Postgraduate Teacher Apprenticeship

Programme structure

Aligned with school term structures and calendars, the teacher apprenticeship provides apprentices with a pattern of study that enables early engagement with the requirements of the programme, including an introduction to key elements of teaching, learning and academic study.

The programme runs for a minimum of nine months and starts in September.

Most of the apprentices’ time is spent engaging in ‘on-the-job’ school-based training, Monday to Thursday. Apprentices are released from their school setting each Friday to undertake university-directed study.

With support from their employer, apprentices are required to spend a minimum of 20% of paid working hours on studies and be able to evidence this. This is a statutory requirement for apprenticeships and the funding is conditional on this being met. 

Off-the-job learning includes activities which have not previously been a part of their role or activities which further an apprentice’s development into new areas.

I was able to observe colleagues teach, gaining ideas and different ways of teaching. I was observed regularly by my mentor and informally by other teachers, allowing me to receive feedback to improve my practice. From this, I planned and taught lessons which were engaging and challenging to pupils. I was able to build up good relationships with pupils and staff throughout the year.

Claire, graduate

Core skills 

The Postgraduate Teacher Apprenticeship (QTS and PGCE Professional Education Studies) at the University of Brighton prepares each apprentice to teach in one of the following age ranges:

• Primary 5–11
• Secondary 11–16.

Subjects explored when studying the primary age range include:

• Principles and Issues in Education
• Professional Knowledge in Education
• Professional Enquiry in Education.

Subjects explored when studying the secondary age range include:

• Principles and Issues in Education
• Professional Knowledge in Education (secondary subject)
• Professional Enquiry in Education.

Where the teacher apprentice is working in a secondary special school, it may sometimes be more appropriate for the apprentice to follow a primary programme; this decision will be made by the university and the employer. 

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 these 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:

• lectures and seminars to introduce underpinning knowledge, theoretical argument, practical skills and interprofessional 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.

While 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:

• provide evidence of suitability checks and a DBS certificate that is no more than five years old
• conduct a workplace induction and set out a contract of employment
• provide an appropriately qualified workplace mentor to support the apprentice
• attend the apprentice’s progress review
• release the 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 a professional development portfolio throughout the apprenticeship.

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 Access to Work 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 Council Tax. 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 Support Desk at any campus and send this to your Council Tax department when you register on the programme.

Other

• Brighton and Hove bus discount
• NUS card

Ofsted ‘outstanding‘

Graded ‘outstanding’ by Ofsted for primary and secondary in our 2024 Initial Teacher Education inspection.

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 our graduates