NIoT at DRET Initial Teacher Education
Initial Teacher Education
David Ross Education Trust works alongside The National Institute of Teaching in partnership and as an Associate College to deliver Initial Teacher Education.
The National Institute of Teaching (NIoT) programme leads to the award of Qualified Teacher Status (QTS) through the NIoT (an accredited provider), with PGCE and master’s level credits awarded in partnership with the University of Birmingham. You can find out more about the NIoT programme here.
The NIoT’s initial teacher training is a fully immersive school-centred programme – aspiring teachers will be in the classroom from the very start. But full immersion does not mean that you will be thrown in the deep end: our trainees are mentored and have central training once a week.
- A bachelor’s degree, or equivalent with a 2:2 or above
- A GCSE grade 4/C or above in English and maths, or equivalent
- Primary candidates will also need a GCSE grade 4/C or above in a science, or equivalent
- Your degree or A-levels will need to be relevant to the subject/phase you wish to teach.
You can also read more about eligibility on the Get Into Teaching website.
Bursaries are available to trainees on tuition fee-based teacher training courses in England that lead to the award of qualified teacher status (QTS).
Receiving a bursary depends on:
- highest relevant academic award
- ITT subject
In languages and physics, trainees starting courses in the academic year 2024 to 2025 will not need to be eligible for student finance to be eligible for a bursary. In all other subjects, trainees are only eligible for a bursary if they are entitled to support under the student finance criteria.
For 2024 to 2025 the Department for Education are offering bursaries of:
- £28,000 in chemistry, computing, mathematics and physics
- £25,000 in biology, design and technology, geography and languages (including ancient languages)
- £10,000 in art and design, English, music and RE
Applicants may be eligible for a bursary if they have 1st, 2:1, 2:2, PhD or master’s.
- Five days per week (four days in school, one day at a campus).
- Four days per week, with the course finishing at the end of the autumn term of year two. All academic work would be completed during year one. Training day (Thursday) not negotiable.
- Three days per week, with the course finishing at Easter of year two. All academic work would be completed during year one. Training day (Thursday) not negotiable.
- Pre-Autumn term: Flying start – a one-week programme for all NIoT new trainees, when we'll ensure that you have the basic tools necessary to prepare you for entering the classroom.
- Autumn term: You will have one main placement for the whole of this term. The course is fully immersive, which means that you’ll be teaching from the very start – but your timetable will be very small to begin with, increasing as the year progresses. You will be in your placement school four days a week and training in your campus one day a week. This means that you'll be able to learn new techniques, practise them and then apply them in school immediately.
- Spring term: You will spend four weeks of this term in a contrasting school placement. The aim is to broaden your experience and field of reference. This placement will be organised for you.
- Second half of spring term and summer term: You will return to your main placement school. This will help you to strengthen existing relationships and to deepen your teaching knowledge, as well as providing continuity for your learners.
What you'll learn:
- Subject and curriculum knowledge: We'll support you with the fundamentals: why you're teaching an aspect of the curriculum, what's the best way to teach it, and how you can do it most successfully.
- Planning for progress: How to plan effective, objective-driven lessons by observing expert colleagues, conceptualising and sequencing pupil progress over time, and creating opportunities for deeper learning and challenge.
- Behaviour and relationships: How to nurture a culture of mutual trust and respect. How to create an inclusive and ambitious climate for learning, helping young people to achieve consistently high standards. How to provide a positive, predictable and safe environment for all pupils.
- How students learn – inclusive pedagogy: How to ensure all our pupils experience success at the highest level by teaching new content, building on their pre-existing knowledge, using explanations and modelling and diagnosing and implementing strategies for all. How to provide opportunities for practice and retrieval, so as to maximise the chances that pupils will retain new information. How to avoid overloading young people with information.
- Assessment and responsive teaching: How to draw on the different forms of assessment, in order to check for learner misconceptions and measure the depth of their understanding. How to use data effectively to support the needs of the pupils in your class.
- Professional behaviours: How to step into the role of a teacher. What will your professional obligations be? How can you look after your own wellbeing? How to reflect on your own teaching practice and make use of the support around you. How to use wider networks and communities in order to strengthen your own knowledge.
- Primary (3-7)
- Primary (5-11)
- Primary with mathematics (5-11)
- Art & Design
- Design & Technology
- Modern Languages
- Physical Education
Recruitment is now open to train the next generation of teachers in both secondary and primary phases. If you would like to contact us for more information, please email us at: NIoTTeacherEducation@dret.co.uk