LJMU PGCE
School Direct (Salaried) Training
Programme
Trainee Handbook
2016/17
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Contents
Aims of the Programme ..................................................................................................... 4 School Direct (Salaried ) Teacher Programme Glossary and Roles............................... 5 Legal Relationships ...............................................................................................................6 Roles and Responsiblities .................................................................................................. 7 QTS Standards.................................................................................................................... 13 Training Plan .................................................................................................................... 14 Documentation Cycle .......................................................................................................... 17 Documentation Overview .................................................................................................... 19 Alternative Placement ........................................................................................................ 21 Grades and Grade Descriptors.............................................................................................. 22 Induction .............................................................................................................................. 23 QTS Training and Development Files ................................................................................. 24 Weekly Reviews.................................................................................................................... 25 Subject Knowledge for Teaching........................................................................................... 26 Teaching Timetable......................................................................................................... 28 Lesson Planning............................................................................................................. 30 Lesson Observations..................................................................................................... 31 University Sessions .................................................................................................. .32 Additional Support.................................................................................................... 33 Appendix one - Recommended Traiing Plan ...................................................... 40 Appendix two - Calendar...................................................................................... 42 Appendix three - University Programme ........................................................................... 49
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The Aims of the School Direct (Salaried) Training Programme
To provide a course of training that enables and empowers participants to become teachers ready to undertake the challenges of the 21st Century, together with the aspiration for further career progression into educational leadership. To achieve this, aspiring teachers need to:
Be creative in their planning and delivery
Be confident and clear in their subject knowledge, understanding the need to continually update their occupational and subject currency
Be reflective practitioners with a desire to improve their teaching and to enable all learners to achieve their full potential
Share their enthusiasm when working with young people for lifelong learning and who demonstrating a commitment to scholarship and deep learning
Be resilient and show the capacity to overcome their own challenges
Engage in all aspects of education, including partnerships with parents/carers, governors and the local community to support learners
Be accountable for and make an impact on learner achievement and progress
Establish and maintain high professional standards in developing and sustaining effective relationships with learners, parents/carers, colleagues, governors and the wider community
Make a positive contribution to the wider life and ethos of their school
Take responsibility for their own professional development, knowing when and how to seek advice.
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School Direct Salaried Roles
NCTL National College for Teaching and Leadership, works on behalf of the Department of Education
Awards places to Schools and Universities to train teachers Pays Funding Grants Approves programme Arranges and monitors Ofsted inspections Registers Teachers
Ofsted Office for Standards in Education
Inspects Providers of Initial Teacher Training and delivery on behalf of Department of Education
DFE Department for Education
Responsible for Education and Children’s Services in England
External Examiner Ensures QTS standards are being met and checks on Academy work is at Masters Level
Head of Programme Leads the Salaried Programme working closely with the consortium of schools
Moderation of delivery of academic work Management of LiaisonTutors Confirmation of achievement of QTS
Liaison Tutor Key link between trainee, university and school
Monitor progress of trainees Address issues with training or school activities Recommends achievement of QTS
Lead School Manages School Direct on behalf of a consortium of schools
Works in partnership with schools and university to deliver the initial teacher training programme
Professional Mentor Has responsibility for all trainees in the school
SBT School Based Tutor
Delivery of advice and guidance to trainee Conducts weekly review meetings with trainee Organises and delivers training as required Ensures trainee working towards Qualified Teachers’ Standards Completes termly reviews with trainee Attends training sessions Recommends achievement of QTS
Personal Tutor Supports Trainee through the course and may also be Liaison Tutor
Supports academic work through tutorials
.
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Legal Relationships
The trainee has a legal relationship with the school as an employee, which should govern all transactions.
As an employee, the trainee is entitled to a contract of employment to run for 12 months from the start of the training.
Funding
Trainees employed in a maintained school should be paid as an unqualified teacher on point one or above of the unqualified teacher scale. Trainees are not eligible for student loans. Academies and Free Schools are able to set their own salary levels.
The Criteria for ITT
For trainees to complete their award, the Home School and the University must comply with the criteria for ITT. The full critiera can be found at www.gov.uk/government/publications/initial-teacher-training-criteria. A summary is below:
C2.1 That the content, structure, delivery and assessment of programmes are designed to:
a) enable trainee teachers to meet all the standards for QTS across the age range of training, and
b) ensure that no trainee teacher is recommended for the award of QTS until they have met all of the standards for QTS.
C2.2 That providers prepare all trainee teachers to teach across two or more consecutive age ranges selected from the following:
Ages 3-5 (Foundation stage) Ages 5-7 (School years 1-2) Ages 7-9 (School years 3-4) Ages 9-11 (School years 5-6) Ages 11-14 (School years 7-9) Ages 14-16 (School years 10-11) Ages 16-19 (School years 12-13)
and engage trainees with the expectations, curricula, strategies and teaching arrangements in t
he age ranges immediately before and after the ones they are trained to teach.
C2.3 That training programmes are designed to provide trainee teachers with sufficient time being trained in schools, early years and or further education settings to enable them to demonstrate that they have met all the standards for QTS.
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A four year undergraduate programme
160 days (32 weeks)
A two or three year undergraduate programme
120 days (24 weeks)
A secondary graduate (non-employment based) programme
120 days (24 weeks)
A primary graduate (non-employment based) programme
120 days (24 weeks)
Employment-based programme As determined by the training programme
Time spent in early years, schools or further education settings should be part of a coherent training programme that enables trainees to meet the standards for QTS. Time spent training in settings other than schools, early years or FE settings can form a valuable part of programmes, but cannot be counted for the purposes of meeting this criteria.
Applicants to ITT with teaching experience might not need to spend as much time in schools or other settings as those with little or no prior experience, as long as they are given enough time during the training programme to demonstrate that they have achieved all the standards for QTS. Providers should be careful not to assume that time spent working in a school is in itself sufficient to exempt trainees from the requirement to teach in at least two schools. In these cases, trainees will need to be able to demonstrate that they have had an assessed experience of teaching children or young people, rather than working in a support role. It is unlikely that any trainee, however experienced, would be able to demonstrate achievement of all the standards for QTS
C3.1 That the school’s management structure ensures the effective operation of the training programme.
Providers must plan their training provision to ensure that they comply with the current ITT criteria and provide the opportunity for trainees to demonstrate that they meet all of the standards for QTS. Providers are expected to provide training of high quality and seek continuous improvement.
Schools should play a significant, often leading role, in the design and delivery of training provision. The management structure should demonstrate the central role that schools should play in all aspects of provision, from selection and recruitment, through delivery and training, to the assessment of trainees for the award of QTS.
C3.2 That partners establish a partnership agreement setting out the roles and responsibilities of each partner. Provision that is not school-led must assure the significant role of schools in recruiting, selecting, training and assessing trainee teachers.
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Employment-based criteria All accredited providers of employment-based ITT must, additionally, ensure all of the following: C4.1 For the period of training all applicants must be employed as unqualified teachers at a school, and (except applicants employed in academies or independent schools) must be paid in accordance with at least point one on the unqualified teachers’ pay scale for the period of their training. C4.2 Applicants are only admitted to employment-based programmes by either the National College for Teaching and Leadership or by an accredited provider. C4.3 No applicant will be required to perform more than 90 per cent of the teaching duties normally required of a full-time qualified teacher. C4.4 All entrants to the Overseas-Trained Teacher Programme must have successfully completed a programme of professional training for teachers outside the United Kingdom, which is recognised as such a programme of training by the competent authority in that country.
Employment After Training
The expectation is that the school will employ the trainee. Trainees can be employed within the school or the consortium. There may be circumstances where a trainee is unable to take employment in the school or the school to offer a place but it should be the school’s intention to retain the teachers it trains on the salaried route if there is a vacancy. Schools are required to be clear with trainees how the partnership plans to meet the employment expectation.
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Training: A Summary of Trainees` Training Entitlement
o Provision of a suitable School-based tutor (SBT) o Weekly timetabled reviews with the SBT, reviewing targets and identifying further
developmental targets focussed on outcomes for trainees o Support to ensure teaching across the appropriate age ranges o Induction period in school and setting up Individual Training Plan and Subject
Knowledge Audit and Tracker o Time, at least half a day per week, to develop a portfolio of evidence and attend
university support sessions to complete academic work o Regular formal lesson observations and feedback with targets which identify learning
outcomes for trainees and strategies to achieve them o An induction programme o Facilitation of attendance at other formal training, including subject specific training
- in school, provided by the consortium, or by other agencies- which meets the needs of trainee`s Individual Training Plan
o Facilitation of informal training opportunities in school e.g. meetings with relevant staff, inclusion in all aspects of school life
o Support for experience in second school, including an alternative placement to meet individual needs and other planned experiences and visits
o Support for first post application including structuring an application and preparing for interview
o Continued support for the Individual Training Plan, so that the trainee is provided with the full range of opportunities to accumulate sufficient evidence to make a confident claim for QTS as described in the Teachers’ Standards therefore meeting part of the requirements of the QTS award and gain a PGCE.
Training, driven by the trainee’s needs and ambitions, initiated and organised by the Home School, supported and complemented by the Lead School and the University, provides the foundation on which the School Direct (Salaried) Programme operates. .
The responsibility for training rests with:
1 The Trainee 2 The School 3 The Lead School/The University
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The following sections provide an overview of the specific roles and responsibilities of the University, Partners and Trainee Teachers.
The Role of the University Liaison Tutor
Know and understand the Secretary of State’s Requirements for Initial Teacher Training and the
Teachers’ Standards effective from September 2012 as laid down by the DfE/NCTL (National College for
Teaching and Leadership). Observe the requirements expressed in the Handbook and Grade Criteria for
the inspection of initial teacher education (Ofsted June 2014)
Be a professional ambassador for the university and role model for trainees and partners
Monitor the Management and Quality Assurance of the work-related training programme and
phase/subject provision provided by the partner establishment to meet the individual needs of the
trainees
Provide support and guidance for trainees and partners where appropriate
Quality assure and monitor the assessment process of the trainee (formative and summative against the
standards)
Promote equality of opportunity and avoid discrimination
Know and understand the University’s Framework for Mentor Recognition and support, where
appropriate, professional mentors’ engagement with the framework.
The Responsibilities of the University Liaison Tutor is to make the appropriate allocated
number of visits to partner establishments during the year to discuss with the
professional mentor:
General partnership issues
Issues related to the QA of the training programmes
Suggestions for future planning and development
Any appropriate immediate/future action
Opportunities for the provision of CPD
Verify any LJMU/TLA recognition.
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The Responsibilities of the University Liaison Tutor is to work with the trainee and
school-based tutors/class mentor to:
Monitor the targets set for each placement based on the phase of training, audit of experience and
portfolio of evidence
review the targets at the end of the placement, discuss issues and consider subsequent action.
The Responsibilities of the University Liaison Tutor during the placement is to
support the trainee and school-based tutors/class mentor to:
check the trainee’s training programme and progress;
review trainee’s targets and action plan;
encourage reflection;
check the placement experience file and QTS Training and Development file;
check progress with professional development activities;
support the requirements for confirmation of QTS (CEDP) where appropriate;
The Responsibilities of the University Liaison Tutor is to support the school-based
tutors/class mentor to:
Monitor and discuss the trainee’s individual training programme
Co-observe the trainee teaching with the school-based tutor/class mentor on at least one occasion and
observe the school-based tutor’s feedback and make appropriate contributions to support the training
process
Assist and support the moderation of the trainee towards the end of the placement
Use the final visit to conduct a triangulation meeting to establish the attainment of the trainee at the
end of training
Discuss any issues arising
Attend mentor training events.
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The Responsibility of the University Liaison is to work with the Work-Related
Learning Unit to:
Maintain the LJMU ethos, procedures and management of the course
Audit the partner’s training provision
Make the required number of placement visits and notify programme leaders and partnership manager
of any issues
Attend and actively contribute to mentor training and development
Follow up on any issues associated with lack of attendance by School Tutors at training sessions
Be aware of the outcome of any reported issues
Submit records of verification for LJMU/Teacher Learning Academy (TLA) recognition.
Lead School
The Role of the Lead School will be to:
Disseminate all communications from the University to the appropriate personnel within the
consortium institutions
Support, develop and monitor the school based mentors
Support the University in mentor training and developmentPromote equality of opportunity and
avoid discrimination
Know and understand the University’s Framework for Mentor Recognition and Accreditation
Lead the interviewing and selection of trainees and co-ordinate with the LJMU admissions office
Undertake all roles and responsibilities in the partnership agreement including all financial aspects of the programme
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The Responsibilities of the Consortium School Professional Mentor/School Based Mentor will be to:
Support arrangements for the trainee teacher’s timetable, the training programme and monitoring /assessment procedures
Arrange for the trainee teacher to observe good practice
Organise/co-ordinate a professional studies/CPD training programme
Co-observe and moderate trainee’s progress towards gainig high quality evidence to support the claim for QTS
Agree grades at formal review points and agree the summative report on the trainee teachers
evidence towards the standards
Maintain an overview of the trainee teacher’s progress
Respond promptly to trainee teachers identified as ‘making poor progress’
Contribute to confirmation of QTS and targets for the Career Entry Development Profile.
The Responsibilities of the School-based Mentor are to ensure that:
The trainee teacher’s needs are reviewed at the start of a placement and at each review point
The trainee teacher’s knowledge and understanding of the subject is actively developed and extended
The trainee teacher is shown how to plan, implement and evaluate their teaching
The trainee teacher has opportunities to observe good practice
On-going records of training and progress are maintained.
The School Based Tutors should provide feedback and set targets through:
Regular verbal and written feedback based on observation/analysis of teaching;
A weekly documented meeting with areas for discussion agreed with trainee
Monitoring the QTS Training and Development File on a regular basis
Debriefing and setting targets
Support the trainee’s subject knowledge development
Monitoring the trainee’s planning and delivery of schemes/units of work
Supporting lesson planning, behavior for learning, teaching and assessment of pupil progress
Encouraging self-evaluation
Monitoring professional conduct, attendance and punctuality.
Discussing and negotiating areas of strength and areas for development including the
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requirements for the confirmation of QTS (CEDP), towards the end of Term 3 as appropriate;
Monitor and review the quality of the training programme
Writing the summative review report with appropriate support if required and set targets with the trainee for the NQT year.
The role and responsibilities of the Trainee Teacher
The trainee teacher will:
Know and understand the Secretary of State’s Requirements for Initial Teacher Training and the Teachers’ Standards effective from September 2012 as laid down by the NCTL (National College for Teaching and Leadership) and observe the requirements expressed in the Handbook and Grade Criteria for the inspection of initial teacher education (Ofsted 2012-2015)
Promote equality of opportunity and avoid discrimination in their teaching and work with other colleagues
Be an appropriate and professional role model for pupils, other colleagues, parents and carers
Be proactive in their own learning by playing a key role in the evaluation and reflection of their own professional practice.
Trainee should maintain:
Professional standards from the outset; see part two of the Teachers’ Standards
The Code of Conduct for Trainee Teachers
Full attendance, punctuality and professionalism in terms of dress, manner and interpersonal relations;
A formal dress code and compliance with partner establishment’s expectations;
Enthusiasm and involvement in the life of the environment and its extended programmes of activity.
Trainees MUST complete all required documentary evidence, including:
Documentation provided at induction so ensure all requirements are understood;
QTS Training and Development File
Preparation for the weekly meeting with the school-based mentor
Maintain the weekly meeting record form and set appropriate targets and actions
Portfolio of Professional Development
Subject Knowledge Audits
Discussion of progress with the University Liaison?? and Professional mentor
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Preparation for university sessions
Prepare draft entries for the confirmation of QTS (CEDP) Phase 3.
Equality and Diversity
The LJMU equality and diversity policies embrace staff, students, visitors, contractors, partners, and everyone that is associated with the University. LJMU operate a policy of zero tolerance towards any form of discrimination or harassment in line with the requirements of the Equality Act 2010 and European Union anti-discriminatory legislation. All trainees undertake Equality and Diversity training during the Induction programme, together with an online module in line with all LJMU staff and students. The LJMU policy can be found at www.ljmu.ac.uk/EOU/EOUDocs/Equality_and_Diversity.pdf
Safeguarding
Full DBS checks are completed before you begint the course and keeping your documentation is important as your Home School may ask for this documentation. Trainees must be aware of safeguarding issues as outlined in the induction programme throughout their training and ensure they know who the safeguarding officer is in their Home School and refer any matters related to safeguarding to that person immediately. Policy on safeguarding can be found at https://www.gov.uk/government/publications/keeping-children-safe-in-education.
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QTS Standards These are the Teachers’ Standards for use in schools in England from September 2012. The standards define the minimum level of practice expected of trainees and teachers from the point of being awarded qualified teacher status (QTS). The standards can be found on the DFE website at https://www.gov.uk/government/publications/teachers-standards. Trainees will be assessed against these standards. The standards underpin all sessions at the University and are integrated into the assessment of the PGCE. The process for completing the School Direct (Salaried) PGCE with QTS.
Initial Identification of Strengths and Areas for Development (ISAD)
A Training Plan in school and University
Weekly Reviews (including lesson planning, observation and self-evaluation)
Termly Reviews
Qualified Teacher Status
Newly Qualified Teacher and Career Entry Development Profile
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School Direct (Salaried) Training Plan
The LJMU School Direct (Salaried) Training Programme aims to provide a personalised programme to meet the individual needs of the trainee, taking into account previous experience in education. Identification of the personal and professional strengths that trainees already have is vital if the training programme is to fully meet trainee needs. Below is an outline of the training plan for the year. Stage 1 Initial Analysis of Prior Experience and Training Needs The process of the initial identification of strengths begins on the University induction with completion of the; Trainee Profile: To provide an outline of the trainee education and employment Subject Knowledge Audits: To assess trainee subject knowledge and track completion of any gaps in knowledge related to the school curriculum North West Consortium Trainee Teachers’ Standards Tracker: To assess current experience and evidence against the Teacher Standards. All judgements must be supported with evidence. Stage 2 Developing the Induction Training Plan Trainees should share the North West Consortium Trainee Teachers’ Standards Tracker with the School Based Mentor and begin to complete your QTS Training and Development File. If there is extensive prior teaching experience, this will inform the personalised programme. Trainees should begin to gather evidence of this experience and identify its location on the tracker. Evidence must be specifically related to teaching experience, and should include lesson plans, lesson reviews and observations related to the Teaching Standards. Considering the judgments made on the tracker these shoud inform the first stage of an individual training plan by completing the Trainee Target Setting and Action Planning document. Trainees will also be given feedback on their interview. Trainees should regularly discuss their self-assessment of their strengths and needs with the School Based Mentor and the LJMU Personal Tutor/ during the first six weeks of their training (Phase 1). Trainees should be asked to discuss their confidence in being familiar with:
Subject Knowledge (e.g. knowledge of your specialist subject areas principles and practice, for primary knowledge of the foundation curriculum)
School Knowledge (e.g. Knowledge of your school policies and practices)
Pedagogic Knowledge (e.g. theory and practice of learning, teaching and assessment)
Strengths and needs. A Liaison Tutor from LJMU will visit the trainee and ensure that mentors have agreed on the judgements made on the North West Consortium Trainee Teachers’ Standards Tracker and targets set on the Trainee Target Setting and Action Planning document.
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Stage 3 Developing Termly Development Plans During the first term trainees will use the weekly meetings to review their progress, undertake training and or review progress, regularly updating of the Trainee Target Setting and Action Planning document as necessary. Discussions must relate to specific areas of practice aligned to the Teaching Standards and so develop into SMARTER targets. By the end of each term trainees will need to have updated the North West Consortium Trainee Teachers’ Standards Tracker and discussed grading with the School Based Mentor and University Tutor. The following evidence should be used to inform judgements and set targets
Weekly meeting records
Termly reviews
Lesson plans
Lesson observations
Lesson evaluations
Samples of pupils’ work
Commentaries on the impact of dedicated School, Consortia or University Training Stage 4 Reviews and Summaries There will be at least four formal opportunities to review and assess progress towards the Teaching Standards. End of Phase 1 The first formal review will be after the first half term when trainees will review their current status with reference to the Teachers’ Standards. This will be supported by the evidence that has been gathered so far and an analysis against the Teachers’ Standards. End of Term 1 Following the first review, the Trainee Target Setting and Action Planning document must be updated with a review of progress against the Teachers Standards in order that progress can be recognised and new training targets agreed. Term one will also contain a progress review meeting, where the growing portfolio of evidence and collective experiences will be reviewed. End of Term 2 There will be a further review meeting with an assessment of progress so far, this should include a review of the evidence the trainee has of meeting the QTS standards. The Trainee Target Setting and Action Planning document must be updated with new training targets identified on the end of term 2 report. An alternative experience will be undertaken either in Term 2 or 3 after negotiation with the trainee on their personal development needs and the Home School to ensure tpotention negative impact on the progress of learners is as minimal as possible.
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End of Term 3 Trainees will need to have evidence from their experiences and training to support the claim for QTS. The location of this evidence should be indicated on the North West Consortium Trainee Teachers’ Standards Tracker. The nature and content of your evidence will be reviewed by the trainee, the School Based Mentor, Professional Mentor and the LJMU Liaison Tutor. Trainees are expected to be clear and confident about the nature, context, rational and purpose for the evidence that has been presented to meet the teaching standards.
Final targets will transfer into the Career Entry Development Profile to form indicative next steps for the first year as a Newly Qualified Teacher.
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Documentation Cycle - Term 1
Induction
• Initial Identification of strengths and areas for development
• Using North West Consortium Trainee Teachers’ Standards Tracker and subject knowledge audits
• Share with mentor and set targets using Trainee Target Setting and Action Planning document
Weekly
• Lesson planning and evaluation
• Weekly meeting and completion weekly meeting form
• Set targets and record on weekly meeting form.
• Collect evidence for teaching standards
End of Phase
• Completion by Mentor of end of phase report form – agree outcomes and targets
• Update North West Consortium Trainee Teachers’ Standards Tracker and identify location of QTS evidence
• Update subject knowledge audits
• Set targets for Phase 2 on Individual Training Plan.
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Documentation Cycle - Term 2
Weekly
• Lesson planning and evaluation
• Weekly meeting and completion of weekly meeting form
• Set targets and record on weekly meeting form.
• Collect evidence for teaching standards
End of Phase
• Completion by Mentor of end of term report form – with assessment against each of the Qualified Teacher standards
• Update North West Consortium Trainee Teachers’ Standards Tracker and identify location of QTS evidence
• Update subject knowledge audits
• Set targets for Term 3 on Individual Training Plan.
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Documentation Cycle - Term 3
Weekly
• Lesson planning and evaluation
• Weekly meeting and completion weekly meeting form
• Set targets and record on weekly meeting form.
• Collect evidence for teaching standards
End of Phase
• Completion by Mentor of end of Term report form – agreed outcomes and targets
• Final completion of North West Consortium Trainee Teachers’ Standards Tracker
• Confirmation of QTS evidence at Triangulation Meeting with SBT and Liaison Tutor
• Completion of subject knowledge audits
• Set targets for Career Entry Development Profile
Preparation for NQT year
• Recommendation for Qualified Teacher Status
• Completion of Career Entry Development Profile
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Documentation
Purpose:
To provide an administrative framework for the programme.
Overview:
The use of a variety of documentation forms an integral part of the programme.
Documentation that must be completed includes:
Trainee Profile Code of Conduct North West Consortium Training Teachers’ Standards Assessment Descriptors and Tracking
Document Subject Knowledge Audit Weekly Review Teaching Timetable Phase 1 Review Form (By October half term) Term 1 Review Form (By end of term 1) Term 2 Review Form (By end of term 2) Term 3 Review Form (By 20th June 2015) Alternative Placement Form Career Entry Development Profile
More Information: Copies of all programme documentation can be found at www.itt-placement.com
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Alternative Placement
All trainees should undertake an alternative placement, which should meet needs identified by the trainee and School Based Mentor to support evidence for the QTS standards. Alternative placements will be arranged by the Lead School, Home School and LJMU at a time to meet the needs of the trainee and the school.
Experience of a second school must be substantial enough to allow a trainee to demonstrate that they can meet QTS standards at another school.
The Alternative Placement Experience form must be completed to review the experience, and returned to LJMU as soon as possible. Evidence of this experience should be included within the trainee Training and Development File.
Additional experiences of a shorter duration (for example, a single day visit to another school) are strongly encouraged to maximise opportunities for training. These may be provided by the Home School or LJMU and will include an opportunity to engage in the Supplementary School Network that LJMU offers trainee teachers.
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Grades and Grade Descriptors
Grades should be used to enable self-assessment and provide an overview of trainee progress. They should be used;
To support assessment of the trainee, both in terms of progress made and attainment reached at review points
To inform training needs for the future, to enable trainees to reach their full potential and to raise aspirations
To provide a tool for trainee self-assessment
To stimulate discussion by Liaison Tutors at meetings
To compare trainee performance and standard across the Consortium for Moderation.
At all review points the Trainee and School Based Mentor meet and determine a grade as a joint activity, using the Grade Descriptors in the NW tracker. The trainee’s individual training plan will provide additional information on trainee performance, including areas for development and any areas of concern. Grade Descriptors are based on Ofsted grades, as follows:
Grade 1 – Outstanding. The trainee demonstates excellent practice in some of the standards for teaching and their personal and professional conduct. Much of their teaching is outstanding and never less than consistently good.
Grade 2 – Good. The trainee exceeds the minimum level of practice expected of the teachers as defined in the Teachers’ Standards. Much of their teaching is predominantly good. With some examples of outstanding teaching.
Grade 3 – Requires Improvement. The trainee meets the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Their teaching requires improvement as it is not yet good.
Grade 4 – Not Yet Met. The trainee fails to meet the miniumum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training.
Grades will be discussed by the Liaison Tutor at each school visit. It should be noted that the Grades are applied at the stage of training as a trainee teacher. Individual lessons should not be graded by the School Based mentor or University tutor. Teachers’ Standards documentation produced by the DfE clearly states the following,
‘the new standards will need to be applied as appropriate to the role and context within which a trainee or teacher is practising. Providers of initial teacher training will assess trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee prior to the award of QTS.’ (para 6 page 3)
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Induction Programme
Purpose:
Readiness for school, University and professional conduct
Integration into school
Identification of personal strengths and needs that trainees bring to the programme
Completion of Initial Training Plan
Preparing for teaching
Preparing for academic work and assessment
Overview:
An induction programme is an essential part of the programme. It begins with pre-course tasks, Saville physchometiric testing and the individual targets set at interview.
The induction programme commences with school induction, University induction and includes a phase 1 period of six weeks, which includes school and Consortium activities and ends at October half term.
By the end of the Induction period Trainee Teachers will;
Understand what learning is and how it takes place
Complete an Initial Training Plan and devised a Subject Knowledge Development Plan.
Know how to gain evidence for the Teachers’ Standards
Understand how and why lessons need to be structured
Have assessed their subject knowledge for the curricululm and devised an action plan for completion
Know who their professional colleagues are in schools including departmental, pastoral, SENCO, Safeguarding Officer
Gained an initial understanding of some key aspects that promote behaviour for learning and begun to apply these in their lessons
Be able to evaluate their own teaching
Understand and use school assessment and marking policies
The process of the Initial Identification of Strengths identifies targets for experience and evidence generation during Induction. This will lead to imporved familiarisation with the Teachers’ Standards and the development of your Initial Training Plan.
Targets for development identified in the Subject Knowledge Development Plan should be integrated into North West Consortium Training Teachers’ Standards Assessment Descriptors and Tracking Document.
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QTS Training and Development Files
Purpose:
The Training and Development Files should be updated with documentation evidencing trainee development over the full range of the programme. The file should contain all documentation related to the route through the PGCE. The file may contain the following:
Completion of Subject Knowledge Audits
Completion of Trainee Target Setting and Action Planning document
Completion of North West Consortium Training Teachers’ Standards Assessment Descriptors and Tracking Document
Teaching timetable
School Professional Development Programme for Trainees
Whole School CPD
Consortium Session programme
Additional Timetable activities eg whole-school
Activities to meet professional needs
Experiences in alternative placement
Experiences in alternative school settings
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Weekly Review Meetings
Purpose:
To enable trainees to;
Review progress against the Teachers’ Standards.
Provide an opportuhity for a formal review of progress during the previous week, and a planning session of activities for the forthcoming week.
Undertake a training activity
Provide an ooportunity to record discussion outcomes between the trainee and the School Based Mentor.
Overview: A formal review needs to take place on a weekly basis to record;
1. What the trainee has done over the last week in relation to training targets and the
relevant Teachers’ Standards 2. What the trainee will do during the next week in relation to your training needs and how
this relates to the Teachers’ Standards 3. A one-to-one training activity to address specific issues, e.g. subject knowledge
development
The Weekly Review provides regular monitoring of progress towards QTS, an opportunity to consider progress towards training targets (including Subject Knowledge Development) and how these relate to the Teachers’ Standards. LJMU recommends that the Weekly Review take a minimum of 1 hour, although some weeks may require a longer period for review and reflection. These weekly review meetings should take place during a dedicated time.
The outcomes from the Weekly Review meeting must be recorded on the Meeting Record Form.
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Subject Knowledge Development
Successful teaching requires expertise in and a commitment to subject material. All good teachers are characterised by an enthusiasm for their subject areas. Successful teaching requires expertise in and a commitment to each subject topic you teach. All outstanding teachers are characterised by an enthusiasm for their subject in which they have developed a specialist expertise.
Whatever the trainees’ qualifications or expertise, there will be areas of the National Curriculum (orother School Based Curricula) National Examination Specifications, where their subject knowledge will require improvement. It is important that trainees assess and continually update their subject knowledge.
The subject knowledge audit is the key process for auditing subject knowledge and setting targets for completion of gaps in subject knowledge. Trainees should be updating this audit with Subject Mentor support to ensure their subject knowledge is up-to-date. Trainees need to review their subject knowledge on an on-going basis against what they need to know to teach lessons from the appropriate curriculum. Each trainee has a personal responsibility to monitor their progress in developing their subject knowledge. Excellence in subject knowledge should be a consistent target. Trainees should read extensively and record their subject knowledge on the audit provided and set targets on the Trainee Target Setting and Action Planning document. Trainees should regularly consult with the Subject Leaders within their school to ensure their subject knowledge is up to date.
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Teaching Timetable
The teaching timetable is the major vehicle through which trainees demonstrate subject competence throughout the year. The teaching timetable should offer sufficient and varied opportunities to teach the required breadth and depth of the curriculum, across two adjacent age ranges. In addition to teaching there should be enough time for preparation, observation and reflection. Teaching in the alternative placement can provide an ideal opportunity to complement the range and diversity of experiences required to gain QTS. Trainees must be able to provide evidence of teaching at both age ranges for which they are training. It is recognised that SD (Salaried) trainees will have a timetable of classes and the evidence from the alternative placement can be used to ensure coverage of teaching at both appropriate age ranges for Primary Schools. Salaried trainees are permitted to teach up to 90% of a teacher timetable. It is a recommendation of the University that this is a gradual percentage increase to a full timetable depending on the previous experience of the trainee and all programmes recognise the need for phases of training. Phase 1 Induction and beginning to teach Phase 2 Consolidation of teaching and learning Phase 3 Extending teaching and learning The length of these phases can vary according to the needs of individual trainees. Phase 1 will normally be until October half term and coinciding with the phase report form. Phase 2 will be the remainder of Term 1 and could be part of Term 2. Phase 3 will be in Terms 2and 3. Timetables will be reviewed by the university to ensure trainees can demonstrate a full coverage of requirements providing evidence to submit a strong claim for QTS against the Teachers’ Standards. Timetables will also be scrutinized to ensure that they meet the needs of the trainee for those relatively new to teaching and allow a phased increase in teaching timetable. The requirements for QTS are that a trainee must provide evidence of their teaching across two consecutive age ranges and be able to teach the full age and ability ranges that they are training to teach. The Teaching Timetable Analysis will allow identification of any gaps (age related or curricular) so they can then be clearly identified at the Termly Review Point. If there are areas forconcern appropriate action can be taken to enable training to be adjusted in the forthcoming term’s Training Plan for the Home School or the Alternative Placement.
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Lesson Planning
Every lesson (including those not being formally observed) taught by LJMU trainees must be planned in advance and evaluated subsequent to the lesson.
All LJMU trainees are expected to start medium term planning for sequences of lessons (i.e. Units of Work) as soon as the school identifies the trainee is able to undertake this level of planning.
All planning should meet the minimum requirements, as outlined below:
Trainees may use
(a) the LJMU planning pro formas
(b) their Home-school planning pro forma
(c) create their own planning pro formas
Providing options (b) and (c) meet the minimum requirements, as outlined in The LJMU Guide to Lesson Planning. The Liaison Tutor will check lesson planning is of sufficient quality during the induction visit.
Lesson plans should be made available to School Based (or Professional) Mentors, in advance of the lesson (a minimum of 24 hours prior to the lesson,) at the discretion of the Professional/School Based Mentor.
If a mentor or University tutor considers lesson planning to be of insufficient quality, trainees will be
required to use the LJMU pro forma until planning improves.
All trainees are required to make use of a teacher’s planner to evidence that feedback from weekly meetings and observations is being put into action.
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Lesson Observations
The observation of trainee teaching by others to inform trainee progress and identify future training needs, is the core process for trainees to improve their teaching and learning.
LJMU recommends that at least one formally recorded lesson observation, linked to the Teachers’ Standards, should be conducted each week. Where this is not possible due to timetabling demands of mentors then an individual observation timetable will be planned with the school and this may include observation schedules for all staff by SMT. As an Early Years teacher, lesson observations should be conducted against the areas of learning and across the daily routines.
As a Primary teacher, lesson observations should be conducted at least once against each of the core and foundation subjects and in each of the two Age Ranges.
As a Secondary teacher, lesson observations should be conducted for classes across both Age Ranges
Feedback on teaching should continue in the alternative school by the subject mentor.
Observations should be conducted by appropriate colleagues. It is advisable that a variety of colleagues are involved in observations, including senior colleagues or colleagues with appropriate subject knowledge.
The Liaison Tutor will observe trainee teaching and discuss the outcomes with the School Based Mentor during a visit, using the LJMU Lesson Observation Form. Section 5 Inspections of School Direct Salaried Trianees – Trainees’ performance should not be taken into account druing Ofsted inspections. If the school the trainees is placed in undergoes an Ofsted inspection the lead inspector should be informed of any traines on placement on the salaried training route. Inspectors should take into account where trianees are in their development but not their performance.
University Sessions
These provide an opportunity for trainees to develop their professional studies and support academic studies. These are provided at the LJMU I M Marsh campus on Friday afternoons and also involve visits to enhance teaching experiences. The format will be a formal taught session, and an informal discussion to consider a current educational issue together with an opportunity to network with fellow Trainee Teachers. Although a programme is published at the beginning of the year, this is subject to change and will be personalised to meet the needs of the cohort. Materials for each session will be available on Blackboard, the LJMU virtual learning environment and references to key reading.
Attendance at the taught sessions is central to the programme and is strongly recommended for the academic input plus the opportunity to network.
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The Award of PGCE
Candidates achieving a Pass for all three of the Master’s modules will be awarded a Post Graduate Certificate in Education. Marks below 40 in any module, or a fail in the practice of teaching, will lead to a referral in that module normally to be taken in August.
There are three modules on this programme
7100PGS Developing Reflective Professional Practice 7202PGS Pedagogy in Practice 7203PGS Inclusion
The programme for 2015/16 can be found in Appendix 1 and is shared with the Home School to ensure that sessions provided by your home school are complimentary. Module guides provide assessment criteria which are used to assess all submissions. Feedback will be received by trainees within 3 weeks from submission. All marks are provisional until moderated by the External Examiner and confirmation of marks by the Module Assessment Board. The External Examiner will also conduct a review of the School Direct (Salaried) route for the award of PGCE. This review will involve a visit to a selection of trainees and include a lesson observation. Sessions will also include presentations on the requirements of the programme in terms of completion of key documentation. All module materials will be available electronically after the session and there is a Community Site for sharing teaching ideas and materials. Trainees will be assessed in accordance with the Academic Framework regulations. Assessment activity varies to meet the different requirements of the modules and learning processes within subject routes. The Module Guides and further guidance are available on Blackboard, providing detailed assignment guidance and assessment criteria. In order to pass and progress through the course, trainees will need to successfully complete the modules associated with the Academic Framework. Postgraduate modules are 20 credits. For each module trainees will be given assessment tasks with dates by which they must be submitted. An assessment handbook outlines submission dates. The award of the PGCE makes a recommendation for QTS. Evidence must be provided for all of the teaching standards before a claim for QTS can be undertaken.
Support Services Whilst trainees have full access to support offered by their Home School and the Lead School, the services offered by Liverpool John Moores University are also made available to trainees on the School Direct Programmes.
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Trainee code of conduct
All trainees are expected to behave professionally and responsibly at all times. All trianees are asked to sign a code of conduct during induction
The Recommendation for QTS
The programme provides for 4 formal Assessment Points to assess progress;
Initial Identification of Strengths assesses the skills that trainees bring to teaching and helps to identify training needs as part of an on-going process
First Review assesses the progress that trainees have made during your first term
Second Review assesses the progress that trainees have made during your second term
Final Review provides a final review of trainee experiences and processes undertaken at the Home school to support the claim for QTS.
Lesson Observations and Weekly Reviews provide for short term assessment of progress. Formal Review Points allow trainees to explore and reflect on the wider picture over a full term.
Judgements on performance are made by the trainee and the School Based Mentor/ Professional Mentor. The role of the Liaison tutor is to moderate these judgements. The formal review at the end of each term is an opportunity for the trainee to monitor their progress against the Teachers’ Standards and to inform judgements amendements to the training plan. The Liaison Tutor will visit to monitor progress and ensure that the standards are being interpreted consistently, by discussing grades, the evidence and experience gained during the term.
A Quality Assurance Advisor will visit a sample of schools from the consortium to ensure that standards are interpreted to the same level throughout the Consortium, and that each part of the quality process is being met. In addition an External Examiner will also visit to sample both teaching and academic standards. Judgemet for the final review is made by the trainee, the School Based Tutor, and confirmed by the Liaison Tutor. Satisfactory completion of the final review at the Triangulation meeting is required for a trainee to be recommended for QTS. As part of the final review the trainee needs to complete a Career Entry Development Profile. A copy of the CEDP should be sent to LJMU.
Additional Support
There are many circumstances that could lead to a trainee requiring additional support, from a simple misunderstanding of the requirements of the programme to more serious causes deriving from a failure to meet the demands of the programme and making insufficient progress against the standards.
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The structure of the programme is such that a process of assessment takes place at regular intervals, both internally in the school and externally by the LiasionTutor. The External Quality Assurance Advisors also visit schools on a regular basis to ensure that the process is operating and trainees are receiving the support they need.
Unfortunately, circumstances can arise where;
A trainee is experiencing real difficulties or heading for failure due to not understanding the level of demand in some of the standards
The school is not supporting the trainee
The Lead School is not supporting the Consortium School
Other circumstances
In each case, any issues can be raised with the Liaison or School Based Mentor and they will discuss how to resolve issues and feedback key actions to the trainee. If the situation is such that it cannot be resolved internally, the recommendation is to discuss the issue with the Liaison Tutor. It is easier to correct problems early before they grow and affect the teaching experience and progress of the learners in the classroom.
If it is identified that at trainee is performing below the standards then the “Cause For Concern” procedure will be put into place. LJMU recommends to School Based Mentors and Professional Mentors that this is undertaken as soon as any concerns are evident, as early intervention often leads to more positive outcomes. Once the trainee has completed the targets set on a “Cause For Concern” the training continues as normal and often it is only needed as a short term measure. If progress is not made then the trainee is placed ‘At Risk’. Details of the “Cause for Concern” and “At Risk” procedure can be found on the itt-placement website in the section monitoring trainee progress.
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Quality Assurance Visits
The Liaison Tutor’s role is to ensure that the appropriate training is taking place within the school that will lead to the trainee achieving QTS within the year.
The Liaison Tutor will visit the school to monitor the progress of the trainee, address any issues arising with the training or school activities and to advise on the recommendation of the achievement of Qualified Teacher Status. During the visit the Tutor will discuss the termly grades and conduct an examination of evidence and experience gained during the term. It is, therefore, necessary that all evidence is available for the visit.
The Tutor will provide additional support to the trainee and School Based Tutor where appropriate. Type of Visit;
Induction Visit Purpose: This is the initial contact with the school during the trainee induction phase. The Liaison tutor will meet with the School Based Tutor and the trainee to discuss the training programme. The Trainee Target Setting and Action Planning Document will be checked to ensure that the trainee has agreed targets set during induction with the School Based Mentor. The lesson planning format will be checked to ensure it is of sufficient quality.
Observation Visit Purpose: To observe a lesson with the School Based Mentor if available and discuss feedback on the lesson. Checks will be made that paperwork is being completed, targets met and suitable targets set for the next phase. The lesson observation outcome will be shared with the School Based Mentor. Triangulation Visit Purpose: To review the final attainment against the QTS standards and discuss grading with the School Based Mentor and trainee. Identify areas of development for the Career Entry Development Profile.
Poor Progress Review Purpose: To respond to School Based Mentor and/or Professional mentor concerns raised in relation to the performance of the trainee. This can lead to completion of the Cause for Concern and At Risk documentation and targets set. Additional visits will be made to support the trainee during the At Risk Process.
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Schools placed in Grade 4 catergory Ofsted
A school in Special Measures or under Notice to Improve may not be eligible to train a trainee. Should a school be put in Special Measures during a training year, the Lead School and LJMU must be notified immediately, and will work with the trainee and school to explore alternative arrangements. If trainees remain in placement then an additional support plan will be put in place for each trainee to ensure needs are being met.
Referral and Deferral Procedures for School Based Experience
Suspension of Studies
If trainees need to defer or suspend studies or school placement, they must inform the Professional Mentor and University Tutor. Referral and deferral procedures are the procedures by which trainees may be given a further opportunity to complete school based experiences or assessed modules. University staff or partner schools do not have the authority to grant a trainee a deferral or referral. The request is considered by the relevant assessment board who will make the decision as to whether or not to allow further opportunity for completion of the course. It is important to note that SD (salaried) trainees are also bound by the Contract of Employment Regulations that they signed as part of their employment in a school during the training period. Schools have the right to immediately terminate a trainee placement when there is evidence that professional practice is an issue. In all other circumstances the school must raise concerns with the University Programme Leader who will endeavour to resolve the situation in the best interests of all parties.
Poor Progress and At Risk Procedures
The trainee teacher should be kept well informed about their progress throughout the placement experience by the School Based Tutor as part of the weekly meeting. If there is any doubt that the trainee teacher is not on course to reach a satisfactory standard then the Poor Progress procedure must be followed. The intitial step is to raise a Cause for Concern. If these targets are not met then the trainee will move to At Risk. Further details of this process are given in Appendix 2.
Evaluation of the programme
There are a number of formal ways for trainees to feedback to the partnership about the training being undertaken. Feedback methods include module reviews, programme feedback, placement experience feedback and the LJMU Board of Studies. The LJMU Board of Studies meets twice per year and representatives from the programme have an opportunity to express the views of the cohort on matters relating to both academic and ITT aspects of the provison. Consortium schools will be invited to termly partnership development meetings to discuss the programme and give feedback related to the current programme and programme development.
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Equality and Diversity
Legislation related to ITT;
The Education (School Teachers’ Qualifications) (England) Regulations 2003 (SI 1662) The Education (Specified Work and Registration) (England) Regulations 2012 (SI 762) The Equality Act (2010) Data Protection Act (1998) Freedom of Information Act (2000) Education (Health Standards) (England) Regulations 2003 (SI 3139) The Special Educational Needs and Disability Act (2001) Bridging the Gap – a guide to the Disabled Students’ Allowances (DSAs) in higher education education The Equality and Human Rights Commission (EHRC), provides further guidance on the Equality Act for schools and further and higher education institutions, including codes of practice related to equal pay, race, disability and gender discrimination.
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Appendix One
Recommended Training Plan: PGCE Primary and Secondary School Direct (Salaried) model
The Recommended Training Plan provides suggestions for training activities for mentors and trainees, linked to each term of training
SALARIED Term 1 Baseline Training Programme as a focus for weekly training sessions
W/C PROFESSIONAL DEVELOPMENT FOCUS UNIVERSITY/PLACEMENT FOCUS TUTOR REVIEW
Week 1/2
Induction, training timetable, Developing a professional role.
Consider the provision of safe effective learning environments.
The school within the context of the community.
Safeguarding
Clear definitions of professional standards.
Discussion of teacher’s roles and responsibilities within the whole school and department.
Discussion of department policies and practices.
Conduct an audit of facility, resources and safety procedures, health and safety implications, educational needs provision. Role and identification of Safeguarding Officer.
Review training targets and discuss training schedule.
Check trainee’s placement file.
Outline training plan
Set the timetable
Week 3/4
Understanding the curriculum and the place of your subject expertise within it.
Consider the management and organisation of lessons and the teaching activity to meet individual pupil’s needs.
Evaluate and reflect upon the provision of high quality teaching and learning environment.
Creating High Quality Teaching Resources
Review the department’s planned programme to meet the Natonal curriculum requirements.
Discuss and assist trainees to deliver safe, quality learning activities with clear objectives, outcomes and teaching points.
Observe and discuss communications and relationships in the classroom.
Observe and discuss how the teacher provides opportunities to promote deep learning.
Discuss the progress with targets and negotiate the completion of the Review Form
©
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Liverpool John Moores University Section B2.2 Placement Experience Handbook ITT Programmes 2015-2016 Revised 11 February 2014
SALARIED Term 2 Baseline Training Programme as a focus for weekly training sessions
WEEK PROFESSIONAL DEVELOPMENT FOCUS PLACEMENT EXPERIENCE FOCUS TUTOR REVIEW
5/6
Assessment for Learning and progress checks
Delivering the Natonal Curriculum. Continuity and progression in learning.
Extending and developing knowledge, skill and understanding.
Organise a meeting with the SENCO.
Discuss department’s curriculum mapping for the key stage, planned programme and units. Continuity and progression. .
Discuss planning and application for learning across the curriculum/specialist subject/early years
Discuss lesson planning and design
7/8
Planning for Learning.
Inclusion
Matching learning to needs and Special Educational Needs.
Teaching and Learning Approaches.
Setting homework
Discuss Equal Opportunities, Differentiation and Special Needs.
Support trainees in planning and implementing strategies that assist pupils to acquire and consolidate knowledge, skill and understanding.
Discuss standards to be met
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Planning, expectations and targets and Teaching and Class Management
Beginning Monitoring and Assessment
Develop Subject Knowledge and Understanding and Teaching and Class Management
Discuss resource implications and support material to enhance learning. Role and function of formative assessment.
Feedback and target setting. Review quality of trainee evaluations.
© Liverpool John Moores University Section B2.2 Placement Experience Handbook ITT Programmes 2015-2016 Revised 11 February 2014
SALARIED Term 2 Baseline Training Programme as a focus for weekly training sessions.
WEEK PROFESSIONAL DEVELOPMENT FOCUS PLACEMENT EXPERIENCE FOCUS SCHOOL-BASED TUTOR REVIEW
12/13
Pupil Diversity
Look at Expectations in Learning. Equality of opportunity.
Discuss the standards expected from pupils in different phases in line with national expectations.
Discuss the School’s Raiseonline/FFT/other data report and look at how learning is affected by pupil diversity and how your subject can provide effective learning opportunities for all pupils.
Standards of Attainment at different key stages.
Check trainee(s) understanding of the issues and informing planning.
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The range and content of work expected for the age, ability and experience of the pupils
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Planning for Differentiation Stretch and Challenge
Meeting needs of SEND
Discuss the issues of responding to pupils’ prior achievements and setting further targets in learning.
Choosing suitable material to match age, ability and individual need.
Discuss range of suitable teaching approaches.
Evaluation and reflection on teaching and learning and setting targets for learning.
Look at the use of questioning to progress pupils’ learning
Check file and planning.
Check understanding of differentiation and planning issues.
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.
Using Other Adults effectively
Working with Gifted & Talented learners
Pastoral PSHCE/Citizenship
Discuss the Pastoral System and the role of the Form Tutor and the links with other professionals within the school.
Discuss PSHE and Citizenship and the contribution of your subject.
Research KS2/3 transition
Work with a Form. (Secondary)
Focus on Pastoral issues.
Prepare Final review form.
© Liverpool John Moores University Section B2.2 Placement Experience Handbook ITT Programmes 2015-2016 Revised 11 February 2014
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SALARIED Term 3 Baseline Training Programme as a focus for weekly training sessions.
WEEK PROFESSIONAL DEVELOPMENT FOCUS PLACEMENT BASED TRAINING FOCUS TUTOR REVIEW
18/19 Awareness of pupil diversity and the implications of PSHE, Citizenship and SMSCE.
Ensure trainees are planning for Special Needs, Equal Opportunities and Differentiation.
Evidence of personalised learning
Review trainee file
Review trainee planning of the units of work.
Encourage reflection on teaching and learning to inform planning.
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Familiarity examinations and assessment
Moderation techniques
Allow trainees to become familiar with and experience end of key stage assessments requirements and other examinations and qualifications. Facilitate teaching and moderation of examination work
Discuss issues and share moderation feedback
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Review the use of Formative Assessment
Assessment Strategies.
Review the use of feedback and target setting.
Help trainees to identify what is to be learned and assessed and the strategies to be used.
Discuss the need to evaluate to inform planning.
Discuss involvement of pupils in their own learning & in providing opportunities for self and peer assessment.
Discuss issues and monitor evaluations.
23/24 Reporting procedures.. Facilitate the writing of reports and reporting to parents
25/26 Focus on summative assessment
Discuss strengths and areas for development for the confirmation of QTS
Allow trainees to become familiar with and experience end of key Stage requirements and other examinations and qualifications. Facilitate teaching and moderation of examination work
Review Progress
27/28/29 Review and discuss the Final
Placement Review Form.
Discuss strengths and areas for development for the confirmation of QTS (CEDP).
Preparation and target setting for NQT year. Discuss and negotiate targets and final grade
© Liverpool John Moores University Section B2.2 Placement Experience Handbook ITT Programmes 2015-2016 Revised 11 February 2014
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Appendix Two
Calendar 2016/17
LJMU PGCE School Direct Salaried Programme Calendar : 2016/17
Salaried PGCE School Direct Module Calendar 2016-2017
Monday Tuesday Wednesday Thursday Friday Summative
module
assessment
submissions
WK Week beginning AM PM AM PM AM PM AM PM AM PM
49 29-Aug-16 Bank Holiday Salaried School Direct Induction
50 5-Sep 16 Uni PM
51 12-Sep-16 Uni PM
52 19-Sep-16 Uni PM
1 26-Sep-16 Uni PM
2 3-Oct-16 Uni PM
3 10-Oct-16 Uni PM
4 17-Oct-16 Uni PM
5 24-Oct-16 Uni PM
6 31-Oct-16 Directed Studies
7 7-Nov-16 Uni PM
8 14-Nov-16 Uni PM
9 21-Nov-16 Uni PM
10 28-Nov-16 Uni PM
11 5-Dec-16 Uni PM
12 12-Dec-16 Uni PM
13 19-Dec-16 Uni PM
14 26-Dec-16 Christmas Break
15 2-Jan-17 7126 REF
16 9-Jan-17 Phase 2 | Alternate Placement to be arranged Uni PM
17 16-Jan-17 Uni PM
18 23-Jan-17 Uni PM
19 30-Jan-17 Uni PM
20 6-Feb-17 Uni PM
21 13-Feb-17 Uni PM
22 20-Feb-17 Directed Studies
23 27-Feb-17 Phase 3 Uni PM
24 6-Mar-17 Uni PM
25 13-Mar-17 Uni PM
26 20-Mar-17 Uni PM
27 27-Mar-17 Uni PM
28 3-Apr-17 Spring Break
29 10-Apr-17 7226SPRAC
30 17-Apr-17 Phase 3 continued Uni PM
31 24-Apr-17 Uni PM
32 1-May-17 Bank Holiday Uni PM
33 8-May-17
Uni PM
34 15-May-17 Uni PM
35 22-May-17 Uni PM 7236 INC
36 29-May-17 Directed Studies
37 5-Jun-17 Phase 3 continued (Triangulation and final focus until end of the academic year, Friday in university
until CEDP completion)
Uni PM
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Appendix 3 Year Programme University Sessions
*sessions may vary so that trainee emerging needs can be met. The dates of external engagement may also vary due as the programme fits with the requirements of the school curriculum, this will apply to the projects for EAL learners and engagement with Clare Mount SEN School.
SUMMER SCHOOL: Week of 29th August – To include SK Audits. TUT 1, Teachers’ standards. Introduction to QTS portfolio and Abyasa, The changing landscape of schools and curricula, Equality and Diversity,
Professionalism - The role of the Teacher/Professional expectations and statutory requirements, Introduction to Safeguarding, Behaviour Management, Planning Teaching and Learning
PGCE Salaried School Direct
beginning Mon Tue Wed Thur Fri
29th -Aug-16 School Induction
Target Setting, Evidencing the standards
Child Protection: CEOP’s E. Safety. Safeguarding.
Planning Introduction To Assessment
Meeting Learner Individual Needs
05-Sep-16 7100 Theories of Learning
Mastery
12-Sept-16
Introduction to the LRC Assessment and Introduction to writing at
Masters level
19-Sep-16
AFL Part 1 : Introduction to Assessment Critical reflection on Assessment of and for
Learning in Theory and Practice.
26-Sep-16 Saturday 1st October
Visit to Polish School, Liverpool
Monitoring and Recording Pupil Progress. School use of data. Assessment without Levels
03-Oct-16 Saturday 8th October
International day Broadgreen School
Using technology to enhance learning
10-Oct-16 Behaviour for Learning Part two
Guest Speaker Peter Hook
17-Oct-16 Delivery at Polish School Tutorials
24-Oct-16 HALF TERM
31-Oct 16
Diversity and equality/supporting EAL learners. Planning for delivery at Supplementary Schools.
Delivery at Polish Supplementary School Saturday PM.
07-Nov-16 Supporting Early Reading, Literacy and Maths
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PGCE Salaried School Direct
beginning Mon Tue Wed Thur Fri
14-Nov-16 Working with EAL Learners – Calderstones
Intervention project
21-Nov-16 AFL Part 2: Critical reflection on Assessment of
and for Learning in Theory and Practice.
28 -Nov-16 7126 Critical Incident Analysis
Preparation for Assignment
05-Dec-16 Using Data to assess and monitor progress
Marking and Feedback
12-Dec-16 Tutorials and Peer Learning Group for 7126
submission 19-Dec-16
CHRISTMAS 26-Dec-16
02-Jan 17
7126 Submission 7226 Statutory Curriculum Frameworks and their interpretation in school contexts.
Assignment briefing.
09-Jan-17
7226 Primary – Key issues and considerations in designing units of work.
7226 Secondary – Key issues in the design of units of work.
16-Jan-17
SMSC. British Values. The Prevent Strategy Character Education
23-Jan-17 Learning Theories in Practice
Metacognition and Mastery Mindset
30-Jan-17 SEN Project – Clare Mount Special School
06-Feb-17 Tutorials 13- Feb-17 HALF TERM 20-Feb-17 Questioning and Dialogue in the classroom
27-Feb-17
7203 Inclusion – Historical Perspectives and current Policy
Personalising the learning – policy in practice
06-Mar-17 Working with other adults in the classroom
Communicating effectively with parents
13-Mar-17 SEN project Visit – Clare Mount Special School
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PGCE Salaried School Direct
beginning Mon Tue Wed Thur Fri
20-Mar-17 Delivery of SEN project – Clare Mount Special
School
27-Mar-17 Primary To Secondary Transition
Tutorials 03-Apr-17
SPRING BREAK 10-Apr-17
17-Apr-17
7226 Submission Closing the Gap. Activities that
Stretch and Challenge
24-Apr-17
Tranistion Post 16. Learning outside the Classroom. Careers Information and Guidance
Liverpool ONE project
01-May-17 BH The role of SENCO, Policy and Practice for
working with SEND
08-May-17
Inclusive Practice and Removing Barriers to Learning
Researching an Inclusion Need 7236
15-May-17
Tutorials
22-May-17 HALF TERM
29 -May-17
Presenting a case study on Inclusion
05-Jun-17
Submission NW Tracker and NQT Targets (CEDP)
Preparing for the NQT year Leadership for Career Progression
12-Jun-17 Creativity and developing curiosity and
independence 19-Jun-17 Final tutorials 26-Jun-16 7236 Submission Conference 03-July-17 Trainees are in school until the end of the school term
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