Guidance

Using the initial teacher training and early career framework – applies from September 2025

Updated 8 May 2025

Applies to England

This guidance applies from September 2025.

International qualified teacher status (iQTS) is a teaching qualification backed by the Department for Education (DfE) and the UK government. 

iQTS meets the same high standards as English qualified teacher status (QTS) and leads to the automatic award of QTS.

Applicants for iQTS train where they live and work, with no need to visit England.

We have created a framework for iQTS built on the core elements of initial teacher training in England. iQTS providers are expected to design and develop their programmes around this framework.

This includes:

• ensuring programmes are designed to allow trainees to meet the iQTS Teachers’ Standards

• ensuring that curricula:

  • encompass the full entitlement as described in the Initial Teacher Training and Early Career Framework
  • are appropriate for the subject, phase and age range
  • are contextualised for the local environment in which trainees are teaching
• meeting all of the requirements in the iQTS criteria for providers

More information is available from the iQTS policy and guidance documents.

The initial teacher training and early career framework

The initial teacher training (ITT) and early career framework (ECF) set out what trainee and early career teachers need to know, and know how to do, at the start of their careers.

The ITT phase and the early career teacher programme (ECTP) remain distinct phases in England. The initial teacher training and early career framework (ITTECF) captures the minimum entitlement to training for both in a single framework that will come into effect from autumn 2025.

iQTS providers should continue to use the ITTECF as they did the ITT Core Content Framework (CCF, 2019) ensuring that all framework statements are covered.

Using the ITTECF for iQTS

When using the ITTECF to create a programme that leads to iQTS, providers should consider the different settings in which it will be delivered.

Trainee curricula needs to:

• meet the needs of teachers training in diverse geographical regions and social and cultural environments
• be contextualised to suit particular local conditions

Wherever iQTS is delivered around the world, providers must have knowledge of local legislation and provision related to:

• pupil wellbeing
• safety
• equalities

This will help to ensure that trainees understand their obligations.

The following standards offer additional guidance on contextualisation of the ITTECF in iQTS programmes.

High expectations (Standard 1 – set high expectations)

iQTS trainees will be expected to set high expectations in a sensitive way, which recognises the expectations of a teacher pupil relationship in different settings.

School policy on rules, sanctions and rewards means policies within the school, school group or school company. It also includes policies set at the local, state and regional level.

How pupils learn (Standard 2 – promote good progress)

In an international context, trainees should seek support from relevant expert colleagues to promote good pupil progress.

Subject and curriculum (Standard 3 – demonstrate good subject and curriculum knowledge)

When referring to a school’s curriculum, this is not limited to the English national curriculum. It also covers alternative curricula trainees may be using in their setting.

Trainees should understand:

• different approaches to curriculum choices
• the teaching of systematic synthetic phonics – even if this approach is not used in their setting
• that some students will have English, or another language, as their second language and adapt their teaching accordingly to provide appropriate support

Classroom practice (Standard 4 – plan and teach well-structured lessons)

Homework is not limited to working at home and can include:

• independent or self-study
• additional supported study

Adaptive teaching (Standard 5 – adapt teaching)

Special educational needs and disability (SEND)

Trainees should be aware of the SEND code of practice: 0 to 25 years, in addition to the local equivalent. Where country-specific legislation for SEND exists to support pupils with their needs, trainees should be guided by this.

The role of special educational needs co-ordinator (SENCO) should be understood to include equivalent roles in an international setting, for example, an inclusion adviser. In an international context, trainees should seek support from relevant expert colleagues where the SENCO or similarly appointed professional is not present.

Designated safeguarding leads may also have an alternative title in different settings.

Support roles

In international settings where teaching assistants may not be available, trainees may be supported by a range of colleagues in support roles. Trainees should understand how best to utilise support staff in their setting. If not possible in the placement school, this can be achieved by observing the use of teaching assistants through, for example, live streams of lessons in England.

Grouping pupils

When grouping pupils, iQTS trainees should have an understanding of:

• the approach to education in their local setting and be aware of the approaches to grouping through support of their provider and expert colleagues
• best practice and evidence that grouping methods are effective – trainees could show this understanding by being aware of the evidence-based approach in England and reflecting on the approach in their placement school

English as an additional language

Pupils with English as an additional language (EAL) may require additional support. In bilingual or non-English speaking schools, the additional language may be a different language. Working closely with expert colleagues and pupils to identify effective strategies to support pupils whose first language is not the taught language is essential.

Trainees will need to understand how:

• language is learnt and developed
• to create a successful bilingual classroom setting so that all students can progress
• to develop strong bilingual outcomes for students and enable access to the curriculum in a language which may be their second language

Assessment (Standard 6 – make accurate and productive use of assessment)

Trainees should have an awareness of strong assessment materials used based on the best available evidence. This can be done through discussion with the training provider or the mentor in the placement school.

Externally validated materials can refer to assessment materials used locally. However, trainees must also have an understanding of the approach and materials used in England.

Trainees should have an awareness of and adopt efficient approaches to feedback. These may need to be adapted in light of local school policy.

Managing behaviour (Standard 7 – manage behaviour effectively)

Trainees should develop an appreciation of the varied strategies and underlying beliefs related to:

• managing behaviour
• fostering resilience and motivation in their specific cultural setting

They should strive to take these local approaches into consideration, while still being guided by the principles and understanding outlined in the ITTECF.

Trainees should have an awareness of varied approaches to:

• engaging with parents, carers and colleagues
• applying an understanding of local requirements and appropriate levels of engagement

For example, there may be more discussion with expert colleagues than with parents and carers in some settings.

Professional behaviours (Standard 8 – fulfil wider professional responsibilities)

Trainees in international settings should:

• be provided with information on participation in wider networks by expert colleagues
• be aware of who to contact with any safeguarding concerns within their local contexts and the steps they need to take to report concerns
• have an awareness of evidence-based models of engaging parents and carers and draw on best practice
• understand that engagement with parents and carers may be different

Internationally, trainees may also be expected to contribute positively to the wider school culture through supporting a broad range of extra-curricular activities.