Guidance

Curriculum content guidance for courses of further education initial teacher education

Updated 21 January 2026

Applies to England

This is a draft document published at this stage in order to support Parliamentary consideration of the underpinning regulations. It will only become formal guidance if Parliament approves the regulations.

Overview

This guidance sets out curriculum content for further education (FE) initial teacher education (ITE). All educational institutions in England that deliver specified FE ITE courses in England are required to have regard to this guidance when carrying out duties relating to the design and delivery of the curriculum for ITE programmes for trainees preparing to teach in FE settings. This means that providers should consider its content seriously and use it to inform the development or delivery of specified FE ITE courses. The Secretary of State for Education is also required to publish an annual report on ITE, which must include a summary of how relevant academic authorities are meeting their obligations, including for delivery of FE ITE programmes.

Legislation this guidance refers to:

This guidance refers to:

• The Skills and Post-16 Education Act 2022 (Section 17)
• The Further Education (Initial Teacher Training) Regulations 2026

Who this guidance is for

This guidance is for organisations delivering one or more specified FE ITE course in England. It applies to all courses included on the List of specified further education initial teacher education training courses

It can also be used by:

• awarding organisations and higher education providers with degree-awarding powers as they develop new qualifications or curricula for FE ITE programmes
• providers who are delivering qualifications through partnerships, franchises or other commercial relationships, to provide support to organisations delivering their qualifications to ensure that they are achieving the highest quality
• employers of teachers in the FE sector, to identify better quality programmes
• current and prospective trainees, to understand what they should expect from ITE programmes, and to inform decisions about where to undertake training
• Ofsted, to support FE ITE inspections

This guidance applies to providers of specified FE ITE courses at level 5 and above. It does not apply formally to any qualifications or apprenticeships delivered at level 3 or 4 that may be taken before achieving the recognised standard for teaching in FE. This includes the Certificate in Education and Training (CET) or the Award in Education and Training (AET). Providers of these courses may consider this guidance when developing a curriculum, but it is not a requirement.

This guidance does not apply to programmes leading to qualified teacher status or to the level 7 academic professional apprenticeship.

DfE will update this guidance as required to ensure it remains current and relevant. We will notify providers of any changes, primarily via the termly FE ITE newsletter. To subscribe, please email FE.ITEnewsletter@education.gov.uk.

Aims and scope

This guidance aims to strengthen the pedagogical foundations of ITE^{[footnote 1]} in the FE sector^{[footnote 2]}. It provides curriculum content, informed by practice and evidence, to support FE ITE providers to design and deliver programmes that equip trainee teachers with the knowledge, skills and behaviours needed to deliver high-quality education across diverse FE settings.

Based on current research and sector insights, the guidance is designed for FE ITE providers, teacher educators and curriculum or course leaders and promotes:

• quality
• adaptability
• professional autonomy
• critical engagement with pedagogical evidence

It ensures that ITE programmes are responsive to the diverse needs of FE students^{[footnote 3]} and the evolving demands of FE teaching, particularly teaching and vocational education.

This guidance provides a structured yet adaptable foundation for teaching in FE. As it sets a minimum bar and is not an exhaustive framework, ITE providers may also opt to use wider curriculum resources as trainees complete their training. The guidance:

• encourages thoughtful integration and adaptation rather than prescriptive compliance, which recognises the autonomy and professionalism of FE practitioners and the breadth and variety of the FE sector
• supports wider professional development for more experienced teachers who have already completed ITE
• supports the development of pedagogical content knowledge, a key component of subject-specialist teaching in FE

As such, it is valuable for teachers at all stages of their professional journey.

Providers of specified FE ITE courses must have regard to guidance on curriculum content for FE initial teacher training courses published by the Secretary of State^{[footnote 4]}. This means that providers should consider its approach and content seriously and use it to inform the design of ITE curricula. After careful consideration, departures from the guidance should be justified, with a clear rationale. Organisations such as Ofsted may consider the integration of this content within curriculum design during inspections of ITE providers.

As stated in the underpinning regulations, the guidance may also be updated from time to time by the Secretary of State. The Secretary of State is required to publish an annual report on FE ITE, which must include a summary of how relevant academic authorities are meeting their obligations, including for curriculum content.

Rationale and evidence

This guidance establishes foundational curriculum content for FE ITE. It responds to the varied nature of FE provision in terms of:

• settings and subjects
• the evolving demands of technical and vocational education
• the diverse pathways into FE teaching

It reflects a shift away from generic training models towards a more nuanced, evidence-informed approach that recognises the complexity of FE contexts, the autonomy of providers, and the varied experiences of students and educators.

In this guidance curriculum content is organised under a 5-pillar framework. These pillars are not intended as prescriptive categories but as interconnected domains that reflect the realities of classroom and wider FE practice, professional development and technical and vocational relevance (as appropriate). They provide a structure for curriculum design, enabling providers to build programmes that:

• align with the occupation duties and wider qualification requirements
• promote inclusion and responsiveness
• are grounded in robust pedagogical principles

There is a limited volume of specific evidence-based research on FE ITE and FE-specific pedagogy. As such, the methodology underpinning this guidance is somewhat broader than that of curriculum frameworks for adjacent education phases, such as the school teacher initial teacher training and early career framework.

This guidance has been drawn from:

• available FE evidence
• transferable insights from adjacent sectors
• a public call for evidence to seek additional sources
• extensive engagement with a wide range of FE teacher training and education experts and practitioners

This guidance is not exhaustive and may be iterated from time to time. It acknowledges the limited volume of FE-specific research and the importance of drawing on transferable insights from adjacent sectors while remaining sensitive to the distinct role of FE settings in England.

The iterative nature of this guidance is designed to invite ongoing dialogue, critical reflection and collaborative development, particularly as the evidence base evolves and the sector continues to adapt to meet the changing needs of industry.

We encourage providers to engage with the evidence and contribute to the growing body of research that supports excellence in FE teaching. Emerging evidence to inform future iterations can be shared with the department by emailing FE.ITE@education.gov.uk.

Framing the curriculum guidance

The curriculum guidance is organised under 5 interconnected pillars:

• professional behaviours
• evidence-informed practice
• subject expertise and curriculum coherence
• student progression and outcomes
• technical and vocational integration and relevance

The learning and skills teacher occupational standard sets out the 9 core duties expected of teachers in FE settings^{[footnote 5]}. The 9 core duties and their corresponding knowledge, skills and behaviours (KSB) are integrated within and across the 5 pillars as follows:

Pillar	Integrates across the following duties (and corresponding KSBs)
Professional behaviours	Duty 5: Work in a manner that values diversity, and actively promote equality of opportunity and inclusion by responding to the needs of all students Duty 6: Model professional relationships with students, colleagues and stakeholders that support the highest quality education and training Duty 7: Work within professional boundaries, legal and ethical standards to set clear expectations for engaging in learning for all students Duty 8: Undertake relevant roles and duties and model sustainable practices, having regard to professional standards, demonstrating resilience and adaptability when dealing with challenge and change
Evidence-informed practice	Duty 4: Plan, deliver and evaluate effective evidence-informed teaching using assessment, relevant systems and safe use of technology to support learning
Subject expertise and curriculum coherence	Duty 3: Demonstrate, maintain and evidence excellent pedagogy, subject, curriculum and industry knowledge and practice
Student progression and outcomes	Duty 1: Promote a passion for learning and set high expectations of all students and support their personal and skills development Duty 2: Maintain a focus on outcomes for all students so that they recognise the value of their learning and the future opportunities available to them Duty 9: Support students with their next steps for progression and learning by providing appropriate information, advice and guidance
Technical and vocational integration and relevance	Integrates across all duties

Terminology

The content within this guidance is structured under the headings ‘learn/recognise that…’ and ‘learn how to…’.

This approach has been adopted following engagement with sector experts, whose feedback indicated that such framing demonstrates effectively the connection between theoretical concepts and their practical application and recognises the importance of not constraining providers.

The ‘learn/recognise that’ statements are designed to help trainees identify and understand underpinning theory, knowledge, information or concepts. In parallel, the ‘learn how to…’ statements support trainees to apply this knowledge within real-world teaching situations.

This dual structure aims to bridge the gap between theory and practice. It ensures that trainees comprehend the underpinning principles and feel equipped to implement them.

This framing does not seek to separate knowledge from action, nor does it promote teacher training as merely a checklist of competencies. Instead, the guidance encourages a holistic approach, where understanding and application are integrated throughout the curriculum.

ITE providers are advised not to interpret or teach these statements in isolation but to consider how each element of content interrelates and aligns with the broader curriculum and the needs of their trainees. As stated previously, this guidance should be viewed as a foundational resource, intended to support and inform the development of more comprehensive training programmes tailored to specific subjects, contents and requirements.

Curriculum guidance and the diversity of FE contexts

FE in England encompasses a wide range of settings, including:

• general FE colleges
• sixth-form colleges
• specialist colleges and training centres
• independent training providers
• community centres
• adult learning institutions
• prisons

Teaching takes place in a variety of educational environments, reflecting the diverse nature of the sector, including:

• classrooms
• workshops
• the workplace
• in the community
• secure settings

FE delivers a wide range of provision both for young people aged 16 to 18 (some 14 to 16) and adults, including:

• general, such as GCSEs and Functional Skills
• academic, such as A levels
• technical, such as T levels
• vocational subjects and qualifications
• wider community learning domains
• apprenticeships

Students entering and participating in FE come from diverse backgrounds and have varying levels of prior achievement, as well as a broad spectrum of personal and family circumstances.

As a result of this diversity, the backgrounds and needs of individuals training to teach in FE, and the contexts for which they are preparing, are varied.

Curriculum for FE ITE should recognise and reflect these different needs and contexts. In addition, while other subject and domain types are taught in FE, as the primary sector for the delivery of technical and vocational education, and considering the age of FE students (majority 16 to 18, or adults), it is particularly important that FE teacher education reflects the needs of this domain.

As such, pillar 5 focuses on the importance of technical and vocational integration and relevance. Depending on subject specialism, this section may be applicable to individual trainees. Regardless of subject specialism, given the age and future focus of the majority of FE students, all ITE providers will want to consider how to support trainees to contextualise their teaching practice to support students’ future professional and wider ambitions.

Evidence-informed teaching methods and pedagogical principles are often applicable across educational contexts, whether academic, technical or vocational. As such, evidence from other educational phases, such as schools and higher education, often informs effective pedagogical approaches in FE. This can support all FE teachers, regardless of subject specialism, to develop their teaching practice. In addition, in planning appropriate curriculum, FE ITE providers will wish to consider:

• how best to support FE ITE trainees to use evidence from other phases in light of their own subject and setting contexts
• how to teach in a way that bridges the gap for students between the classroom or workshop and real-world environments, as appropriate

This guidance acknowledges the diversity of FE settings, subjects and student needs. It aims to help FE ITE providers strike a balance between equipping trainee teachers with broad pedagogical strategies and providing the subject- and context-specific training that FE roles require.

For inexperienced teachers entering from industry

Teachers transitioning into FE from industry often bring strong subject knowledge and practical experience. However, they may be unfamiliar with the pedagogical, relational and organisational aspects of teaching.

This guidance helps by:

• offering a clear structure to understand the key dimensions of effective teaching, beyond just delivering content, including effective behaviour management
• supporting the development of teaching confidence by breaking down complex practice into manageable areas
• encouraging reflection and growth through practical guidance on how to design activities, engage learners and create inclusive environments
• providing a consistent reference point for mentors and trainers to support new teachers in developing their professional identity

For experienced practitioners

For those already established in FE, this guidance serves as a tool for:

• deepening and refining practice by encouraging critical reflection across multiple dimensions of teaching
• supporting continuous professional development and alignment with sector standards and expectations
• offering a shared language for collaboration, mentoring and curriculum design
• helping experienced teachers adapt to changing student needs, curriculum reforms and evolving professional roles
• helping FE teachers who are preparing for middle and senior leadership positions, particularly in terms of:
  • revisiting foundational knowledge and skills
  • understanding curriculum that new teachers will have followed
• supporting wider staff development

Supporting teachers to meet the needs of FE students with specific needs and circumstances

This guidance has been developed on the basis that high-quality teaching is the most important way to improve outcomes for all students, including:

• those with a wide range of prior attainment
• those who may have special educational needs and disabilities (SEND) and/or those who face wider challenges, such as:
  • disadvantage
  • being currently or previously known to social care
  • being currently or previously known to youth justice services
  • being previously (or at risk of being) not in employment, education or training (NEET)^{[footnote 6]}.

As such, this guidance is designed to enable trainee teachers to take their first steps towards becoming expert teachers who can transform the lives of all students.

As part of FE ITE curriculum, we expect that trainees will build baseline knowledge across the following themes:

• inclusion, belonging and engagement and how these link to high-quality teaching
• understanding barriers to learning, working with other professionals (as necessary) and identifying and meeting need
• effective whole class or workshop teaching, alongside targeted support, as required, enabling the setting and delivery of high expectations and standards for all students

Content to support development of FE ITE curriculum

Pillar 1: professional behaviours

This pillar supports FE ITE trainees to:

• promote diversity, equality and inclusion (duty 5)
• model professional relationships (duty 6)
• work within professional boundaries (duty 7)
• undertake relevant roles and model sustainable practices (duty 8)

When developing FE ITE curriculum, providers should support trainee teachers to learn/recognise that:

• professional values, ethical standards and statutory duties underpin effective teaching and learning
• safeguarding and emotional safety underpin effective learning and are critical for student wellbeing and success
• professional boundaries protect students and teachers, and appropriate, positive relationships with students, colleagues and stakeholders enhance trust and collaboration
• resilience, adaptability and wellbeing are important for sustaining professional effectiveness
• teachers have the ability to affect and improve the wellbeing, motivation and behaviour of their students
• relational practice underpins professional behaviours by helping to foster trust, respect and positive connections with students and colleagues, which can enable inclusive, supportive and high-quality learning environments
• professionalism includes a commitment to (for example):
  • ongoing development
  • engagement with current research
  • collaboration with colleagues and possibly external partners
• digital technologies can help manage workload and support student progression

When developing FE ITE curriculum, providers should support trainee teachers to learn how to:

• create safe and inclusive environments where safeguarding and positive behaviour are embedded and behaviour expectations are modelled
• communicate effectively and maintain confidentiality in line with statutory requirements
• uphold professional boundaries and comply with legal and ethical standards
• manage workload effectively and maintain personal wellbeing, including using digital tools as appropriate to support workload and teaching design and delivery
• demonstrate adaptability in response to student needs and sector changes
• engage in structured and experiential professional development and mentoring, including industry placements where appropriate
• apply relational practice by building trust and respect through professional interactions with students and colleagues, using strategies that create inclusive, supporting learning environments and promote engagement and wellbeing
• operate effectively as a duel professional (if applicable) by maintaining both occupational expertise and pedagogical skill
• model resilience and problem solving under pressure
• form professional relationships with colleagues, recognising the distinctiveness of roles and responsibilities and the importance of a joined-up approach towards helping students achieve their goals
• apply structured reflection cycles to refine practice
• apply effective and evidence-informed behaviour management techniques in line with institutional policies

Pillar 2: evidence-informed teaching practice

This pillar supports trainees to deliver evidence-informed teaching (duty 4)

When developing FE ITE curriculum, providers should support trainee teachers to learn/recognise that:

• evidence-informed pedagogy can improve student outcomes
• learning theories drawn from robust studies underpin effective planning
• academic research is part of an iterative evolving process and, as such, responding to and incorporating theory into learning programmes requires careful consideration, seeking guidance where appropriate
• assessment supports responsive teaching and progression
• adapting teaching in a responsive way, including by providing targeted support for students who need it, is likely to increase student success
• students with SEND can face additional barriers that affect their ability to engage with learning - these barriers can present as physical, cognitive, communicative, social or emotional and environmental
• students with SEND may require additional support, which might include working closely with specialist colleagues and support staff as well as with parents, carers and families
• technology, including educational software and assistive technology, can enhance learning when used safely and ethically and support teaching and learning for all students, including those with SEND
• effective teaching shares common practices and understanding across all educational contexts and that FE has features that are distinct from other education phases

When developing FE ITE curriculum, providers should support trainee teachers to learn how to:

• apply strategies such as retrieval practice, spaced learning, interleaving, dual coding and social learning theory (for example learning through observation, modelling and collaboration)
• activate prior knowledge and connect it to new content
• use modelling, questioning and worked examples to clarify misconceptions
• embed strategies to help students plan, monitor and evaluate learning
• use formative and summative assessment to check understanding, guide teaching and support students to identify and work to meet knowledge and skills gaps
• adapt their teaching by identifying and responding to the needs of all students, including those with SEND, working closely with support staff, expert colleagues or SEND specialists as required
• integrate technology to support accessibility, engagement and skill development

Pillar 3: subject expertise and curriculum coherence

This pillar supports FE ITE trainees to demonstrate excellent pedagogy, subject, curriculum and industry knowledge and practice (duty 3).

When developing FE ITE curriculum, providers should support trainee teachers to learn/recognise that:

• high-quality teaching is critical for all students, including those with SEND, those across a wide range of prior attainment, and those who face additional challenges
• high expectations and positive teacher beliefs support student success and personal growth
• deep subject knowledge and curriculum coherence are essential for effective teaching
• pedagogical content knowledge enables effective subject teaching
• curriculum design should be explicit, using approaches such as backward design and cumulative sequencing, to support mastery and progression

When developing FE ITE curriculum, providers should support trainee teachers to learn how to:

• promote aspiration and set ambitious goals for all students across academic, technical and vocational contexts (as relevant)
• design and deliver effective teaching so that the needs of all students are met, including those with a wide range of prior attainment, SEND or who face additional challenges
• sequence curriculum content and learning to build knowledge and skills cumulatively (for example by using backward design, commencing with clear learning outcomes and planning lessons to achieve those outcomes)
• connect concepts across topics for coherence and depth
• use subject-specific strategies to address misconceptions
• align curriculum with assessment and progression goals
• embed literacy, numeracy, digital and essential/employability skills (such as teamwork, problem solving and creativity) within subject teaching, as appropriate and relevant to the various technical, vocational and academic contexts

Pillar 4: student progression and outcomes

This pillar supports FE ITE trainees to:

• promote a passion for learning and set high expectations for students (duty 1)
• maintain a focus on student outcomes (duty 2)
• support student progression (duty 9)

When developing FE ITE curriculum, providers should support trainee teachers to learn/recognise that:

• high expectations drive success for all students
• some students may face barriers to learning, including relating to individual and wider circumstances, such as:
  • SEND
  • socio-economic disadvantage
  • being known or previously known to social care or youth justice services
  • being previously or at risk of being NEET
• linking learning to clear outcomes and progression pathways increases relevance and engagement
• assessment criteria provide transparency and support student progress
• vocational and technical contexts enhance employability and lifelong learning
• adaptive teaching should not lead to a lowering of expectations for some students or act as a ceiling for progression
• real-world context and relevance may help to contextualise learning, embed theory and knowledge and link to careers learning
• students often learn at different rates and may require varying levels of support to progress
• pastoral support can support student attendance, engagement and wellbeing
• positive behaviour may be supported through proactive, relational strategies that build respect, engagement and responsibility, while recognising that behaviour challenges often stem from diverse factors and require fair, consistent and empathetic responses
• tailored support may benefit from a graduated approach (assess-plan-do-review), drawing on specialist input when needed
• students who need a tailored approach to support their behaviour do not necessarily have SEND, and students with SEND will not necessarily need additional support with their behaviour

When developing FE ITE curriculum, providers should support trainee teachers to learn how to:

• support all students to have high aspirations for their learning and outcomes
• maintain high expectations and inclusive pedagogy for all.
• connect curriculum content to real-world and workplace applications
• embed employability skills and progression planning into lessons
• use assessment/performance data to identify next steps and support student progression
• provide clear and impartial advice on progression pathways, preparing students for transitions into employment, further study, or independent living - this includes integrating careers information, advice and guidance into teaching, using employer or specialist input where appropriate
• ensure that all students are supported to realise their potential (for example by considering how students may be impeded by social and other factors)
• provide effective pastoral support, as appropriate
• promote positive behaviour by creating inclusive, respectful learning environments and applying proactive, evidence-informed strategies that encourage engagement and responsibility, while addressing challenges, as appropriate to student ages, stages and needs
• implement a graduated approach (assess-plan-do-review) to support students who may need tailored support
• work with expert colleagues or SEND specialists (if required) if a student needs more intensive support with their behaviour to understand how the approach may need to be adapted to their individual needs

Pillar 5: technical and vocational integration and relevance

As explained in the introduction, this section has been added to place particular attention on the technical and vocational nature of much FE teaching. It supports outcomes across all occupational duties. As indicated in the introduction, it should be used as relevant by FE ITE providers, depending on their trainees’ subjects and contexts. For some trainees, this section may be applicable to a greater extent, and for others, to a lesser extent. Regardless of subject specialism, given the age and future focus of the majority of FE students, all ITE providers will want to consider how to support trainees to contextualise their teaching practice to support students’ future professional and wider ambitions.

When developing FE ITE curriculum, providers should support trainee teachers to learn/recognise that:

• evidence-informed teaching methods and pedagogical principles are often applicable across educational contexts, whether academic, technical or vocational
• high-quality technical and vocational teaching integrates both theoretical knowledge and practical skills
• technical and vocational contexts prepare students for employment and lifelong learning
• dual professionalism involves maintaining current occupational expertise alongside pedagogical skill – students benefit when teachers model technical mastery and professional behaviours.
• expert practice involves breaking down complex technical processes (including the use of current technology and digital tools), making tacit workplace knowledge explicit, and modelling professional norms
• contextualised learning – linking theory to real-world tasks, labour market needs, and industry standards – may improve motivation, achievement and progression
• practical competence comprises knowledge, skills and behaviours and should be taught and assessed against industry or occupational standards, using industry-appropriate equipment and facilities where possible
• employability and professional behaviours (such as communication, teamwork, problem-solving, self-management and digital or data literacy) are integral to technical and vocational curricula, not add-ons
• employer and industry engagement (such as co-design, placements, projects, professional input and use of sector-appropriate technologies) may enhance authenticity, currency, and progression routes

When developing FE ITE curriculum, providers should support trainee teachers to learn how to:

• draw on evidence-informed teaching methods and pedagogical principles from a range of educational contexts
• integrate and sequence learning so students secure technical and vocational theoretical knowledge and practical skills
• embed technical and vocational knowledge and skills within subject delivery
• enable all students (whether studying academic, technical or vocational, or mixed routes) to contextualise their learning and consider how the knowledge and skills they are gaining can be used in the workplace
• demonstrate and model expert practice by, for example:
  • using thinkalouds, worked example and deconstruction or reconstruction of processes
  • making quality criteria, safety-critical steps and professional standards visible
  • using industry-standard tools and technologies, documentation and language
• contextualise learning through real-world tasks, simulations, case studies, live projects, workplace visits, use of sector-relevant digital tools and technologies, employer talks and wider industry input into teaching, and explicitly connect theory to practice, local industry, regulation, sustainability, and embed English, maths, and digital skills within vocational tasks
• teach and assess practical competence by planning progressive practice (from supported to independent), using (for example):
  • performance tasks, observation checklists, products and artefacts, and portfolios
  • valid, reliable and fair assessment aligned to industry or occupational standards – with industry input where possible
• embed employability and professional behaviours and model and reinforce these within technical activities and capture them in feedback and assessment by explicitly teaching (for example):
  • communications protocols
  • teamwork routines
  • problem-solving frameworks
  • workplace expectations – for example punctuality, safety, quality and ethics
• operate as a dual professional and translate workplace practices into teachable components by, for example:
  • engaging in industry continuing professional development or placements
  • maintaining professional memberships and networks
  • updating curricula to reflect evolving technologies (including digital processes and tools) and practices
• use evidence to drive progression by analysing assessment or performance data to identify next steps, target support and plan additional practice or industry-linked opportunities

Annex A - list of advisors

This document was developed with inputs from a wide range of individuals and organisations. Particular thanks are due to:

• contributors to the FE initial teacher training reform consultation (autumn 2023)
• contributors to the FE initial teacher training and development: call for evidence (autumn 2025)
• ongoing engagement across government and with governmental organisations, including Ofsted
• specific input from the Education Endowment Foundation, Education and Training Foundation, UCET Post 16 Forum and Gatsby Charitable Foundation

• specific input from the expert advisory group on further education (FE) teacher training and development:

  • Anna Dawe OBE, Principal and CEO, Wigan and Leigh College
  • Dr Sarah Boodt, Senior Lecturer, Sheffield Hallam University
  • Jenifer Burden MBE, Director of Programmes, Gatsby Charitable Foundation
  • Pauline Hagen OBE, Advisor to the Further Education Commissioner
  • Dr Katy Hensby, Head of Faculty for Teacher Training, South Devon College
  • Hannah James, Vice Principal Curriculum and Quality, Buckinghamshire College Group
  • Katie Luxton, Senior Programme Manager, The Education Endowment Foundation
  • Olly Newton, Executive Director, Edge Foundation
  • James Noble-Rogers, Executive Director, Universities Council for the Education of Teachers (UCET)
  • Professor Kevin Orr, Visiting Professor, University of Huddersfield
  • Tamara Pierce, Group Director of Learning, Middlesbrough College
  • Dr Kerry Scattergood, Senior Lecturer, Solihull College and University Centre
  • Parisa Shirazi, Director of Standards, WorldSkills UK
  • Professor Samantha Twiselton, Emeritus Professor at Sheffield Hallam University
  • Dr Dan Williams, Teaching, Learning and Assessment Lead and Senior Lecturer, Institute of Education and Skills

A further annex to a reference list will follow in due course.

1. ITT (Initial Teacher Training) and ITE (Initial Teacher Education) are both used to describe the period of professional training and development that new teachers undertake, and are broadly interchangeable. References to ITT ensure alignment with the relevant legislation. However, this document predominantly uses ITE to reflect sector preference. ↩

2. Further Education (FE) has the meaning set out in s2 Education Act 1996 and means education suitable to the requirements of persons over the compulsory school age excluding secondary education and higher education. Courses range from basic English and maths skills to qualifications at and above degree level and also include technical and applied qualifications for 16 to 19 year olds. ↩

3. The term ‘FE student’ is used across this document to refer to any individual who is learning within an FE setting, including apprentices. ↩

4. The Further Education (Initial Teacher Training) Regulations 2026, regulation 6. ↩

5. Skills England, Learning and skills teacher (level 5) occupational standard. ↩

6. See, for example, specific student groups referenced on page 10 of Ofsted’s Further education and skills inspection toolkit (2025). ↩