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Secondary

Postgraduate Initial

Teacher Education

Guide for School-

based Mentors

2019/20

Liverpool John Moores University

Contents

Introduction to This Guide ................................................................................ 3

Programme Structure ....................................................................................... 4

Module Overview .............................................................................................. 5

Appendix 1: Summative Assessment dates 2019-2020 ................................. 8

Appendix 2: PGDE University Core Calendar 2019-2020 (IM Marsh) .......... 9

Appendix 3: PGCE School Direct Calendar 2019-2020 (IM Marsh) ............ 10

Appendix 4: PGCE School Direct Calendar 2019-2020 (Knutsford) ........... 11

Appendix 5: PGCE School Direct Calendar 2019-2020 (Turton)................. 12

Appendix 6: LJMU Level 7 Grading Criteria .................................................. 13

Appendix 7: Recommendation for Qualified Teacher Status (QTS) ............ 14

Appendix 7: Triangulation ............................................................................... 15

Appendix 8: Key Mentoring and Placement Experience Documents .......... 16

Appendix 9: The Teachers’ Standards .......................................................... 17

Appendix 10: The LJMU Training Schedule .................................................. 18

Introduction to This Guide

This handbook provides an overview of the Master’s level (Level 7) modules on the

Postgraduate Initial Teacher Education (ITE) programmes at LJMU, with the submission

dates for assignments. This guide is designed to help school-based mentors to understand

the university-based programme, and make links with placement-based activities during

the year. The academic modules are inextricably linked to the placement experience, and

enable Student Teachers to critically reflect on their practice with reference to theory and

evidence-based approaches to learning, teaching and assessment. The modules lead to

an academic qualification and together with the placement experience lead to the

recommendation for Qualified Teacher Status (QTS). LJMU award the academic

qualifications of Postgraduate Certificate of Education (PGCE) or Postgraduate Diploma of

Education (PGCE). The Teacher Regulation Agency (TRA) awards QTS, on LJMU’s

recommendation.

Each module is worth 20 or 40 Level 7 credits, with 60 for the PGCE (one third of a

Master’s) and 120 for the PGDE (two thirds of a Master’s). A full Master’s degree is

comprised of 180 credits. LJMU has a MA in Education Practice programme, designed for

newly qualified teachers (NQT) and recently qualified teachers (RQT), which leads on from

the PGCE and PGDE programme. It can be completed in one year for graduates with a

PGDE and two years with a PGCE, and students must be employed as a teacher to enroll

on the programme.

Programme Structure

In order to pass the course Student Teachers will need to successfully complete the

modules associated with their programme. Four modules comprise all ITE programmes.

The Postgraduate Certificate of Education (PGCE) modules are:

7118SBEC Becoming a

Professional Teacher 20 Credits

(linked to QTS)

7218SREF Reflecting on Teaching and Learning

40 Credits

The Postgraduate Diploma of Education (PGCE) modules are:

7118SBEC Becoming a

Professional Teacher 20 Credits

(linked to QTS)

7218SREF Reflecting on Teaching and Learning

40 Credits

7318SPLA Planning and Assessing for Progress

40 Credits

7418SEVI

Evidencing Impact on Learners

20 Credits

Each module has a specific focus on an aspect of teaching, with 20 Credit modules having

a narrow focus on a specific aspect of professional practice, and 40 Credit modules have a

broad focus on wider pedagogical and curriculum matters.

A fifth module (7518EDU Education and Schooling) is available for Student Teachers who

do not complete the QTS element of the course, to replace the 7118SBEC Becoming a

Professional Teacher module, which is linked to the recommendation for QTS. Replacing

7118SBEC with 7518EDU leads to a non-QTS Postgraduate Certificate/Diploma in

Secondary Education Studies (PGCert/PGDip, rather than PGCE/PGDE).

Module Overview

7118SBEC Becoming a Professional Teacher (PGCE and PGDE)

The remit of this module is to demonstrate the required knowledge to meet the

professional standards for teaching, including subject, pedagogical and school knowledge.

There are two summative assessments: the triangulation meeting at the end of the

Placement Experience; and the Career Entry and Development Profile (CEDP), which

identifies key areas of strength and for development at the end of the training year for early

career development as a newly qualified teacher (NQT). It is also a requirement to pass

the Placement Experience. This is a pass/fail module.

Module Leader: Matt McLain ([email protected])

7218SREF Reflecting on Teaching and Learning (PGCE and PGDE)

The remit of this module is to develop a broad and critical understanding of general and

subject specific (signature) pedagogies. There are two summative assessment: the first a

critical incident analysis of an aspect of effective classroom management; and the second

two critical incident analyses, on of a signature pedagogy and the other on an aspect of

formative assessment. The assignments promote reflection on classroom practice and

pedagogy in secondary schools.

Module Leader: Andrea Pratt ([email protected])

7318SPLA Planning and Assessing for Progress (PGDE only)

The remit of this module is to develop and critical approach to curriculum design, including

planning and assessment, and inclusion differentiation. There is one summative

assessment: a critique of a unit of work (medium term planning) written and taught in

Phase 3, with reference to educational theory and evidence of impact on learning and

progress. This assignment promotes a holistic and evidence-informed approach to

classroom practice in secondary schools.

Module Leader: Sue Walker ([email protected])

7418SEVI Evidencing Impact on Learners (PGDE only)

The remit of this module is to promote evidence-informed practice and research as a

means to explore and promote learning and progress. There is one summative

assessment: to present an instrumental case study of an aspect of inclusive practice,

informed by research and policy (national and local) and observation of practice during the

Phase 2b Alternate Placement. This assignment promotes the development of classroom-

based research informed practice in education.

Module Leader: Gillian Peiser ([email protected])

mailto:[email protected]




The module learning outcomes are:

7118SBEC 7218SREF 7318SPLA 7418SEVI PGCE and PGDE PGCE and PGDE PGDE only PGDE only

1. Demonstrate

conceptual and

procedural knowledge

as outlined in

professional standards,

including conduct and

the wider responsibilities

2. Evaluate the impact of

relevant and up-to-date

subject knowledge,

pedagogy and didactics

on learning and progress

3. Critically reflect on

learning, teaching and

assessment and the

implications for early

career professional

development

1. Analyse learning, teaching and assessment in the context of contemporary education

2. Evaluate the impact of pedagogic and didactic approaches in the appropriate subject(s) and phase(s) of education

3. Critically reflect on education theory, policy and practice in relation to the inclusive classroom

1. Critically analyse learning theory and pedagogy when planning effective sequences of learning

2. Synthesise assessment and other data to inform planning and to evaluate progress

3. Evaluate the effectiveness of learning, teaching and assessment methods in relation to learners’ individual needs

1. Critically reflect on the factors that impact on pupils’ progress

2. Analyse how schools identify and address barriers to learning and promote progress

3. Critically select, apply and evaluate appropriate educational research methods considering ethical and contextual issues

Where a Student Teacher has failed a module assessment, the Board of Examiners (July)

can offer a referral task (submitted in August). A Referral Board of Examiners will consider

referrals by the beginning of September, so that Student Teachers with referrals can

graduate with their peers in November. Should a Student Teacher fail to submit or pass

their referral, the September Board can offer alternative exit awards, as outlined in the

programme specification. Please note that 7118SBEC Becoming a Professional Teacher

must be passed in order to be recommended for QTS.

Alongside sessions for the four modules (outlined in detail below), there are five strands to

the taught programme at LJMU:

Strand Focuses on…

Professional Studies Professionalism and related issues, including safeguarding

and the Teachers’ Standards

Pedagogy and Practice Practical approaches (including general and subject

specific) to learning, teaching and assessment

Subject Knowledge

Development and

Didactics

Developing knowledge for teaching, including breaking

down your existing, complex knowledge

Inclusive Curriculum Developing the planning for effective sequences of learning

to support and challenge all learners

Phase Briefings and

Workshops

Preparing you for each Phase of the placement experience,

including teaching expectations

Programme Events A variety of specialised events on themes including

developing resilience, criticality and employability

Appendix 1: Summative Assessment dates 2019-2020 The tables below outline the submission dates for PGCE and PGDE assessments for all student teachers.

7118SBEC Becoming a Professional Teacher Date

Assignment AS1 Triangulation and

files (pass/fail)

Submission Between 1st and 19th June 2020 (Home School)

Feedback At the end of the meeting (face-to-face)

Assignment AS2 Career Entry and

Development Profile (pass/fail)

Submission 09:00 Monday 22nd June 2020 (Canvas)

Feedback During the Final Tutorial, by 24th June (face-to-face)

7218SREF Reflecting on Teaching and Learning Date

Assignment AS1 Critical Incident

Analysis 1 (20% weighting)

Submission 23:59 Monday 4th November 2019 (Canvas)

Feedback 16:00 Monday 25th November 2019 (Canvas)

Assignment AS2 Critical Incident

Analysis 2 & 3 (80% weighting)

Submission 23:59 Monday 13th January 2020 (Canvas)

Feedback 16:00 Monday 3rd February 2020 (Canvas)

7318SPLA Planning and Assessing for Progress Date

Assignment AS1a Unit of Work

(20% weighting)

Submission 23:59 Monday 27th April 2020 (Canvas)

Feedback 16:00 Monday 18th May 2020 (Canvas)

Assignment AS1b Report (80%

weighting)

Submission 23:59 Monday 27th April 2020 (Canvas)

Feedback 16:00 Monday 18th May 2020 (Canvas)

7418SEVI Evidencing Impact on Learners Date

Assignment AS1a practitioner

research exercise (20% weighting)

Submission 23:59 Monday 25th November 2019 (Canvas)

Feedback 16:00 Monday 16th December 2019 (Canvas)

Assignment AS1b Assessed

Presentation (80% weighting)

Submission 23:59 Monday 2nd March 2020 (Canvas)

Presentation

09:00-16:00 Tuesday 3rd March 2020 (face-to-

face)

Feedback 16:00 Monday 9th March 2020 (Canvas)

Appendix 2: PGDE University Core Calendar 2019-2020 (IM Marsh)

Monday Tuesday Wednesday Thursday Friday

Week beginning AM PM AM PM AM PM AM PM AM PM

2-Sep 19

Liverpool John Moores University

Liverpool John

Moores University

9-Sep-19

IND 16-Sep-19

WK 1 23-Sep-19 Phase 1 (16 Days)

Home School

30-Sep-19

7-Oct-19

14-Oct-19

WK 5 21-Oct-19 Liverpool John Moores University

28-Oct-19 Half Term

4-Nov-19 Phase 2 (24 Days)

Home School

Liverpool John

Moores University

11-Nov-19

18-Nov-19

WK 10 25-Nov-19

2-Dec-19

9-Dec-19

16-Dec-19 Liverpool John Moores University

23-Dec-19 Winter Break

WK 15 30-Dec-19

6-Jan-20 Phase 2b (25 Days)

Alternate Placement

13-Jan-20

20-Jan-20

27-Jan-20

WK 20 3-Feb-20

10-Feb-20

17-Feb-20 Half Term

24-Feb-20 Liverpool John Moores University

2-Mar-20

WK 25 9-Mar-20 Phase 3a (25 Days)

Home School 16-Mar-20

23-Mar-20

23-Mar-20

6-Apr-20 Spring Break

WK 30 13-Apr-20

20-Apr-20 Phase 3b (19 Days)

Home School

27-Apr-20

4-May-20 Bank Holiday

11-May-20

WK 35 18-May-20 Liverpool John Moores University

25-May-20 Half Term

1-Jun-20 Phase 3c (15 Days)

Home School 8-Jun-20

15-Jun-20

WK 40 22-Jun-20 Liverpool John Moores University

Appendix 3: PGCE School Direct Calendar 2019-2020 (IM Marsh) Archbishop Blanch, Cheshire Vale, The Heath, North Liverpool and Weatherhead



29-Aug-19 Bank Holiday Liverpool John Moores University

2-Sep 19 Phase 1a (4 Days) Home School Induction

Liverpool John

Moores University

9-Sep-19 Liverpool John Moores University

IND 16-Sep-19 Phase 1b (24 Days)

Home School WK 1 23-Sep-19

30-Sep-19

7-Oct-19

14-Oct-19

WK 5 21-Oct-19

28-Oct-19 Half Term


Home School

Liverpool John

Moores University

11-Nov-19

18-Nov-19

WK 10 25-Nov-19

2-Dec-19

9-Dec-19

16-Dec-19 Liverpool John Moores University


WK 15 30-Dec-19


Alternate Placement

13-Jan-20

20-Jan-20

27-Jan-20

WK 20 3-Feb-20

10-Feb-20

17-Feb-20 Half Term


2-Mar-20 Phase 3a (30 Days)

Home School WK 25 9-Mar-20

16-Mar-20

23-Mar-20

23-Mar-20


WK 30 13-Apr-20


Home School

27-Apr-20


11-May-20

WK 35 18-May-20 Liverpool John Moores University

25-May-20 Half Term



15-Jun-20

WK 40 22-Jun-20 Liverpool John Moores University

Appendix 4: PGCE School Direct Calendar 2019-2020 (Knutsford)




2-Sep 19 Phase 1a (4 Days) Home School Induction

9-Sep-19 Liverpool John Moores University

IND 16-Sep-19 Phase 1b (24 Days)

Home School

WK 1 23-Sep-19 Knutsford Academy

30-Sep-19

7-Oct-19

14-Oct-19

WK 5 21-Oct-19

28-Oct-19 Half Term


Home School

Liverpool John

Moores University 11-Nov-19

18-Nov-19 Knutsford Academy

WK 10 25-Nov-19

2-Dec-19

9-Dec-19

16-Dec-19 LJMU


WK 15 30-Dec-19


Alternate Placement

13-Jan-20

20-Jan-20

27-Jan-20

WK 20 3-Feb-20

10-Feb-20

17-Feb-20 Half Term


Consortia-based training

at Knutsford Academy

2-Mar-20 Phase 3a (20 Days)

Home School WK 25 9-Mar-20

16-Mar-20

23-Mar-20

23-Mar-20


WK 30 13-Apr-20


Home School

27-Apr-20


11-May-20

WK 35 18-May-20 Liverpool John Moores University Knutsford Academy

25-May-20 Half Term



15-Jun-20

WK 40 22-Jun-20 Knutsford Academy

Appendix 5: PGCE School Direct Calendar 2019-2020 (Turton)




2-Sep 19 Phase 1 (28 Days)

Home School


at Turton School

9-Sep-19

IND 16-Sep-19

WK 1 23-Sep-19

30-Sep-19

7-Oct-19

14-Oct-19

WK 5 21-Oct-19 Half Term

28-Oct-19 Phase 2a (32 Days)

Home School


at Turton School

4-Nov-19

11-Nov-19

18-Nov-19

WK 10 25-Nov-19

2-Dec-19

9-Dec-19

16-Dec-19


WK 15 30-Dec-19


Alternate Placement

13-Jan-20

20-Jan-20

27-Jan-20

WK 20 3-Feb-20

10-Feb-20

17-Feb-20 Half Term

24-Feb-20 Phase 3a (20 Days)

Home School


at Turton School

2-Mar-20

WK 25 9-Mar-20

16-Mar-20

23-Mar-20

30-Mar-20 Spring Break

6-Apr-20

WK 30 13-Apr-20


at Turton School


Home School

27-Apr-20


11-May-20

WK 35 18-May-20

25-May-20 Half Term


Home School Consortia-based training

at Turton School

8-Jun-20

15-Jun-20

WK 40 22-Jun-20

Appendix 6: LJMU Level 7 Grading Criteria

The Secondary Programmes assessment criteria are used across all modules on the programme,

and are base done LJMU Level 7 Grading Criteria. Student Teachers with an average of 50-59%

across all modules will be awarded a pass, with 60-69% a merit and 70-100% a distinction for their

PGCE/PGDE.

Mark Range

AO1: Learning Outcomes

(30% weighting)

AO2: Literature and Evidence

(30% weighting)

AO3: Argument, Analysis and

Synthesis

(30% weighting)

AO4: Writing Style, Referencing and

Presentation

(10% weighting)

90-100 (Publishable)

Exemplary attainment of all learning outcomes

Offers an exhaustive exploration of the literature

and evidence-base. Wide-ranging emphasis on knowledge and ideas that are at the forefront of the discipline.

The argument is highly sophisticated. Demonstrates

an outstanding synthesis of varied theoretical positions in the analysis of key issues in the subject area.

The standard of communication is exemplary.

No errors in the use of the Harvard referencing system. Sophisticated presentation and formatted in an appropriate academic style.

70-89 (Distinction)

Excellent attainment of all learning outcomes. Extends beyond expected

levels of engagement with the literature and evidence-base. There is an emphasis on knowledge and ideas that are at the forefront of the discipline.

The argument is persuasive and there are very perceptive elements. Demonstrates a thorough synthesis of varied theoretical positions in the analysis of key issues.

The standard of communication is sophisticated. Competent in the use of the Harvard referencing system. Sophisticated presentation and formatted in an appropriate academic style.

60-69 (Merit)

Good attainment of all learning outcomes.

Good consideration of the literature and evidence-base that develops from recommended readings. Good emphasis on knowledge and ideas that are at the forefront of the discipline.

The argument is persuasive. Demonstrates good synthesis of varied theoretical positions in the analysis of key issues.

The standard of communication is articulate. Consistent use of the Harvard referencing system. Well-presented and formatted in an appropriate academic style.

50-59 (Pass)

Adequate attainment of all learning outcomes.

Sufficient consideration of the literature and evidence-base, but little consideration beyond recommended readings. Some emphasis on knowledge and ideas that are at the forefront of the discipline.

The argument is straightforward and clear. Demonstrates a limited, but sufficient, synthesis of varied theoretical positions in the analysis of key issues.

The standard of communication is clear. The referencing is identifiable and consistent. Well-presented and organised in an appropriate academic style.

20-49 (Fail)

Approximately half the learning outcomes are met.

Minor consideration of the literature and evidence-base, but inadequate use of recommended reading and no exploration outside that. Little emphasis on knowledge and ideas that are at the forefront of the discipline.

The argument is poorly defined and defended. Demonstrates limited synthesis of varied theoretical positions in the analysis of key issues.

The standard of communication is inconsistent and there are errors in spelling, grammar and punctuation. Inconsistent use of the specified referencing system. Inconsistent use of conventions of academic presentation and organisation.

0-19 (Low Fail)

Does not meet any learning outcomes.

No engagement with the literature and evidence-base. No emphasis on knowledge and ideas that are at the forefront of the discipline.

The argument is incoherent. Demonstrates misunderstanding of varied theoretical positions in the analysis of key issues.

Standard of communication and structure is disorganised and confused, with extensive errors in spelling, grammar and punctuation. Referencing is missing or shows significant errors. Does not conform to conventions of academic presentation.

Appendix 7: Recommendation for Qualified Teacher Status (QTS)

In addition to the academic modules, which lead to the PGCE/PGDE qualification, Student

Teachers must pass their placement experience in order to be recommended for Qualified

Teacher Status (QTS). QTS is the part of the course that enables Newly Qualified

Teachers (NQTs) to teach in state schools.

In order to be recommended for QTS, Student Teachers’ professional and pedagogical

practice is assessed against the Teachers’ Standards (see below). Formal interim and

end-of-phase Phase Reviews are completed by the ITT Mentor and moderated by the

Personal/Liaison Tutor attached to the institution. In order to be recommended for QTS,

Student Teachers must PASS at the Phase 3 Final Review.

Student Teachers are also given an indicative grade, based on the LJMU ITT Trainee

Tracker descriptors. However, this grade is for internal use only and is not part of your

final qualification – PGCE/PGDE with QTS.

To support the recommendation for QTS, Student Teachers are required to maintain two

files: a Placement Experience File (i.e. lesson planning, records and resources) and a

QTS Training and Development File. The QTS Training and Development File must be a

maintained as a physical document (in the folder provided at the start of the year) and

updated weekly (or daily where appropriate).

There is no requirement for Student Teachers to

produce a separate QTS evidence file or portfolio.

Phase Review Form submission dates:

ITT Mentors complete the Phase Review Forms, which the ITT Mentor, Professional

Mentor and Student Teacher sign; then are scanned and uploaded to Abyasa

(http://abyasa.ljmu.ac.uk/) by the Student Teacher, on the following dates:

Phase Completed by Mentor for Uploaded by student by

Phase 1 Thursday 17th October 2019 Friday 18th October 2019

Phase 2 interim Thursday 12th December 2019 Friday 13th December 2019

Phase 2 Final Friday 14th February 2020 Monday 17th February 2020

Phase 3 interim Friday 24th April 2020 Monday 27th April 2020

Phase 3 Final Friday 19th June 2020 Monday 22nd June 2020

Mentoring and placement documentation (including Phase Review forms) are accessed at

the ITT Placement Website: http://www.itt-placement.com/

http://abyasa.ljmu.ac.uk/

http://www.itt-placement.com/

Appendix 7: Triangulation

The Triangulation meeting is a professional viva1 to present evidence that the Teachers’

Standards (DfE, 2011), with reference to the grading criteria in the LJMU ITT Tracker,

have been met and to celebrate completion of the Placement Experience. The meeting

typically takes place in the ‘Triangulation and Final Focus’ period, in the weeks between

the May Half Term and the final week of the course. There will be a detailed briefing in

May 2019, with reference to the process in earlier briefings.

For an overview of the process, watch the ‘Evidence, the Tracker and Triangulation’

Panopto video at:

https://ljmu.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=65949ead-1873-4260-bb29-a8930123a2f1

In preparation for the Triangulation meeting (arranged for the Student Teacher, ITT Mentor

and Personal/Liaison Tutor), the Student Teacher must ensure that:

The QTS Training and Development File is organised and arranged as outlined at

the beginning of the folder

All Placement Experience Files (physical or electronic) are organised and

available

The LJMU ITT Tracker is up-to-date, with sufficiently detailed notes and comments

on the ‘audit’ pages – with 3 colour printed copies for the Triangulation (one per

attendee)

The Phase 3 Final Review Form is completed in draft – with 1 printed copy for the

Triangulation

The SKDD Journal is up-to-date, with all required activities completed – with 1

printed copy for the Triangulation

There is no requirement for Student Teachers to

produce a separate QTS evidence file or portfolio.

At the end of the Triangulation meeting, an ‘indicative’ grade for each standard and overall

will be noted (and recorded on the Phase 3 Final Review From). No placement grades are

‘final’ until all Triangulations for Student Teachers on the programme have been

completed. Please note that the ‘Ofsted’ grading of the Placement Experience is separate

to the module assessment for 7118SBEC Becoming a Professional Teacher.

Student Teachers are required to maintain files documenting their Placement Experience,

as outlined below and on the LJMU Placement website:

http://www.itt-placement.com/pgce-secondary/placement-experience-file.php

1 This is in the form of a professional dialogue between the Trainee, ITT Mentor and Liaison Tutor, based on evidence recorded in the LJMU ITT Tracker. It is intended as a ‘celebration’ of progress against the Teachers’ Standards, rather than a ‘defence’ of evidence.

https://ljmu.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=65949ead-1873-4260-bb29-a8930123a2f1

http://www.itt-placement.com/pgce-secondary/placement-experience-file.php

Appendix 8: Key Mentoring and Placement Experience Documents

LJMU ITT Tracker

The LJMU ITT Tracker is a formative document that Student Teachers are required to

maintain throughout the programme. For each standard in Part 1 of the Teachers’

Standards (DfE, 2011), which focus on teaching competency, Student Teachers must:

Self-evaluate and highlight the appropriate grading descriptors, discussing and

modifying this assessment through discussion with their ITT Mentor2

Identify and record examples of practice that indicate evidence that an aspect of the

standard is being met

There is also a section for Part 2 of the standards, focussing on teacher conduct.

The LJMU ITT Tracker is a ‘live’ document, which should change throughout the year. It

should be completed electronically and saved in a secure location, and printed for tutorials.

The LJMU ITT Tracker is downloaded from the LJMU Placement website at:

http://www.itt-placement.com/pgce-secondary/tracking-progress-and-attainment.php

The ITT Tracker must be available for the Personal/Liaison Tutor to review in every tutorial

and on every school visit. This document will be used to index and mediate evidence

during the final Triangulation meeting.

SKDD Journal

Student Teachers are required to demonstrate how they have developed their subject

knowledge for teaching during their training. The subject specific SKDD Journals are

available to download from the 7218SREF Reflecting on Teaching and Learning module in

Canvas. The ITT Tracker must be:

available for Personal/Liaison Tutor to review in every tutorial and on every school

visit

discussed with the school-based ITT Mentor regularly in Weekly Meetings

This document will be presented as evidence during the final Triangulation meeting.

Essential Experience Log

The Essential Experience Log (EEL) is a checklist of activities to ensure that Student

Teachers have a broad and balanced experience on placement. In particular, in relation to

aspects of the roles and responsibilities of a teacher that sit outside of subject teaching –

such as key stage 2/3 transition, SEND, etc. The EEL activities may be completed at any

time in the year, but are typically the focus of Phase 1 activity, early in the course, and/or

the Phase 3 Triangulation and Final Focus period at the end of the course.

2 Trainees are required to review and update the document in the weeks before the submission of each Phase Review (i.e. five times in the year) and recommended to discuss aspects regularly in weekly meetings with Mentors.

http://www.itt-placement.com/pgce-secondary/tracking-progress-and-attainment.php

Appendix 9: The Teachers’ Standards

PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct.

Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge

positive professional relationships; and work with parents in the best interests of their pupils.

PART ONE: TEACHING S1 A teacher must set high expectations which inspire, motivate and challenge pupils

- Establish a safe and stimulating environment for pupils, rooted in mutual respect - Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions - Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

S2 Promote good progress and outcomes by pupils - Be accountable for pupils’ attainment, progress and outcomes - Plan teaching to build on pupils' capabilities and prior knowledge - Guide pupils to reflect on the progress they have made and their emerging needs - Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching - Encourage pupils to take a responsible and conscientious attitude to their own work and study.

S3 Demonstrate good subject and curriculum knowledge - Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address

misunderstandings - Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship - Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English,

whatever the teacher’s specialist subject - If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics - If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

S4 Plan and teach well-structured lessons - Impart knowledge and develop understanding through effective use of lesson time - Promote a love of learning and children’s intellectual curiosity - Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired - Reflect systematically on the effectiveness of lessons and approaches to teaching - Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

S5 Adapt teaching to respond to the strengths and needs of all pupils - Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively - Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these - Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’

education at different stages of development - Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an

additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

S6 Make accurate and productive use of assessment - Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements - Make use of formative and summative assessment to secure pupils’ progress - Use relevant data to monitor progress, set targets, and plan subsequent lessons - Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

S7 Manage behaviour effectively to ensure a good and safe learning environment - Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms

and around the school, in accordance with the school’s behaviour policy - Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards

consistently and fairly - Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them - Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

S8 Fulfil wider professional responsibilities - Make a positive contribution to the wider life and ethos of the school - Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support - Deploy support staff effectively - Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues - Communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: PERSONAL & PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following

statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

A. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

- Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

- Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions - Showing tolerance of and respect for the rights of others - Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with

different faiths and beliefs - Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

B. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

C. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Appendix 10: The LJMU Training Schedule

The teaching schedule for all PGCE and PGDE covers a wide range of relevant professional and

pedagogical matters. Mentors may find it useful to know the titles and sequence of the Lead

Lecture themes for Friday mornings in the Autumn Term:

1. The LJMU Teacher

2. Classroom management

3. Critical incident analysis

4. Teacher modelling and explaining

5. Questioning and dialogue

6. Group work and collaborative learning

7. Inclusive and challenging classrooms

8. Curriculum and assessment

9. Educational theory and psychology

10. Technology enhanced learning

11. Extending learning beyond the classroom

12. Creative learning and teaching

13. Contemporary issues in education

Lectures 1 to 6 will be before the October half term and 7 to 13 after. Student Teachers will discuss

these themes in a workshop in curriculum groups as well have having subject specific sessions

for signature pedagogies on Friday afternoons.

School Direct and Core Student Teachers taught at the IM Marsh Campus (Aigburth, Liverpool) will

have approximately 10 days for subject knowledge development and six tutorials with their

Personal/Liaison Tutor across the year. Training will also include3:

Safeguarding and eSafety

Professional Standards

Wellbeing and mental health

Careers and employment guidance

Lesson planning and curriculum design

Assessment and use of data

Approaches to inclusion and diversity, including differentiation

Classroom management, including behaviour management

3 Some of this training will be in the Lead School for School Direct trainees.