Funding to provide teacher subject specialism training courses in modern foreign languages.
The purpose of teacher subject specialism training is to improve the subject knowledge of non-specialist teachers and those looking to return to the teaching profession, and increase the number of hours taught. In modern foreign languages (MFL), teacher subject specialism training is intended to build additional capacity to offer the English Baccalaureate (EBacc).
More information about teacher subject specialism training and participant eligibility is available at teacher subject specialism training courses.
If you’re a teacher looking for teacher subject specialism training courses you’ll need to contact the lead school offering training in your area or that best meets your needs. Please take a look at our course directory for the latest training opportunities.
The application round is now closed.
|MFL lead school application round opened||Thursday 14 September 2017|
|MFL lead school application round closed||Thursday 12 October 2017 at 5pm|
|Outcomes communicated to applicants||Monday 23 October 2017|
|Start-up meeting – London||Monday 6 November 2017|
Who can apply
Lead schools and sixth-form colleges, on behalf of groups of schools, can apply for grant funding to provide teacher subject specialism training in secondary modern foreign languages – French, German and, or Spanish. Cases for other approved languages that count towards the English Baccalaureate (EBacc) will be considered against the available funds.
We would encourage you to liaise with other schools in your region before you apply.
You can apply for funding for one or more languages. You should apply for the minimum number of participants you aim to recruit based on your capacity and identified participant need.
As the lead school, you are responsible for co-ordinating a single application form and will be responsible for the grant funding.
You should be:
- graded outstanding or good for overall effectiveness by Ofsted in your most recent inspection
- able to demonstrate evidence of collaborative working with strategic partners (schools, universities, professional bodies, subject associations and others) to design, develop and evaluate high-quality professional development