The government will combine its two flagship teacher training frameworks to 鈥渃reate a more coherent journey鈥 for those joining the profession. The change is among after a review of the initial teacher training core content framework (CCF), rolled out in 2020, and the early career framework (ECF), which was introduced nationally in 2021. From September 2025, they will be replaced with the initial teacher training and early career framework (ITTECF). Other changes focus on improving content to help teachers support pupils with SEND, measures aimed at cutting workload for mentors and providing more subject-specific training. Here’s your trusty Schools Week explainer on the five key changes 鈥 1. Single framework to help cut ‘unnecessary repetition鈥 The review found the two framework鈥檚 鈥渟imilar but separate nature sometimes meant that there was unintentional repetition鈥. Combining the two 鈥渞ecognises that we now have a three or more year introduction to the core body of knowledge, skills and behaviours that define great teaching鈥. The ITTECF will include 鈥渘ew wording on progression 鈥 to reduce unnecessary repetition鈥. There will be a new requirement for early career lead providers to create 鈥渄iagnostic tools鈥 to 鈥渁ppraise teachers鈥 expertise鈥. Mentors will also get 鈥済reater flexibility to focus on the aspects of self-study most needed to support鈥 their early career teacher鈥檚 development, with providers to develop 鈥渉igh quality resources鈥 to support this. 2. Oak academy to help boost subject-specific training The DfE said the new framework 鈥渄oes not include increased subject-specific content. The CCF and ECF were designed to work for all teachers, across all phases and subjects 鈥 and this is an important principle.鈥 But lead providers will now 鈥渄evelop enhanced subject-specific materials, designed specifically for their programmes鈥. The Oak National Academy will also work with support providers 鈥渢o enhance their existing provision with more subject-specific content鈥. Further details of what this would look like have not been published. 3. 鈥楽ignificantly more鈥 SEND content Sector feedback revealed a demand for 鈥渇urther support鈥 for teaching pupils with SEND. In response, the new framework will now have 鈥渟ignificantly more content related to adaptive teaching and supporting pupils with SEND鈥. Changes have also been made to 鈥渆xisting statements to improve inclusivity for SEND throughout the framework鈥 and enhanced requirements for providers when created special needs exemplification materials. Writing for Schools Week, sector leaders have said the changes “create the space for better opportunities to explore SEND practice and develop greater understanding”. 4. Changes to ease 鈥榯oo high鈥 mentor workload The increased workload of mentors 鈥 experienced teachers who support their new colleagues 鈥 was a key issue reported by the sector. Schools minister Damian Hinds admitted today mentor workload is 鈥渢oo high鈥. To support ITT, a new 鈥渓ead mentor role鈥 has been introduced with 鈥渦p to 拢25 million鈥 funding available to schools and providers in 2024-25 academic year to allow mentors time off timetable to access 鈥渉igh-quality鈥 training. ECF mentors will see their training shortened from two to one year under a new provider-led programme aimed at combining the 鈥渆lements mentors found most valuable鈥 while also removing 鈥渦nnecessary workload鈥. From 2025, providers will also support mentors with 鈥渕ore detailed resources for use in preparing and delivering one-to-one sessions鈥 with new teachers. Our changes back teachers for long term Hinds writes for Schools Week 5. 鈥榃e鈥檝e listened to the sector鈥 The ITTECF’s contents are based on responses to a call for evidence from the sector in spring last year. Alongside the SEND focus, other key changes include on oracy and early cognitive development. A new statement has also been added to 鈥渢he body of the framework to address trainees鈥 and ECTs鈥 evidence literacy鈥. Hinds said the 鈥渞eview has enabled us to listen to what teachers, mentors and schools think鈥. 鈥淭hese improvements are not just policy changes; they鈥檙e a pledge to back our teachers for the long term.鈥 What the sector has said Professor Becky Francis, chief executive of the Education Endowment Foundation charity (EEF) said the updated framework was an 鈥渋mportant step鈥 to realising teaching 鈥渄eserves to be built upon a core body of knowledge and skills that describe best practice鈥. The EEF has independently assessed and endorsed the framework to make sure 鈥渢he claims it makes accurately reflect the evidence from which they were drawn鈥. Professor Samantha Twiselton, director of Sheffield Institute of Education and who sat on the external steering group, said the new framework 鈥渟trikes the right balance between avoiding too much disruption while ensuring these important areas are given attention鈥. Hilary Spencer, chief executive of Ambition Institute, one of the lead providers, added the changes 鈥渨ill help make learning and professional development for new teachers better and more streamlined鈥. However James Noble-Rogers, executive director of the Universities Council for the Education of Teachers (UCET) said the framework 鈥渟hould be developed by relevant professionals from across the education sector rather than being imposed by government鈥. Margaret Mulholland, ASCL鈥檚 inclusion specialist, added while there are 鈥渘o 鈥榪uick fixes鈥 for teachers or children鈥, the ITTECF does provide 鈥渕ore specific focus to developing the knowledge and skills to support pupils that need the most help is welcomed鈥.