Training is coordinated by CILT, working closely with a named mentor in the school’s languages department and with the school’s Initial Teacher Training Coordinator (Professional Mentor).  CILT supports the mentor to develop an individual training plan including a structured programme of school-based training. 

Trainees work in their training school observing and teaching lessons.  They are given a phased programme of teaching over the course of their training year, at KS3 and KS4, supported by experienced teachers.  

In addition, trainees follow a core programme of training at CILT and online. All trainees have a personal CILT tutor, who visits the trainee in school to observe them teach, to provide feedback and to agree targets for their further development.  Trainees complete two tutor-assessed projects based on their classroom practice.

A typical training year:

summer - short introductory Familiarisation course at CILT

September - Trainee starts work in school from the first day of term. 

September-October - Phase 1 (Induction Phase).  Trainee observes teaching and takes on the class teacher role for a small number of selected classes, closely supported by the mentor.  Trainee works towards Level 1 Standards. 

November-December - Start of Phase 2.  Trainee takes on an increased teaching timetable and works towards Level 2 Standards.  Completion of first classroom-based Project.

January - Second School placement.  Partnership schools may host another trainee during this period.

February-March - Start of Phase 3.  By this stage in the training year, the trainee is normally teaching around 65% of a full teaching timetable.  Trainee starts working towards Level 3 Standards (the QTS Standards).

April - Completion of second classroom-based Project

May-June - Completion of Portfolio of evidence against the QTS Standards, and Final Assessment by CILT tutor, school mentor and ITT Coordinator

July - Trainee completes the teaching year.

Other professional benefits
Mentors attend two 1-day Conferences focussed on their needs as mentors and as languages teaching professionals.  The Mentor Conferences offer a focus both on the requirements of the training programme and on broader mentoring skills, professional upskilling and updates on developments in languages teaching

“The quality of mentor training is very high; mentors feel that they are very well supported by the provider.”  OFSTED, June 2009