The ITE curriculum in Phase 1 focuses on the foundational knowledge student teachers need, with a particular focus in induction on the professional values, responsibilities and statutory duties of teachers (including child protection.)

The Phase 1 curriculum includes principles for effective classroom management; an understanding of how pupils learn and its impact on lesson design and the auditing and development of appropriate subject knowledge.

The Phase 1 curriculum includes a focus on:

• The role of the teacher as a professional.
• Teacher and pupil wellbeing.
• Safeguarding and Child Exploitation and Online Protection (CEOPS) training, Keeping Children Safe in Education (KCSIE).
• Subject and Pedagogical Knowledge development – English, Early reading and Phonics, Mathematics and Science.
• Behaviour for learning and Classroom Management.
• Episodes of learning and professional tools for learning to teach – Reflection, Observation and Planning.
• Diversity and Inclusion – Adaptive teaching, British Values, Prevent, Anti-Racism, Equality.
• Personal Social and Health Education and Relationships and Sex Education.
• How children learn.
• Early Child Development and the Early Years Foundation Stage. Curriculum.
• The Primary Curriculum; designing a curriculum for long term memory.

The centre-based Phase 1 curriculum will be extended and contextualised within school placements. Student teachers will observe and discuss teaching and learning in action with expert practitioners and consolidate their knowledge through making connections with centre-based learning.

They will observe, reflect on, and discuss how expert practitioners manage the classroom environment and behaviour of pupils.

Mentors will guide them in unpicking how experienced teachers use knowledge of their pupils and of the curriculum to plan and prepare ambitious lessons.

They will consider the application of their emerging subject knowledge, skills and understanding within the school’s curriculum framework, and begin to identify and address gaps.

During Phase 1 all student teachers will be engaged in team teaching, teaching parts of lessons and some solo lessons (appropriate to programme requirements) under the guidance of the ITT Mentor or classroom teacher. This provides opportunities to practise emerging skills.

They should be responding to advice and feedback and be able to evaluate and reflect, so that they improve their understanding and practice.

The End of Phase 1 review is completed by ITT Mentors in schools. At the end of Phase 1 we expect student teachers to:

• Understand and display the professional requirements of Part 2 of the Teachers’ Standards;
• Display high expectations of themselves and for their learners and a positive attitude within all learning environments;
• Be aware of all statutory requirements for Safeguarding and know how to follow the school’s policies;
• Understand principles of effective classroom management and know how to implement their school behaviour policy;
• Be aware of and be starting to address their own Subject Knowledge development needs and understand the importance and scope of subject knowledge for teaching;
• Be gaining knowledge of how pupils learn and of how this understanding is implemented within their own subject teaching;
• Become increasingly skilled in observing and deconstructing effective planning and teaching, in order to learn effectively from expert practitioners and reflect on their own emerging practice;
• Be proactive and conscientious in completing tasks required of them by LJMU and by ITT Mentors, including setting up, sharing and maintaining their QTS file.

The ITE Curriculum in Phase 2 further develops a critical, research-informed understanding of pedagogy, curriculum planning and class management, alongside broadening and deepening subject knowledge for teaching across the curriculum.

There is an increased focus on understanding the role of assessment to improve learning, and on adapting teaching to meet a range of individual needs.

The Phase 2 curriculum includes a focus on:

• Further development of subject and pedagogical knowledge of English, early reading, Mathematics and Science.
• Assessment to inform planning, including the power of questioning.
• SEND including the Code of Practice.
• Disadvantage and addressing the achievement gap.
• Behaviour for learning – creating a positive learning environment and understanding individual needs.
• Curriculum knowledge and a broad and balanced curriculum.
• The Subject knowledge and Pedagogy of Key Stage 1 Geography, History, Primary Languages, RE, Music, D&T, Art and Design and Computing and EYFS Areas of Learning.
• Greater depth understanding of EYFS policy and practice.
• Teacher wellbeing and managing workload.

During Phase 2, the centre-based curriculum will be extended and contextualised within school placements. Students will spend Phase 2b in an alternative placement, gaining experience of a contrasting school context.

During Phase 2 student teachers have an increasingly independent responsibility for planning and teaching lessons which are well matched to the needs of groups and individuals, and for planning sequences of lessons as part of an ambitious curriculum.

Expert colleagues will support student teachers’ planning skills; helping them learn how to; take into account pupils’ prior knowledge, decide how much new information to introduce and break down complex material into smaller steps. Mentors will provide a model for and guide students in sequencing learning; balancing exposition, repetition, practice and retrieval of critical knowledge and skills, and explaining key concepts to reduce misconceptions.

There will be a very specific training focus on Subject Knowledge for teaching and on appropriate Subject specific pedagogies. Student teachers will understand the key concepts, knowledge, skills and principles of subjects and how these are built into curricular progression models.

Mentors will develop student teachers’ skills in assessment, including questioning, strategies for identification of knowledge gaps and misconceptions, effective feedback and school recording policies.

Mentors will develop student teachers’ skills in supporting pupils with a range of additional needs, including how to use the SEND Code of Practice. They will learn how to adapt learning, whilst maintaining high expectations for all, working with other adults as appropriate.

Mid-point and end of Phase reviews are completed by ITT Mentors in schools. At the end of Phase 2 we expect student teachers to:

• Create a learning environment which reflects consistently high expectations and manage pupils’ behaviour in line with school policies.
• Plan and teach lessons which demonstrate understanding of how pupils’ learn and develop, and which select and use appropriate teaching strategies for the subject matter and classes taught.
• Demonstrate secure subject knowledge in their daily teaching and be proactive in addressing any areas of need.
• Use a range of assessment strategies to accurately evaluate both their own teaching and pupils’ learning and progress, and be able to use this information to design, adapt and sequence future plans.
• Adapt planning and teaching to respond to a range of learning needs, and if necessary, know where to seek help and advice to support pupils with SEND.
• Respond constructively to challenge, feedback and critique, and continuously improve their understanding and practice.
• Have a positive impact on pupil progress and an increasing confidence in teaching across the curriculum.

The ITE Curriculum in Phase 3 further extends student teachers’ critical engagement with research and practice, within the relevant subject(s) and age phase(s). Most of Phase 3 is school based, as the student teacher completes their final placement, extending their knowledge and skills in order to achieve a recommendation for Qualified Teacher Status (QTS).

The Phase 3 curriculum includes a further focus on:

• Assessment – tracking and sequencing learning
• Working with Teaching Assistants
• Getting a teaching job – application to interview
• Curriculum enrichment: Humanities, STEM, PE and Arts
• Mental Health and wellbeing (Conference day)

For those students following a PGDE Route – the following are also included:

• Class level and whole school approaches to adaptive teaching and alternative pedagogies
• Criticality and conducting school-based research.
• Inclusion and EAL, inclusion and diversity.
• Further exploration of Theories of Learning.
• Use of case studies to identify barriers to learning and plan for intervention.
• Planning over time and Curriculum Development.

During Phase 3, the ITE curriculum will be extended and contextualised within school placements.

Training will enable student teachers to successfully demonstrate a range of teaching approaches, appropriate to subject, age and individual needs, and contribute to the development of curriculum thinking, drawing on evidence from research.

Whilst we expect the ITE curriculum to be increasingly personalised during Phase 3, in order to meet individual areas for development and school priorities, it is likely that student teachers’ understanding and experience of working with other adults (including parents), and of assessment and adaptive teaching will need deepening during this final period, supported by expert colleagues.

During Phase 3 student teachers have more independent responsibility for planning and teaching lessons which are well matched to the needs of groups and individuals, and for planning units of work as part of an ambitious curriculum, with a positive impact on pupil progress.

Mid-point and end of Phase reviews are completed by ITT Mentors in schools. In Phase 3, these reviews assess progress against the Teachers’ Standards. By the end of Phase 3 we expect student teachers to:

• Complete their LJMU ITT Tracker, to demonstrate evidence of achievement of ALL of the Teachers’ Standards (including Part 2)
• In order to be recommended for QTS, meet the Minimum Benchmark statements in the LJMU ITT Tracker.
• Respond constructively to challenge, feedback and critique, and demonstrate a commitment to continuously improve their understanding and practice, reflected in their Career Entry and Development Profile.

Mentor Development – this will be a virtual meeting with the Professional Mentor, ITT Mentor(s) and Trainee(s), to establish expectations, ensure all mentors are clear in their role and to identify and resolve any early issues. The Liaison Tutor will discuss the ITE curriculum for the programme, how the QTS OneDrive will be used to indicate progress formatively and the paperwork ITT Mentors will be required to complete moving forward.

Co-observation visit - undertaken by the Liaison Tutor with the ITT Mentor including observation of the ITT Mentor feedback to the trainee. The discussion with the ITT Mentor will enable the LT to evaluate:

• Quality of mentor written and verbal feedback and coaching
• Quality of trainee lesson planning, evaluation and their ability to identify impact on learning.

This visit will also include an informal review of the trainee’s OneDrive to review the quality of the LAFs and Weekly Meeting forms.

Note: where there is an issue with a trainee’s subject knowledge that requires additional input from a subject specialist, this may be agreed between the ITT Mentor and Liaison Tutor.

Formal OneDrive Review - in this placement a formal review of the trainee’s OneDrive should be undertaken and captured via the survey link which will be emailed nearer the time.

If a trainee is placed on the ASF in their home school, which is to be monitored in the alternate placement, the LT/PT from the home school will need to review this.

Co-observation visit - undertaken by the Liaison Tutor with the ITT Mentor including observation of the ITT Mentor feedback to the trainee. The visit will also include monitoring of target setting akin to the P2a co-observation.

Note: where there is an issue with a trainee’s subject knowledge that requires additional input from a subject specialist, this may be agreed between the ITT Mentor and Liaison Tutor.

Triangulation - to discuss progress against the Teachers’ Standards, focusing on the LJMU ITT Trainee Tracking document and sampling evidence (Teaching and Training Files) to confirm that all standards have been met for recommendation for QTS. Green triangulation = 1hr; Red/Amber triangulation = 1.5hrs (QA)