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L6Apprenticeship8222 approved providers
The Level 6 Teacher - Postgraduate, and the 2 providers delivering it.
Educating young people to achieve the highest possible standards.
About this apprenticeship
What this apprenticeship covers
This apprenticeship prepares graduates to teach in primary or secondary schools, developing the knowledge and practical skills needed to plan and deliver effective lessons, assess pupil progress, and manage classroom behaviour. Trainees work toward meeting the Teachers' Standards, the statutory benchmark for qualified teacher status in England. The programme covers subject knowledge application, curriculum planning, adaptive teaching for pupils with different needs, and professional responsibilities within a school setting.
Day-to-day responsibilities
Most of the apprenticeship is school-based. Trainees plan and deliver lessons under the guidance of a mentor, mark and record pupil work, attend staff meetings, and contribute to pastoral duties. They observe experienced colleagues, receive structured feedback on their teaching, and gradually take on a fuller timetable as the programme progresses. Written evaluations of lessons and engagement with educational research are also typical weekly tasks.
Career outlook
Successful completion leads to Qualified Teacher Status (QTS), which is the standard entry requirement for teaching roles in maintained schools in England. Newly qualified teachers typically begin as a classroom teacher on the main pay scale, with progression to middle leadership roles such as head of department or year group leader over time. Schools, academies, free schools, and special educational settings all hire from this pathway. Those who move into senior leadership often pursue further qualifications such as the National Professional Qualifications (NPQs).
2 approved providers
Sorted by achievement rate.
Best Practice Network
Employer: 3.0
Best Practice Network is one of the UK’s leading providers of training, development and support for ...
Ark
Ark is a UK education charity that operates a network of 39 schools serving around 30,000 students i...
Career outcomes
Roles after completion
Completing this standard leads directly to Qualified Teacher Status (QTS), which is the threshold requirement for teaching in state-maintained schools in England. Newly qualified teachers typically take up posts as a classroom teacher, form tutor, or subject specialist at primary, secondary, or special educational needs settings. Some move directly into subject-specific roles such as English Teacher, Mathematics Teacher, or Science Teacher, depending on their specialism.
Progression paths
Within three to five years, teachers commonly progress to Head of Year, Head of Department, or Subject Lead, taking on curriculum planning and line management responsibilities alongside classroom work. The leadership track runs toward Assistant Headteacher, Deputy Headteacher, and eventually Headteacher or Executive Headteacher across a school or multi-academy trust. The specialist track offers routes into Special Educational Needs Coordinator (SENCO), curriculum adviser, teacher trainer, or education consultant roles.
Where these roles sit
The primary employer base is state-maintained schools, including community schools, academies, and free schools, across primary, secondary, and post-16 settings. Independent schools, special schools, and pupil referral units also hire QTS-holding teachers, though requirements can vary. Multi-academy trusts of varying sizes are a significant and growing employer type. Local authority education departments, teaching school hubs, and initial teacher training providers also draw on this qualification for advisory and training roles.
How it's assessed
How the apprenticeship is assessed
Learning takes place within a school or educational setting, with the apprentice teaching pupils while working towards meeting the Teachers' Standards. Before final assessment, a readiness check confirms that the apprentice has demonstrated sufficient competence to proceed. Final assessment then verifies that the apprentice can teach to the standard required for qualified teacher status, drawing on evidence of classroom practice accumulated throughout the programme. Assessment at this level is closely tied to professional standards rather than a single exam-style event. The assessment model for many standards is being updated, so check the gov.uk page for this standard to confirm the current specification.
What learners need to prepare
Evidence of competent classroom practice needs to be gathered throughout the programme, not assembled at the last minute. This means keeping records of lessons planned and delivered, feedback received from mentors or observers, and responses to that feedback. Trainees should work closely with their school-based mentor and training provider to understand what readiness looks like well before the gateway point. Tracking progress against the Teachers' Standards from an early stage makes the final assessment process considerably more straightforward.
Choosing a provider
What good looks like
Look for providers with achievement rates above 75% on their FATP profile, given the short nine-month window leaves little room to recover struggling apprentices. Strong providers will have clear relationships with school placement partners and experienced mentor-supervisors who are practising or recently retired teachers. Employer satisfaction scores matter here: schools commissioning this apprenticeship should see evidence the provider coordinates closely with in-school mentors rather than treating the workplace as a backdrop. Learner reviews that mention useful, timely feedback on lesson observations are a positive signal.
Red flags to watch for
Be cautious of providers running large cohorts with declining achievement rates, which in a nine-month programme can signal poor initial selection or weak ongoing support. Vague answers about how often tutors observe trainees in the classroom, or providers who rely entirely on the school to manage progress without structured check-ins, are warning signs. If a provider cannot show that alumni have moved into qualified teacher roles in similar school settings, that gap is worth pressing on before committing.
Questions to ask before you commit
- How many times will a tutor observe me teaching during the nine months, and how quickly will I receive written feedback?
- What is your achievement rate for this standard over the last two years, and what is the main reason apprentices do not complete?
- How do you match trainees to school placements, and what happens if the placement school is not a good fit?
- What subject specialism experience do your tutors have, and does that match the age range and subject I will be teaching?
- How do you coordinate with the in-school mentor to avoid conflicting guidance?
- Can you share examples of the types of schools your completers have gone on to work in?
Common questions
Who is eligible to apply for this apprenticeship?
Applicants must hold a degree or equivalent Level 6 qualification and meet the eligibility requirements for initial teacher training in England, including a GCSE at grade 4 or above in English and maths (and science for those teaching primary). Candidates must be employed in a school or similar setting throughout the programme. Those without a prior degree may not be eligible and should check the current standard specification on gov.uk before applying.
How does the time commitment work for employers and apprentices?
The apprentice remains employed in your school throughout, teaching while working towards qualified teacher status. A portion of their time is dedicated to off-the-job learning, though the exact percentage is subject to revision under current Skills England reforms. Check the current specification on gov.uk for the latest requirements. In practice, this means timetabled teaching, mentoring, and structured study sit alongside each other across the programme.
How is the apprenticeship assessed?
Assessment models for many standards are being updated, so check gov.uk for the current specification. Generally, the apprentice must pass a gateway point before the end-point assessment, demonstrating they have met the standard's knowledge, skills, and behaviours. For this programme, the endpoint aligns with the Teachers' Standards, and the apprentice must show consistent teaching competence evidenced through their school-based practice and professional review.
How does funding work for employers?
The funding band for this standard is £9,000, meaning that is the maximum government contribution towards training costs. Levy-paying employers draw costs from their digital apprenticeship service account. Non-levy-paying employers co-invest, typically contributing 5% of training costs with the government paying the remaining 95%. If you are a small employer taking on an apprentice aged 16 to 18, training costs are fully covered by the government. Funding covers training only, not the apprentice's salary.
What does a trainee teacher apprentice actually do day to day?
The apprentice works as an unqualified teacher in your school, planning and delivering lessons, assessing pupil progress, and managing classroom behaviour. They receive regular mentoring from an experienced teacher and take part in professional development activities. They also maintain evidence of their practice for assessment purposes. The workload is similar to that of a newly qualified teacher, but with structured support and dedicated study time built into the programme.
What can an apprentice do once they have completed this programme?
Completing the programme leads to a recommendation for Qualified Teacher Status (QTS), which is the standard requirement for teaching in many schools in England. From there, teachers can progress to responsibilities such as subject leadership, pastoral roles, or senior leadership positions. Further postgraduate study, including a full Master's degree in education, is a common next step, and some credit from this programme may be recognised towards that depending on the provider.
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Curated by Alex Lockey, FATP founder and editor. Last reviewed: .
Sources include the apprenticeship's official specification on apprenticeships.gov.uk, Skills England guidance, IfATE archive records, DWP funding bands, and provider data sourced directly from the public Apprenticeship Provider and Assessment Register (APAR). Standard reference: 822.
Some sections on this page were drafted with AI assistance from published source data and reviewed by a human editor before publication. See our editorial methodology for how we maintain this content. Spotted something out of date? Tell us.