in relation to these targets
• During school experience apprentices receive individual feedback on their teaching, which enables them to evaluate their progress and set targets for further development
• Apprentices participate in formal tripartite progress reviews approximately every 12 weeks involving the apprentice, employer mentor and university representative. Reviews evaluate progress against the apprenticeship standard, Teachers' Standards, professional development targets, off-the-job training engagement and readiness for successful completion
• In addition, students are required to keep a portfolio of evidence and reflections, which they will present at the end of the course as evidence to demonstrate their achievement of the Teachers’ Standards for QTS

QTS https://www.gov.uk/guidance/qualified-teacher-status-qts

Ofsted https://reports.ofsted.gov.uk/

The course is designed for individuals who wish to enter the teaching profession. As required by the Department for Education (DfE), applicants are assessed for their suitability and preparedness to teach throughout the programme.
As apprentices are employed within schools, some may be offered a teaching position by their employing school upon completion of the programme, subject to the availability of suitable vacancies.

The programme provides comprehensive employability support, including guidance on selecting and evaluating schools, preparing job applications, interview preparation, career progression opportunities, and understanding the professional and legal responsibilities associated with the teaching role.
Professionalism is embedded throughout the curriculum. The final assessment is aligned with the Teachers’ Standards, including Part Two, which focuses on professional conduct and behaviour. All apprentices participate in dedicated sessions on Professionalism, British Values, and The Teacher and the Law, ensuring they are well prepared for the expectations of the profession.

Successful completion of the programme leads directly to the statutory two-year Early Career Teacher (ECT) induction period, during which newly qualified teachers continue to develop their professional knowledge, teaching practice, and classroom expertise within a school setting.

You will be required to have:

• employment as an apprentice teacher in one of our partners schools
• a UK degree, preferably grade 2.2 or equivalent
• GCSE English, Mathematics and Science grade C/4 or above, or equivalent* (*if you undertake a GCSE equivalency test, you may also be required to undertake a Functional Skills test as a part of the course)
• a valid Disclosure and Barring Service (DBS) Certificate
• confirmation of Fitness to Teach – a London Metropolitan University health check, which you will be advised to apply for after an offer is made
• literacy and numeracy tests — these are university-based tests, which you will be asked to undertake at your interview.

A non-UK citizen is usually eligible for funding if they have permission from the UK government to live in the UK (not for educational purposes) and have been ordinarily resident in the UK for at least the previous three years before the start of the apprenticeship.

Professional requirements

Before you can be permitted to enrol to this course:

you must not already hold QTS or be qualified to teach in another EU/EEA country
you will be required to undertake a skill scan assessment to ensure that this is the most appropriate route into teaching for you.

International students and English language requirements

Due to statutory requirements, we are not able to offer sponsorship under the Student visa route for this course. We will be happy to consider those falling into this category for an alternative suitable course on request.