Yoga Teacher Training - Introductory Level with Peter Thomson

Peter is a senior teacher in the Iyengar tradition

Introductory Level Teacher Training Program
2011 / 2012
Peter Thomson

This program will prepare students for assessment for Introductory Certification in the Iyengar tradition.

Initial assessment would be at Introductory Level 1. This requires a minimum of 120 hours of training. Introductory Level 1 however is not a certificated level. Certification occurs only after Introductory Level 2 has been achieved. Introductory level 1 however is a precursor to Intro Level 2 assessment which requires a minimum of 200 hours and 2 years of training.

This course (see below) offers a total of 174 hours plus assisting hours and with the Bali retreat at the end of 2012 will meet course requirements for both Intro 1 and Intro 2 assessment. However the initial aim will be to sit Intro 1 assessment by the end of 2012. Those successful at this level will then be able to sit for Intro level 2 once 2 years of training has been achieved.

Peter will be running this program in conjunction with the Teacher Development program for recently certified Introductory teachers in their upgrading to Junior Intermediate. The program will be exclusive to teachers and training teachers.

Broadly it will be practical in its orientation with intensive work in asana and pranayam practice and in practical teaching role plays and practice sessions. The work in the modules must be supported by a committed practice between units. This is absolutely essential. Indeed without that, there can be no success in any authentic sense, regardless of any assessment outcome. The work will be intensive and personally demanding. Fundamentally yoga is a “training” which instills in us more “healthy” responses. At the core of it therefore is “sadhana” or practice. This practical work will form the “hub” of the training and the essential skills of a teacher are built through it. Around that there will also be background work with yoga philosophy and traditions and a basic understanding of anatomy and physiology. This will be supported by assigned readings and study.

The dates for the Teacher Development program for the remainder of 2011 and all of 2012 are: 
(the TT will follow the same dates, timings and fees as the Teacher Development Program)

  1. 13 to 21 August 2011
  2. 5 to 13 November 2011
  3. 11 to 19 February 2012
  4. 7 to 15 April 2012  21 to 29 April 2012
  5. 16 to 24 June 2012
  6. 1 to 9 September 2012
  7. 3 to 11 November 2012 (optional module) 
The schedule will be
Saturday afternoon: 3 hrs
Sunday afternoon: 3 hrs
Monday to Friday: 3 hrs (possibly 6 to 9am)
Saturday afternoon: 4 hrs
Sunday afternoon: 4 hrs
(exact timings will be provided)

Total hours in each of these units or modules is 29. The total over 6 units is therefore 174. The optional module from 3 to 11 November will be a retreat situation most probably in Bali over the course of 7 days.

Fees: $4200.00 paid in 6 parts of $700 each prior to each module, or $3800.00 paid prior to 31 July 2011.

This excludes the fees for the optional (Bali) module. 

Please note that there are no partial attendance, and all 6 modules needs to be attended. 

Peter Thomson
June 2011

About Peter Thomson
Peter has been practicing yoga since 1979 and a student of the Iyengar family since 1981. He has traveled to Pune to study at the Iyengar Institute well over 20 times and has been a participant in most special intensives and courses at the Institute over the years, including notably the backbend intensive with Mr. Iyengar in 1991.

Peter is one of Australia's most senior and most experienced teachers and practitioners and has been heavily involved in the development of Iyengar yoga both in Australasian and more recently in South-East Asian region. This is so in terms of basic teaching but also in terms of teaching training and certification processes.

Peter’s particular interest in the practice and teaching of yoga is the depth of perception, inquiry and understanding that sustained practice can develop and in making that understanding directly accessible to students so they can claim it as their own in their practice and in their lives.