Materials for school-led ECT Programme 2025/26

Thank for choosing to use the National Institute of Teaching’s materials to deliver your Early Career Teacher Programme for ECTs and mentors.

Our programme offers a flexible approach for schools along with a personalised learning journey for ECTs providing phase and subject specific content.

Please start by reading the Programme Guidance to help you design and deliver your induction using our materials.

Please find the programme guidance document below detailing how to use school-led materials for Year 1:

• Programme Guidance

Introductory Materials for ECTs

• ECT Programme Introduction Self-Study
• ECT Programme Introduction Seminar

Introductory Materials for Mentors

• Mentor Programme Introduction Self-Study
• Mentor Programme Introduction Seminar

Please view the following seminar materials:

• ECT Seminar A - Creating a safe and predictable learning environment
• ECT Seminar B - Planning effective lessons
• ECT Seminar C - Working with stakeholders
• ECT Seminar D - Checking prior knowledge and addressing misconceptions
• ECT Seminar E - Using assessment to inform teaching
• ECT Seminar F - Integrating technology into teaching and learning

Please view the following self-study documents. There is 1 core and 5 elective self-studies for each of the 6 modules:

Module A - Behaviour and Relationships

• Behaviour and relationships - Core self-study
• Self-Study 1 - Communicating beliefs in pupils' academic potential
• Self-Study 2 - Establishing effective routines and expectations
• Self-Study 3 - Creating a positive, predictable and safe learning environment
• Self-Study 4 - Building effective relationships
• Self-Study 5 - Motivating pupils

Module B - Memory and Learning

• Memory and Learning - Core self-study
• Self-Study 1 - How memory works
• Self-Study 2 - Introducing new learning
• Self-Study 3 - Managing cognitive load
• Self-Study 4 - Retrieval, revisiting and reviewing information
• Self-Study 5 - Practice to strengthen retrieval

Module C - Planning and Delivery

• Planning and Delivery - Core self-study
• Self-Study 1 - Explanations, modelling and examples
• Self-Study 2 - Scaffolding and increasing challenge
• Self-Study 3 - Planning effective practice including homework
• Self-Study 4 - Questioning as an essential tool for teachers
• Self-Study 5 - Collaboration and talk in the learning environment

Module D - Subject and Curriculum

• Subject and Curriculum - Core self-study
• Self-Study 1 - Delivering a carefully sequenced curriculum
• Self-Study 2 - Anticipating misconceptions
• Self-Study 3 - Building increasingly complex mental models
• Self-Study 4 - Developing early literacy
• Self-Study 5 - Enhancing all pupils literacy

Module E - Assessment for Learning

• Assessment for Learning - Core self-study
• Self-Study 1 - Designing effective assessment
• Self-Study 2 - Using assessment to check prior knowledge and understanding
• Self-Study 3 - Providing high quality feedback
• Self-Study 4 - Making marking and feedback manageable
• Self-Study 5 - Developing your practice in relation to assessment and feedback

Module F - Adaptive Practice

• Adaptive Practice - Core self-study
• Self-Study 1 - Understanding different pupils needs
• Self-Study 2 - Providing opportunities for all
• Self-Study 3 - Meeting individual needs and workload
• Self-Study 4 - Effective grouping and deployment of teaching assistants
• Self-Study 5 - Developing SEND knowledge

Please view the following self-study documents. There is 1 core and 5 elective self-studies for each of the 6 modules:

Module A - Behaviour and Relationships

• Behaviour and relationships - Core self-study
• Self-Study 1 - Communicating belief in pupils' academic potential
• Self-Study 2 - Establishing effective routines and expectations
• Self-Study 3 - Creating a positive, predictable and safe learning environment
• Self-Study 4 - Building effective relationships
• Self-Study 5 - Motivating pupils

Module B - Memory and Learning

• Memory and Learning - Core self-study
• Self-Study 1 - How memory works
• Self-Study 2 - Introducing new learning
• Self-Study 3 - Managing cognitive load
• Self-Study 4 - Retrieval, revisiting and reviewing information
• Self-Study 5 - Practice to strengthen retrieval

Module C - Planning and Delivery

• Planning and Delivery - Core self-study
• Self-Study 1 - Explanations, modelling and examples
• Self-Study 2 - Scaffolding and increasing challenge
• Self-Study 3 - Planning effective practice including homework
• Self-Study 4 - Questioning as an essential tool for teachers
• Self-Study 5 - Collaboration and talk in the learning environment

Module D - Subject and Curriculum

• Subject and Curriculum - Core self-study
• Self-Study 1 - Delivering a carefully sequenced curriculum
• Self-Study 2 - Anticipating misconceptions
• Self-Study 3 - Building increasingly complex mental models
• Self-Study 4 - Developing early literacy
• Self-Study 5 - Enhancing all pupils literacy

Module E - Assessment for Learning

• Assessment for Learning - Core self-study
• Self-Study 1 - Designing effective assessment
• Self-Study 2 - Using assessment to check prior knowledge and understanding
• Self-Study 3 - Providing high quality feedback
• Self-Study 4 - Making marking and feedback manageable
• Self-Study 5 - Developing your practice in relation to assessment and feedback

Module F - Adaptive Practice

• Adaptive Practice - Core self-study
• Self-Study 1 - Understanding different pupils needs
• Self-Study 2 - Providing opportunities for all
• Self-Study 3 - Meeting individual needs and workload
• Self-Study 4 - Effective grouping and deployment of teaching assistants
• Self-Study 5 - Developing SEND knowledge