Religious Education
Lead Subject Mentor for Religious Education Sarah Jones, Thomas Lord Audley School
Course Overview
The Religious Education course at CTTC prepares you to teach pupils about a broad range of world religions, beliefs, ethics, and philosophical questions. You will develop the skills to deliver a curriculum that encourages critical thinking, respect for diversity, and ethical understanding across Key Stages 3 to 5.
The course explores how to engage pupils in discussions about identity, morality, and spirituality in a balanced and inclusive way. You’ll learn how to navigate sensitive topics with sensitivity and foster a classroom environment that values open inquiry and mutual respect.
You will study contemporary issues in religion and society, helping pupils to connect their learning to real-world contexts. The course also emphasises methods for assessment and adaptive teaching to meet the needs of all learners.
What You’ll Learn
- Planning engaging lessons covering major world religions and ethical themes
- Facilitating respectful discussions on sensitive or controversial topics
- Encouraging pupils to develop their own beliefs and values critically
- Using a variety of resources including texts, media, and visits to places of worship
- Assessment techniques for Religious Education qualifications
Placement Experience
Placements offer experience in schools with diverse RE programmes, where you’ll teach across age ranges and may support visits to religious sites or community events. Mentoring will focus on subject knowledge and pedagogy.
Recommended Reading
- Teaching Religious Education: Contemporary Issues and Practical Approaches by Christopher Rowland
- Understanding Religious Education by Mary Boys
Useful Websites
Physics
Lead Subject Mentor for Science Susie Devonport
Course Overview
The Physics course at CTTC equips you with the expertise to teach physics concepts with clarity and enthusiasm from Key Stages 3 to 5. You’ll deepen your understanding of topics such as mechanics, electricity, magnetism, waves, and modern physics, alongside developing pedagogical skills to make challenging content accessible.
The course integrates practical experiments and real-world applications to engage pupils and develop their scientific enquiry skills. You’ll learn how to use data analysis and modelling tools, teach problem-solving approaches, and support pupils’ scientific literacy.
You will also explore differentiated teaching strategies to meet the needs of diverse learners, including those aiming for GCSE and A-Level qualifications.
What You’ll Learn
- Delivering clear explanations of key physics principles
- Planning and supervising practical investigations safely
- Encouraging scientific thinking and reasoning skills
- Using technology and simulations to enhance learning
- Strategies for assessment and exam preparation
Placement Experience
You will complete placements in schools with well-resourced science departments, teaching physics lessons across age ranges. Opportunities may include supporting science clubs and practical workshops.
Recommended Reading
- Teaching Secondary Physics by Simon Gibbons
- Conceptual Physics by Paul G. Hewitt
Useful Websites
Physical Education
Lead Subject Mentor for Physical Education Matt Atkins
Course Overview
The Physical Education course at CTTC prepares you to inspire pupils to develop physical competence, healthy habits, and teamwork skills. You’ll learn how to deliver a broad and balanced PE curriculum covering games, athletics, gymnastics, dance, and outdoor activities for Key Stages 3 to 5.
The course emphasizes inclusive practice, ensuring all pupils can participate and progress regardless of ability. You’ll explore how to promote positive attitudes towards health and wellbeing and support physical literacy development.
Training covers lesson planning, behaviour management in active environments, and assessment strategies. You will also develop knowledge of sport science, anatomy, and physical education theory to underpin your teaching.
What You’ll Learn
- Designing safe and engaging practical PE lessons
- Teaching a range of physical activities and sports
- Supporting pupils’ social, emotional, and physical development
- Managing group behaviour in active settings
- Using assessment to monitor skill progression and fitness
Placement Experience
Placements will give you opportunities to teach across the curriculum in schools with strong PE departments. You may assist with extracurricular clubs, sports teams, and competitions.
Recommended Reading
- Physical Education and the Study of Sport by Peter J. Hastie
- Teaching Physical Education: Becoming a Master Teacher by Stephen A. Mitchell
Useful Websites
Music
Lead Subject Mentor for Music Sarah Milligan
Overview
The Music course at CTTC is designed for passionate musicians who want to inspire creativity, confidence and musical understanding in young people. The course prepares you to teach music across Key Stages 3 and 4 (and where possible, Key Stage 5), developing pupils’ practical, theoretical and listening skills while fostering a lifelong appreciation of music.
You’ll explore how to teach music as both a practical and academic subject, balancing performance, composition, and listening/appraising. The course supports you to build inclusive and engaging lessons that enable all pupils – regardless of prior experience – to participate, perform and succeed.
Throughout the course, you’ll develop strategies for managing practical classrooms, leading ensembles and using technology to enhance musical learning. You’ll also explore how music supports pupils’ wider development, including confidence, teamwork, creativity and cultural awareness.
What You’ll Learn
- Planning and delivering practical music lessons across Key Stage 3 to Key Stage 5
- Teaching performance, composition and listening/appraising
- Strategies for inclusive music-making in mixed-ability classes
- Using music technology (e.g. sequencing, notation and recording software)
- Assessment approaches for practical and written music outcomes
- Classroom and rehearsal management in practical settings
Placement Experience
You’ll complete placements in schools with established music departments, gaining experience teaching classroom music as well as supporting instrumental work where available.
Opportunities may include:
- Leading practical lessons and ensemble work
- Supporting choirs, bands or instrumental groups
- Preparing pupils for GCSE or A-Level music performances and compositions
- Observing how music contributes to wider school life through concerts and events
Your subject mentor will support your development in both pedagogy and musicianship.
Recommended Reading
- Teaching Secondary Music by Gary Spruce
- Music Education in the 21st Century by Lucy Green
- Sounds of Intent by Adam Ockelford (particularly useful for inclusive practice)
- GCSE and A-Level Music specification materials
Useful Websites
Modern Languages
Lead Subject Mentor for Modern Languages Florence Townsend, Colchester Royal Grammar School
Course Overview
The Modern Languages course at CTTC prepares you to teach languages such as French, German, and Spanish to pupils across Key Stages 3 to 5. You’ll develop practical skills to create immersive, engaging language lessons that build pupils’ communication, cultural awareness, and confidence. The course emphasizes speaking and listening skills alongside reading and writing, integrating grammar and vocabulary within meaningful contexts.
You’ll explore contemporary approaches to language teaching, including the use of technology and authentic resources. The training also covers differentiation to support learners of varying abilities and backgrounds, as well as assessment methods aligned with GCSE and A-Level requirements.
Cultural enrichment is an important focus, helping pupils understand the diversity of language use in real-world settings and develop a lifelong interest in global communication.
What You’ll Learn
- Planning lessons that develop all four language skills: speaking, listening, reading, and writing
- Using interactive and communicative teaching methods
- Strategies for teaching grammar and vocabulary effectively
- Incorporating culture and intercultural understanding into lessons
- Assessment techniques for modern language qualifications
Placement Experience
You will teach in schools with established language departments, gaining experience with mixed-ability classes and exam preparation. There may be opportunities to support language clubs or international exchange activities.
Recommended Reading
- Teaching Languages in the Secondary School by Liz Dale and Rosemary Stockwell
- Techniques and Resources in Teaching Grammar by Diane Larsen-Freeman
Useful Websites
Mathematics
Lead Subject Mentors for Mathematics: Amy Duthie, The Gilberd School; Ollie Thorpe, Manningtree High School, and Helen Baker, CTTC
Course Overview
The Mathematics course at CTTC is designed to prepare trainees to teach maths with confidence, clarity, and enthusiasm across Key Stages 3 to 5. You’ll deepen your own subject knowledge while developing the pedagogical skills needed to make complex mathematical concepts accessible and engaging.
The course covers a broad range of topics, including algebra, geometry, calculus, statistics, and problem-solving, aligned with the national curriculum and examination specifications. You’ll also learn how to use assessment data effectively to support learners’ progress and tackle misconceptions.
Special focus is given to fostering mathematical reasoning, fluency, and application, alongside strategies for teaching diverse classrooms and addressing gaps in knowledge.
What You’ll Learn
- Planning effective and inclusive maths lessons for different age groups
- Using concrete resources and visual representations to support understanding
- Techniques for teaching problem-solving and critical thinking
- Assessment strategies including formative assessment and exam preparation
- Supporting pupils with special educational needs in mathematics
Placement Experience
Your placements will allow you to teach maths across the age range, with mentoring to help you develop classroom management, lesson planning, and assessment skills. You may also observe maths support sessions and interventions.
Recommended Reading
- Teaching Mathematics: Foundations to Middle Years by Douglas McDougall and Joyce Parker
- Mathematics Explained for Primary Teachers by Derek Haylock
- Teach Now! Mathematics by Julia Upton
History
Lead Subject Mentor for History Ignacio Paz, Colchester County High School for Girls
Course Overview
The History course at CTTC prepares trainees to engage students with the stories and complexities of the past. You will explore how to teach historical inquiry, critical analysis of sources, and develop pupils’ understanding of chronology, causation, and change over time.
The course covers a broad chronological and thematic curriculum spanning British, European, and world history, from ancient to modern periods. It also includes teaching approaches for controversial or sensitive topics and strategies for supporting literacy and critical thinking through historical evidence.
You’ll learn how to make history relevant to pupils’ lives, connecting past events to contemporary issues, and develop assessment methods to track pupils’ progress and understanding.
What You’ll Learn
- Planning and delivering lessons on key historical periods and themes
- Developing pupils’ skills in historical enquiry and source analysis
- Promoting critical thinking and debating historical interpretations
- Using a variety of resources, including digital archives and museums
- Strategies for adaptive teaching and inclusion in history lessons
Placement Experience
You’ll undertake placements in schools with strong history departments, teaching across key stages and possibly supporting trips or projects. Mentoring will support your development of both subject knowledge and pedagogy.
Recommended Reading
- Teaching History by Alan C. Marshall
- Making History: A Guide for the Teaching of History by Sue Mewies and Matthew Hilton
Useful Websites
Health and Social Care
Lead Subject Mentor for Health and Social Care Sharon Mangoma, Suffolk One
Course Overview
The Health and Social Care course at CTTC is designed for trainees passionate about supporting wellbeing and development within diverse communities. You will explore how to teach the subject’s broad curriculum, covering topics such as human development, health promotion, safeguarding, and social care values. The course balances theoretical knowledge with practical teaching strategies to help students understand both personal and societal health and social care issues.
You’ll develop skills to engage learners through discussions, case studies, and real-life scenarios, preparing them for further study or careers in the sector. Emphasis is placed on safeguarding, empathy, and communication skills to support vulnerable individuals. The course also covers assessment methods and strategies for supporting learners with varied needs.
What You’ll Learn
- Key concepts and curriculum content across health and social care
- How to create inclusive, student-centered learning environments
- Strategies for teaching sensitive topics with care and professionalism
- Assessment and feedback specific to vocational subjects
- Linking theory to practical experiences and current industry standards
Placement Experience
Placements will provide experience in schools delivering health and social care qualifications, including opportunities to observe and teach vocational lessons. You may also visit relevant settings such as care homes or community centres to deepen your understanding.
Recommended Reading
- Health and Social Care: A Level Revision Guide by Frances Cox
- Teaching Health and Social Care by Teresa Keogh
Useful Websites
Geography
Lead Subject Mentor for Geography: James King, Colchester County High School for Girls
Course Overview
The Geography course at CTTC prepares you to inspire young people to explore and understand the complex physical and human landscapes of our world. You’ll learn how to deliver a curriculum that covers diverse topics including ecosystems, weather patterns, rivers, population dynamics, urbanisation, and sustainable development.
Your training will emphasise practical skills such as map reading, data analysis, fieldwork, and the use of Geographic Information Systems (GIS). You will be encouraged to develop enquiry-based and experiential learning opportunities that engage pupils in real-world issues like climate change, globalisation, and resource management.
The course also addresses how to teach geography in ways that develop pupils’ critical thinking, problem-solving, and global citizenship, making connections between local, national, and international contexts.
Throughout your placements, you’ll gain valuable hands-on experience in planning and delivering lessons, leading field trips, and using digital tools to support learning.
What You’ll Learn
- Curriculum content from Key Stage 3 through GCSE and A-Level Geography
- Methods for teaching physical geography topics like ecosystems, weather, and rivers
- Approaches to human geography including population, migration, and urban development
- Planning and leading fieldwork and enquiry-based learning
- Using GIS and digital tools to enhance learning
Placement Experience
You’ll complete placements in schools where you can observe and teach geography lessons across age ranges. Fieldwork opportunities may be available, allowing you to develop skills in outdoor learning and geographical enquiry.
Recommended Reading
- Geography Through Enquiry by Keith Fisher
- Teaching Geography 11–18 by Keith Barton and Louise Smith
- AQA GCSE Geography – CGP Revision Guide
Useful Websites
English
Lead Subject Mentor for English Charlie Jasper, Colchester Royal Grammar School and Matthew Blair, Manningtree High School
Course Overview
The English course at CTTC prepares you to teach a broad and stimulating curriculum that includes language, literature, and communication skills. You’ll explore ways to foster a love of reading and writing, helping students develop critical thinking, creativity, and analytical skills.
The course covers teaching approaches across Key Stages 3, 4, and 5, including preparing pupils for GCSE and A-Level examinations. You’ll learn how to support pupils in understanding a wide range of texts—from classic and contemporary literature to media and non-fiction—while also building their confidence in spoken language and writing across different genres.
You’ll gain insight into how to plan engaging lessons tailored to meet the needs of diverse learners, including those with special educational needs and English as an Additional Language (EAL). Assessment techniques, formative feedback, and the use of technology to enhance learning are also key components.
This course places a strong emphasis on developing your reflective practice and understanding of how language shapes identity and society.
What You’ll Learn
- Approaches to teaching reading comprehension, analysis, and creative writing
- Supporting language development and literacy across the curriculum
- Planning lessons that engage diverse learners with a range of texts and media
- Assessment and feedback strategies for English language and literature
- Using spoken language activities to develop confidence and communication skills
Placement Experience
You will gain experience teaching English in at least two schools, working with different age groups and abilities. Opportunities will include leading whole-class lessons, small-group support, and observing exam preparation classes.
Recommended Reading
- Teaching English by Design by Peter Smagorinsky
- English Teaching: An Introduction by Ian Brookes and Peter Grundy
- Literacy and Language in the Primary Years by Helen Moylett (useful for KS3 transition)
Useful Websites
Drama
Lead Subject Mentor for Drama Sarah Milligan
Course Overview
he Drama course at CTTC offers an inspiring and practical approach to teaching drama and theatre across Key Stages 3 to 5. You’ll develop the skills to create engaging lessons that build pupils’ creativity, confidence, communication, and teamwork. The course explores a wide range of drama techniques, including devising original work, scripted performance, improvisation, and the use of space and movement.
You’ll gain a deep understanding of how drama can support pupils’ personal, social, and emotional development, encouraging empathy and self-expression. You’ll also explore the links between drama and other curriculum areas, using drama as a tool for enhancing learning and inclusion.
Throughout your training, you will engage with live theatre, understand how to manage rehearsal processes, and develop strategies for assessment and feedback in both practical and written work. The course balances theoretical study with hands-on teaching experience to prepare you for the diverse demands of drama education.
What You’ll Learn
- Planning and delivering practical drama lessons across Key Stages 3–5
- Techniques for fostering creativity, imagination, and emotional expression
- How to manage and direct group work and performances
- Assessment methods specific to Drama, including both practical and written work
- Supporting students’ personal development through drama and theatre
Placement Experience
You’ll complete placements in schools with active drama departments, observing and teaching lessons across different year groups. There may be opportunities to support school productions, workshops, and extracurricular drama activities, helping you build a varied portfolio of teaching experience.
Recommended Reading
- Teaching Drama 11–18 by John Somers
- Drama in Education: Theory and Practice by Dorothy Heathcote and Gavin Bolton
- Theatre for Community, Conflict and Dialogue by Michael Rohd
Useful Websites
Design and Technology
Lead Subject Mentor for Design & Technology Kate Hoddy, Thurstable School
Course Overview
he Design and Technology course at CTTC supports you in developing the confidence and practical knowledge to teach across the full breadth of D&T, including product design, resistant materials, textiles, electronics, and food preparation and nutrition, depending on your specialism and background.
You’ll explore how to teach the iterative design process – researching, designing, making, and evaluating – and how to inspire pupils to become creative problem-solvers. The course includes hands-on experience with tools, materials, and digital technologies, and supports safe and inclusive workshop practice.
As part of your training, you’ll learn how to plan engaging projects that integrate real-world issues such as sustainability, ethics, and innovation, giving pupils a sense of purpose and relevance in their work. You’ll also develop your assessment strategies and learn how to foster creativity, independence, and collaboration in the design classroom.
What You’ll Learn
- Planning and delivering engaging D&T projects from design brief to finished product
- Health and safety protocols and risk assessments in practical settings
- Strategies for teaching designing, making, and evaluating
- Integrating sustainability and innovation into the curriculum
- Supporting creativity and independence in a practical subject
Placement Experience
During your placements, you’ll experience the breadth of D&T taught in schools and will take responsibility for leading practical sessions. You’ll receive guidance from your school-based mentor to build your skills in planning, assessment, and managing workshop environments effectively.
Recommended Reading
- Teaching Design and Technology 3–11 by Douglas Newton
- Design and Technology: A Level Textbook by Edexcel
- Design & Technology: Curriculum Progression Frameworks (DfE)
Useful Websites
Chemistry
Lead Subject Mentor for Science Susie Devonport
Course Overview
The Chemistry course at CTTC is designed for enthusiastic science graduates who are keen to bring the wonders of chemical science to life in the classroom. The course supports you in developing both subject knowledge and pedagogical approaches to teach chemistry across Key Stage 3, GCSE, and potentially A-Level.
You’ll learn how to break down abstract and often complex ideas – such as atomic structure, chemical bonding, acids and bases, reaction rates, and organic chemistry – so they are accessible and meaningful to young learners. There is a strong emphasis on developing pupils’ practical skills, scientific reasoning, and confidence in laboratory environments.
Throughout the course, you will receive training in managing practical work safely and effectively, assessing students’ progress, and using models and demonstrations to support deep understanding. You’ll also explore how chemistry connects with real-world contexts such as climate change, pharmaceuticals, and sustainability, helping students see the relevance and value of what they’re learning.
What You’ll Learn
- Pedagogical approaches to teaching chemistry at KS3 and KS4 (and A Level, where applicable)
- How to plan engaging, safe, and meaningful practical lessons
- Strategies for explaining abstract scientific concepts using models and analogies
- Assessment for learning in science and how to support all learners effectively
- Cross-cutting themes like sustainability, health, and climate within the chemistry curriculum
Placement Experience
You’ll complete placements in at least two different schools, gaining experience across Key Stages 3 and 4. You’ll have the opportunity to lead practical lessons and experiment demonstrations, plan sequences of lessons, and reflect on the progress and engagement of your pupils with support from your subject mentor.
Recommended Reading
- Teaching Secondary Science: Theory and Practice by Geoff Woolcott and Richard Smith
- The Language of School Science (ASE Guide)
Useful Websites
Business Studies
Lead Subject Mentor for Business Studies George Lowe, The Trinity School
Course Overview
The Business Studies course at CTTC is designed for those with a strong interest in economics, enterprise, and real-world decision-making. Business is a highly relevant subject that appeals to many young people, and this course will give you the tools to make it come alive in the classroom.
You’ll develop a deep understanding of the curriculum content across GCSE and A-Level specifications, including entrepreneurship, marketing, finance, operations, and human resources. The course also supports you in building the skills to help students interpret data, construct arguments, and evaluate business strategies.
You’ll explore how to use current events, news stories, and real-life business case studies to enrich your teaching, making links to pupils’ own interests and experiences. As part of the course, you’ll also learn how to use digital tools, business simulations, and project-based learning to engage students and prepare them for further study or careers in business.
What You’ll Learn:
- Key concepts including marketing, finance, human resources, and enterprise
- Real-life case studies to support meaningful and applied learning
- Effective use of data and business reports in the classroom
- Preparing pupils for GCSE and A-Level exam requirements
Placement Experience:
You’ll teach KS4 Business (GCSE) and may have opportunities to observe or support in KS5 (A-Level or BTEC) classes.
Recommended Reading:
- AQA GCSE Business Studies by Malcolm Surridge & Andrew Gillespie
- Business Education: Curriculum and Pedagogy by Robert L. Blaney
- Business Model Generation by Alexander Osterwalder
Useful Websites:
Biology
Lead Subject Mentor for Science Susie Devonport
Course Overview
The Biology course at CTTC provides a comprehensive grounding in how to teach biological sciences in a way that is engaging, rigorous, and relevant. Whether your background is in pure biology, biomedical sciences, or a related field, this course will support you to translate complex concepts into meaningful learning experiences for pupils across Key Stages 3 and 4 (and often 5).
You will develop your understanding of key topics such as cell biology, human anatomy, genetics, evolution, ecology, and microbiology, and learn how to deliver these in a hands-on and inquiry-led way. Emphasis is placed on scientific thinking, practical investigation, and linking learning to real-world contexts.
You’ll gain skills in managing lab activities safely and effectively, encouraging students to ask questions, interpret data, and draw conclusions. The course also explores how to support pupils with different learning needs and how to foster curiosity and resilience in science.
What You’ll Learn:
- Subject knowledge across cell biology, ecology, genetics, and physiology
- Planning investigations and promoting scientific thinking
- Supporting pupils’ understanding of data and scientific language
- Developing practical lab skills and safe practice in school laboratories
Placement Experience:
You’ll teach KS3 and KS4 Biology and Science, and may have the opportunity to observe or support A-Level teaching depending on your placement school.
Recommended Reading:
- Teaching Secondary Biology by Michael Reiss
- Biology for the IB Diploma by C.J. Clegg (great for KS5 insights)
- GCSE Biology – CGP revision guides (used widely in schools)
Useful Websites:
Art and Design
Lead Subject Mentor for Art & Design Jason Smalley, Manningtree High School
Course Overview
The Art & Design course at CTTC is ideal for creative and reflective individuals who are passionate about nurturing artistic expression in young people. The course is designed to equip you with the skills, confidence, and knowledge to teach art in a secondary school setting, supporting students in their creative journeys.
You will explore a wide range of art disciplines including drawing, painting, sculpture, printmaking, textiles, photography, and digital media. Through both academic study and practical experience, you will learn how to plan engaging lessons, build a positive and inclusive studio environment, and inspire a love of visual arts.
You’ll gain an understanding of how to assess students’ creative work and provide constructive feedback, as well as how to celebrate diversity and cultural influences in art. The course supports you to develop your own artistic practice alongside your teaching, giving you confidence to model creativity and critical thinking in the classroom.
What You’ll Learn:
- Planning and delivering engaging art lessons across Key Stages 3–5
- Developing pupils’ visual literacy and creative confidence
- Assessing practical and conceptual art outcomes
- Managing a studio classroom and promoting safe use of materials
Placement Experience:
You’ll observe and teach in schools with strong Art departments, gaining experience in both traditional and contemporary art practices.
Recommended Reading:
- The Art Teacher’s Handbook by Helen D. Hume
- How to Teach Art to Children by Joy Evans
- Teaching for Artistic Behaviour by Katherine Douglas
- Drawing Projects by Mick Maslen & Jack Southern
Useful Websites:
Postgraduate Certificate in Education (PGCE) without QTS
CTTC is pleased to offer a flexible Postgraduate Certificate in Education (PGCE) for practising teachers. This academic qualification is designed to support your continuing professional development (CPD) while you work, helping you strengthen your classroom practice and deepen your understanding of teaching and learning.
- Face-to-face delivery at CTTC, supported by online one-to-one tutorials with your PGCE tutor
- Led by experienced educators with real classroom expertise
- Designed to enhance your professional development
- Provides 60 Master’s level credits towards a full Master’s degree
- Ideal for early career and experienced teachers working in schools
This PGCE is for teachers who are already employed in schools and looking to reflect on, improve, and refine their teaching. Please note: this programme does not lead to Qualified Teacher Status (QTS).
You’ll apply educational theory directly to your everyday teaching, reflect on your practice to improve pupil outcomes, and complete an action research project.
Advantages of Having a PGCE
- National and International Recognition: A PGCE is a well-respected academic qualification that is recognised in the UK and internationally, opening up wider teaching opportunities.
- Master’s-Level Credits: The PGCE includes 60 credits at Level 7, which can be used towards a full Master’s degree in education.
- Stronger Career Progression: Holding a PGCE can enhance your professional credibility and support faster progression into leadership, specialist, or academic roles.
- Deepens Understanding of Educational Theory: You’ll gain a strong foundation in pedagogy, research, and reflective practice, helping you make informed decisions in the classroom.
- Enhances Professional Skills: The course strengthens your skills in critical thinking, research, academic writing, and communication — all valuable in and beyond teaching.
Theory and Practice – Hand in Hand
The PGCE is grounded in the belief that great teaching has the power to transform lives. You’ll explore the latest educational research and pedagogical thinking, while applying this knowledge in your day-to-day classroom practice. Whether you are teaching early readers or exploring advanced subject knowledge, your training will challenge and support you to think deeply about what works best for pupils – and why.
Assessment
You’ll be assessed through a combination of written assignments, an oral presentation, and ongoing evaluation of your school-based teaching. Assessments are carefully timed and supported to ensure that you can balance academic study with your placement commitments.
Trainees complete the following modules as part of their PGCE.
| Module Title | Component Number and Type | Weighting | Word Count / Duration |
| 1: Inclusive Practice and Equitable Learning | Written Assignment based on a case study scenario | 100% | 4000 |
| 2: Making an Impact on Teaching and Learning | Part One: Individual oral presentation and academic poster | 30% | 3000 (equivalent) |
| Part Two: Written assignment | 70% | 5000 | |
| Professional Practice | Final Assessment of Evidence including observed practice | 100% | 10000 (equivalent) |
Outstanding Support
Throughout the course, you’ll receive personalised guidance from your PGCE tutor, who will support your academic assignments, research projects and professional development. You’ll also benefit from seminars and tutorials designed to help you explore key educational issues and develop your critical thinking, research and academic writing skills.
Additionally, trainees are allocated dedicated Study Days for the PGCE where they are not expected to attend placement school.
What You’ll Achieve
By the end of the course, you will:
- Achieve QTS and a PGCE with 60 Master’s-level credits
- Be equipped to teach effectively in your chosen age phase and subject
- Be confident in your ability to reflect on and improve your practice
- Have a strong foundation in educational research and enquiry
- Be ready to contribute to the wider profession and ongoing educational debate
Cost of Postgraduate Certificate in Education (PGCE) without QTS
The fee for the PGCE is £2100. This can be paid in pre-agreed, interest-free instalments.
Postgraduate Certificate in Education (PGCE)
PGCE with Qualified Teacher Status (QTS)
At Colchester Teacher Training Consortium (CTTC), our PGCE with Qualified Teacher Status (QTS) is a rigorous, inspiring, and highly supportive route into the teaching profession. The course blends academic study with extensive classroom experience to prepare trainees to become confident, evidence-informed and reflective practitioners.
Advantages of Having a PGCE
- National and International Recognition: A PGCE is a well-respected academic qualification that is recognised in the UK and internationally, opening up wider teaching opportunities.
- Master’s-Level Credits: The PGCE includes 60 credits at Level 7, which can be used towards a full Master’s degree in education.
- Stronger Career Progression: Holding a PGCE can enhance your professional credibility and support faster progression into leadership, specialist, or academic roles.
- Deepens Understanding of Educational Theory: You’ll gain a strong foundation in pedagogy, research, and reflective practice, helping you make informed decisions in the classroom.
- Enhances Professional Skills: The course strengthens your skills in critical thinking, research, academic writing, and communication – all valuable in and beyond teaching.
A Dual-Focused Programme
You’ll gain an in-depth understanding of the professional and academic aspects of teaching through a carefully designed programme that includes:
- Two Level 7 academic modules worth 60 Master’s-level credits awarded by the University of Suffolk, focusing on inclusive practice and the impact of teaching on learning.
- A Level 6 professional practice module based on teaching placements and assessed against the Teachers’ Standards for QTS.
Theory and Practice – Hand in Hand
The PGCE is grounded in the belief that great teaching has the power to transform lives. You’ll explore the latest educational research and pedagogical thinking, while applying this knowledge in your day-to-day classroom practice. Whether you are teaching early readers or exploring advanced subject knowledge, your training will challenge and support you to think deeply about what works best for pupils – and why.
Assessment
You’ll be assessed through a combination of written assignments, an oral presentation, and ongoing evaluation of your school-based teaching. Assessments are carefully timed and supported to ensure that you can balance academic study with your placement commitments.
Trainees complete the following modules as part of their PGCE.
| Module Title | Component Number and Type | Weighting | Word Count / Duration |
| 1: Inclusive Practice and Equitable Learning | Written Assignment based on a case study scenario | 100% | 4000 |
| 2: Making an Impact on Teaching and Learning | Part One: Individual oral presentation and academic poster | 30% | 3000 (equivalent) |
| Part Two: Written assignment | 70% | 5000 | |
| Professional Practice | Final Assessment of Evidence including observed practice | 100% | 10000 (equivalent) |
Outstanding Support
Throughout the course, you’ll receive personalised guidance from your PGCE tutor, who will support your academic assignments, research projects and professional development. You’ll also benefit from seminars and tutorials designed to help you explore key educational issues and develop your critical thinking, research and academic writing skills.
Additionally, trainees are allocated dedicated Study Days for the PGCE where they are not expected to attend placement school.
What You’ll Achieve
By the end of the course, you will:
- Achieve QTS and a PGCE with 60 Master’s-level credits
- Be equipped to teach effectively in your chosen age phase and subject
- Be confident in your ability to reflect on and improve your practice
- Have a strong foundation in educational research and enquiry
- Be ready to contribute to the wider profession and ongoing educational debate
Primary Course Guide
Primary 3–7 Pathway (Early Years and Key Stage 1)
Course Overview
This pathway prepares trainees to teach children aged 3–7, covering the Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1). You’ll develop a deep understanding of early child development, how young children learn through play and exploration, and how to support their transition into formal learning.
Key Learning Areas
- Early literacy and numeracy development
- Understanding of the EYFS statutory framework
- Child development and behaviour
- Phonics (systematic synthetic phonics approaches)
- Learning through play and outdoor education
- Safeguarding and child wellbeing
Placement Experience
Trainees will spend time in both Early Years (Nursery or Reception) and KS1 (Years 1 and 2) settings to gain a well-rounded understanding of the early stages of education.
Recommended Reading
- Development Matters (DfE, 2021)
- Understanding Child Development by Lindon & Brodie
- The Reception Year in Action by Anna Ephgrave
- How Children Learn by John Holt
Useful Websites
Primary 5–11 Pathway (Key Stages 1 and 2)
Course Overview
This route equips trainees to teach across the primary age range, from Year 1 to Year 6. Trainees will develop the confidence and knowledge to teach all National Curriculum subjects with a strong emphasis on Maths, English, and Science.
Key Learning Areas
- Core and foundation subject knowledge and pedagogy
- Teaching reading, writing, and mathematics effectively
- Curriculum planning, assessment, and differentiation
- Managing behaviour and creating a positive learning environment
- Preparation for statutory assessments (e.g., SATs)
Placement Experience
Trainees will spend time in both KS1 and KS2 classes to ensure breadth and depth of experience across the primary phase.
Recommended Reading
- How to Teach Primary Maths by Rose Griffiths
- Teaching Primary English by Eve Bearne
- Primary Science: Knowledge and Understanding by Graham Peacock
- Classroom Behaviour by Bill Rogers
Useful Websites
Assessment Only (AO) Route to Qualified Teacher Status (QTS)
The Assessment Only (AO)
The Assessment Only (AO) route allows experienced teachers to gain Qualified Teacher Status (QTS) without completing a traditional teacher training programme.
To be eligible, candidates must have substantial teaching experience in at least two schools and across two consecutive key stages, either in the primary or secondary phase. This experience must include full responsibility for planning, teaching, and assessing pupils in their chosen age range or subject, and it must demonstrate that they meet all of the Teachers’ Standards.
Applicants must also have taught across two consecutive age phases and be able to provide strong evidence of effective classroom practice.
The AO route is open to those teaching in schools that follow the English National Curriculum, including:
- State-funded schools
- Academies and free schools
- Independent schools
- Special schools and Pupil Referral Units (PRUs)
As part of the assessment process, CTTC will:
- Review a portfolio of evidence
- Observe teaching in the current school setting
- Conduct interviews with the candidate and school leaders
Safeguarding
CTTC is committed to safeguarding children. All AO candidates must pass rigorous background checks and follow all safeguarding policies in their school, including the Prevent duty.
Fees
(All fees are subject to VAT where applicable)
- Initial Needs Assessment (INA): £750 (non-refundable)
This covers the lesson observation, interviews, selection panel and administration. - Final Assessment Visit: £750 (non-refundable)
- Quality Assurance and Awarding of QTS: £1500
Where travel or overnight stays are required, reasonable costs (including subsistence) will be charged in addition to the fees listed above. This applies to candidates whose schools are located more than 30 miles from CTTC.
If you are an experienced teacher looking to gain QTS through recognition of your existing skills, the AO route may be right for you.
FAQs
What experience do I need?
To be eligible for the Assessment Only (AO) route, you must already meet the Teachers’ Standards through prior teaching experience.
You will need to have:
- Taught in at least two different schools
- Covered the full age range and subject you wish to be assessed in
- Taken full responsibility for planning, teaching, and assessing pupils’ learning
Each teaching placement must include a minimum of six weeks in each school.
What qualifications do I need?
You must have:
- A UK degree (or recognised equivalent)
- GCSEs at grade 4/C or above in English and maths
- GCSE science at grade 4/C or above (for primary applicants)
If you have international qualifications, you’ll need a Statement of Comparability from UK ENIC. Visit enic.org.uk for details.
Are there other eligibility requirements?
Yes. Candidates must:
- Have passed a DBS check and other pre-employment safeguarding checks
- Meet the health and physical capacity to teach as required by the DfE
- Communicate clearly in spoken and written standard English
- Demonstrate strong numeracy skills
- Show the professional values and attitudes expected of a qualified teacher
Can I apply if I work in a specialist setting?
Yes — but only if you have also taught in a mainstream school for at least six weeks across the relevant age range and subject.
Can I apply if I’m not currently working in a school?
You must be employed in a school in a teaching role before you start the AO route.
Your school must:
- Support your application
- Sign our CTTC Partnership Agreement
- Commit to employing you for at least 12 weeks during the assessment
What support does my school need to provide?
Your school must:
- Assign you a mentor
- Provide a timetable similar to that of an Early Career Teacher (ECT)
- Support two full-day assessments at the school, which include:
- A review of your evidence portfolio
- A lesson observation
- Meetings with your mentor and Headteacher
Can I apply if I’ve worked as a TA or cover supervisor?
Probably not.
Experience as a teaching assistant or cover supervisor is unlikely to meet the criteria, as the AO route requires experience with full responsibility for planning, teaching, and assessment.
Can I be assessed overseas?
Yes, Please contact for further information.
Postgraduate Teacher Apprenticeship Route
The Postgraduate Teacher Apprenticeship is a school-based route into teaching, designed for experienced school staff ready to take the next step in their career and gain Qualified Teacher Status (QTS) while continuing to work in their current school.
CTTC offers the Apprenticeship route for both Primary and Secondary phases.
What the Apprenticeship Offers
Apprentices benefit from:
- Qualified Teacher Status (QTS) on successful completion
- A Level 6 Teacher Apprenticeship Qualification
- The opportunity to complete a Postgraduate Certificate in Education (PGCE) with 60 Master’s-level credits
- A salary of at least £22,601 while training
- A starting salary of £32,916 to £40,317 once qualified (depending on location)
Training costs are covered by the school’s Apprenticeship Levy, meaning this is a salaried route into teaching with no tuition fee debt.
A Practical, Immersive Training Experience
As an apprentice, you’ll be in the classroom from day one, taking an active role in teaching and school life. You will:
- Be employed full-time by your school for the academic year
- Teach up to 80% of a 4-day timetable, gradually increasing responsibility
- Take full responsibility for planning, teaching and assessing pupils’ learning
Because of the high level of responsibility from the outset, this route is best suited to those with substantial prior experience working in a school environment.
Eligibility Requirements
To apply for the Postgraduate Teacher Apprenticeship, you must have:
- A UK degree (or a recognised equivalent qualification)
- GCSEs at grade 4/C or above in:
- English and Maths (for all applicants)
- Science (for Primary applicants only)
Is This Route Right for You?
The apprenticeship route is ideal for those already working in schools who are ready to step into a teaching role with the support of expert mentors and a structured training programme.
If you’re looking to earn while you train and already have classroom experience, this could be the perfect next step in your teaching career.
For prospective trainees
To apply via the Postgraduate Teacher Apprenticeship route, you must first secure employment with a school that is happy to support your training. Once this is confirmed, please contact CTTC for guidance on the next steps. Apprenticeship places are limited and highly competitive, so we encourage candidates to start speaking to schools early in the academic year. If you do not yet have an employing school, the Tuition Fee route may be a more appropriate starting point.
For schools
If you’re a school looking to support an apprentice trainee, we’d be delighted to work with you. Please contact CTTC to discuss how we can help you plan and deliver a high-quality training year for your prospective teacher.
Further information about employing an apprentice trainee can be found here.
Salaried Route
The salaried route is an option for those who already have significant experience working in a school and are ready to take the next step into teaching. This is an employment-based route that allows you to earn a salary while you train towards Qualified Teacher Status (QTS).
What the Salaried route offers
Salaried trainees benefit from:
- Qualified Teacher Status (QTS) on successful completion
- The opportunity to complete a Postgraduate Certificate in Education (PGCE) with 60 Master’s-level credits
- A salary of at least £20,598 while training
- A starting salary of £31,000 to £38,000 once qualified (depending on location)
- Training costs that are covered by the school, meaning this is a route into teaching with no tuition fee debt
A Practical, Immersive Training Experience
As a salaried trainee, you’ll be in the classroom from day one, taking an active role in teaching and school life. You will:
- Be employed full-time by your school for the academic year
- Teach up to 80% of a 4-day timetable, gradually increasing responsibility
- Take full responsibility for planning, teaching and assessing pupils’ learning
Because of the high level of responsibility from the outset, this route is best suited to those with substantial prior experience working in a school environment.
Eligibility Requirements
To apply for the salaried route, you must have:
Science (for Primary applicants only)
A UK degree (or a recognised equivalent qualification)
GCSEs at grade 4/C or above in:
English and Maths (for all applicants)
Is This Route Right for You?
The salaried route is ideal for those already working in schools who are ready to step into a teaching role with the support of expert mentors and a structured training programme.
If you’re looking to earn while you train and already have classroom experience, this could be the perfect next step in your teaching career.
For prospective trainees
To apply via the salaried route, you must first secure employment with a school that is happy to support your training. Once this is confirmed, please contact CTTC for guidance on the next steps. Salaried places are limited and highly competitive, so we encourage candidates to start speaking to schools early in the academic year. If you do not yet have an employing school, the Tuition Fee route may be a more appropriate starting point.
For schools
If you’re a school looking to support a salaried trainee, we’d be delighted to work with you. Please contact CTTC to discuss how we can help you plan and deliver a high-quality training year for your prospective teacher.
Routes into Teaching
At CTTC we believe there’s no single path to becoming a great teacher – just the right one for you. Whether you’re new to the profession or already working in a school and ready to take the next step, we offer a range of supportive and high-quality training routes to help you achieve Qualified Teacher Status (QTS) and a Postgraduate Certificate in Education (PGCE).
Explore the options below to find the pathway that best fits your experience, goals, and aspirations. We’re here to guide you every step of the way.
Comparison table
| Feature | Tuition Fee | Salaried | Apprenticeship |
| QTS Awarded | Yes | Yes | Yes |
| PGCE Option | Yes (with Master’s credits) | Optional (with Master’s credits) | Yes (with Master’s credits) |
| Length of Programme | 37 weeks | 1 academic year | 1 academic year |
| Employment Status | Not employed by school | Employed by school | Employed by school |
| Salary While Training | No salary – fees apply | Yes – paid by school | Yes – paid by the school |
| Training Costs | Trainee pays tuition fees (Student Finance may be available) | Paid by the employing school | Covered by Apprenticeship Levy |
| Teaching Commitment Start | Builds gradually over the year | Higher from the start (up to 80%) due to experience | Higher from the start (up to 80%) due to experience |
Get Into Teaching
If you are age 14 to 18 and interested in a working in education, the Get into Teaching booklet below offers accessible information about why teaching is such a rewarding profession, the many routes available into initial teacher training, and the skills and experiences that can help you prepare for your future career. Please feel free to access the guide below and if you have any further questions, please feel free to get in touch with our friendly team.
Secondary Course
Train to Teach in a Secondary School
Our Secondary Teacher Training programme leads to the award of Qualified Teacher Status (QTS) and a Postgraduate Certificate in Education (PGCE), which includes 60 Master’s-level credits, by the end of an academic year.
Your Secondary Pathway
Depending on your chosen subject, you will train to teach across either the 11–16 or 14–19 age range. The course is designed to prepare you for the realities of classroom teaching while developing your subject knowledge, confidence, and professional expertise.
What the Course Involves
The programme combines:
- Two school placements in contrasting settings
- Weekly centre-based, face-to-face training sessions at CTTC
- A structured professional development curriculum
You’ll also have opportunities to gain experience in a range of specialist contexts, including:
- SEND (Special Educational Needs and Disabilities)
- EAL (English as an Additional Language)
- Sixth Form and 14–19 settings
Placement Structure
You’ll train in two contrasting schools over the year, with time split between placements and training days.
- Autumn Term (first half): Settle into your first placement school and gain experience across different year groups.
- Autumn Term (second half): Begin teaching full class lessons.
- Spring Term: After planning and preparation, you’ll move to your second placement school and your teaching timetable will increase to around 50%.
- Summer Term: Take on increasing responsibility, building up to teaching 80% of the timetable during the final six weeks.
Throughout the year, your progress is supported by ongoing assessments,helping you reflect on your strengths and identify areas for development. You’ll receive personalised guidance to support your growth as a teacher.
Your Support Team
You’ll be supported by a team of experienced professionals:
- Mentor – an experienced teacher in your school who works with you day-to-day on all aspects of teaching and learning
- Lead Subject Mentor – responsible for overseeing your development and the quality of your mentor support and delivering your weekly Subject Study sessions.
- Facilitators and Course Director – specialists who provide expert training and guidance throughout the course
We offer training in a wide range of secondary subjects. If your chosen subject isn’t listed on our site, please get in touch — we may still be able to support your application.
Primary Course
Training to Teach in a Primary School
At CTTC, our primary course combines hands-on classroom experience with high-quality, face-to-face professional training. Our programme is carefully designed to give you the knowledge, skills and support you need to meet the Teachers’ Standards and gain Qualified Teacher Status (QTS) and a Postgraduate Certificate in Education (PGCE),which includes 60 Master’s-level credits, by the end of the academic year.
Your Primary Pathway
Trainees choose one of three age-range pathways:
- Ages 3–7: Early Years Foundation Stage (EYFS) and Key Stage 1
- Ages 5–11: Key Stage 1 and Key Stage 2
- Ages 7–11: Lower and Upper Key Stage 2
What the Course Involves
The programme combines:
- Two school placements in contrasting settings
- Weekly centre-based, face-to-face training sessions at CTTC
- A structured professional development curriculum
You’ll also have opportunities to gain experience in a range of specialist contexts, including:
- Secondary and Nursery settings
- SEND (Special Educational Needs and Disabilities)
- EAL (English as an Additional Language)
Placement Structure
You’ll train in two contrasting schools over the year, with time split between placements and training days.
- Autumn Term (first half): Settle into your host school and gain experience across different year groups.
- Autumn Term (second half): Begin teaching full class lessons across the primary curriculum.
- Spring Term: After planning and preparation, you’ll complete a six-week block placement in your second placement school, teaching around 50% of the timetable. You’ll return to your host school after February half-term.
- Summer Term: Take on increasing responsibility, building up to teaching 80% of the timetable during the final six weeks.
Throughout the year, your progress is supported by ongoing assessments, helping you reflect on your strengths and identify areas for development. You’ll receive personalised guidance to support your growth as a teacher.
Your Support Team
You’ll be supported by a team of experienced professionals:
- Mentor – an experienced teacher in your school who works with you day-to-day on all aspects of teaching and learning
- Lead Mentor – responsible for overseeing your development and the quality of your mentor support
- Facilitators and Course Director – specialists who provide expert training and guidance throughout the course
This close partnership ensures that you’re supported and challenged to reach your full potential.