Initial Teacher Education (ITE) Partnerships

Further Education and Training Sector/QTLS

The Further Education Initial Teacher Education programmes at the University of Greenwich offer opportunity and scope for Further Education teachers.

The university is geographically placed to cover London and Kent areas and our partner colleges are representative of this and opportunities for trainees and their placement experience are enhanced by attending settings in these areas. We confidently acknowledge how the setting helps to develop trainees' teaching skills enabling them to teach learners from a variety of linguistic, ethnic and socio-economic backgrounds. The partnership colleges offer a broad range of subject specialism placements, that are of sound quality not only in terms of the opportunities the placement offers but of the support trainees receive from mentors. The university's Quality Assurance process enhances the trainees' experiences particularly via the Joint Observation whereby university tutors conduct a joint observation with the mentor to highlight the process, the paperwork and good practice foci particularly directed at subject knowledge, feedback and target setting.

The university offers different modes of study:

  • Full Time programme (Pre-service, 1-year programme) - London and Kent FE colleges and schools and 6th Form Colleges and Adult Education Centres.
  • Distance programme (In-service 2-year programme) – From Peterborough to Southampton and Wales including HMP in Leicester.

We are very proud to work with our Network colleges who offer both part-time and full-time university validated ITE programmes.

Network colleges:

  • North East Surrey College of Technology (NESCOT)
  • Wiltshire College and University Centre
  • Hertford Regional College
  • Farnborough College of Technology

Teaching and the curriculum

The Further Education Initial Teacher Education (ITE) curriculum embeds the Professional Standards (2014/2022) and core content framework. The curriculum aims to develop the skills, knowledge and professional values and attributes trainees need to gain at each stage of their teacher journey. The curriculum also enables learning to be scaffolded and revisited, mirroring Bruner's (1996) spiral curriculum, leading to logical progression and application of prior knowledge to what is learned later. Overall, the structure and design of the curriculum aims to enhance the development of trainees as they reflect on their knowledge and skills and progress during their ITT programme. The university not only focuses on teacher training as part of the teacher journey but beyond as an Early Careers teacher. University of Greenwich offer QTLS status applications and guide applicants through the professional formation process in developing reflective practitioners in the Further Education and Training sector.


Mentors are key to every trainee teacher’s success and valued by the university FE teams. Being a mentor involves supporting trainees to become inspiring teachers and they are involved in supporting trainees to complete Teaching Practice Assessments (TPAs), guiding trainees on subject specialisms and developing positive learner outcomes.


The University of Greenwich, in collaboration with all stakeholders in the ITE Further Education Partnership, aims to secure excellent learning experiences and outcomes for all trainees so as to have a positive impact on the learners in their care.


The FE ITE team engage in professional research projects alongside their Teacher Educator role in areas such as:

  • Doctorate in Education
  • Writing articles for peer reviewed journals
  • Referees for peer reviewed journals
  • Writing chapters for the Primary ITE book
  • Accessing Seedling fund for small research projects


The FE ITE team are able to offer and deliver bespoke CPD on Curriculum development and delivery, learner support and assessment for all our partners and Network colleges.

Newly qualified

The purpose of this PDP document is to help you as a Newly Qualified Lecturer (NQL) review your own progress during your post qualification year of teaching.