Course Overview

Student teachers on this programme complete a Postgraduate Certificate in Education (PGCE) of 60 credits. The PGCE is awarded alongside a recommendation for Qualified Teacher Status (QTS).

Our vision is to develop highly skilled, motivated and informed teachers, with a passionate commitment to ensuring that all their learners access the high- quality education to which they are entitled. The Curriculum we offer is discussed and co-delivered in Partnership with our schools. It is designed to be purposefully integrated and sequenced across a wide range of settings. It is carefully considered, in order to support our student teachers in gaining expertise in the subject(s) they are learning to teach. We focus on high quality subject teaching to all pupils, adapting learning (where necessary) for those with Special Educational Needs and Disabilities (SEND) and those who speak English as an Additional Language (EAL) whilst maintaining high expectations for all: equality of opportunity is central to our partnership, and we work closely with a diverse range of schools and their communities. The curriculum for all LJMU student teachers includes and extends the entitlement set out in the ITT Core Content Framework.

Assessment on the Postgraduate Primary Initial Teacher Education (ITE) courses is continuous with module and teaching assessments spread over the year at intervals appropriate to the phases of training. All student teachers must pass the 7118EBEC Becoming a Professional Teacher Module and pass Phase 3 at Triangulation, in order to be recommended for QTS.

Formative assessment, by both school-based and university-based staff, is an important element of the Postgraduate Primary courses. This includes formal lesson observation, analysis and feedback, which support on-going evaluation, review and target setting by the student teacher. The Weekly meeting and Target setting document is completed each week during the placement experience, to capture training and review and set targets. Five Review Forms are completed during placement experiences, by the General Mentor (ITT Mentor) in conjunction with the student teacher and Professional Mentor. The QTS Training and Development File contains a record of the school-based curriculum, along with student-teachers' Placement Experience File(s). Student teachers are NOT required to collate a separate QTS file/portfolio, and are discouraged from doing so, as part of LJMU’s commitment to reducing teacher workload.

All LJMU ITE Programmes operate a ‘phased’ approach to curriculum design and placement experience. The focus of the curriculum and expectations for each phase are as follows:

Phase 1

Centre based Training	School based training	Expected Outcomes
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 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 General Mentor (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 General Mentors (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 General Mentors (ITT Mentors), including setting up, sharing and maintaining their QTS file.

Centre based Training

School based training

Expected Outcomes

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 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 General Mentor (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 General Mentors (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 General Mentors (ITT Mentors), including setting up, sharing and maintaining their QTS file.

Phase 2

Centre based Training	School based training	Expected Outcomes
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 General Mentors (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.

Centre based Training

School based training

Expected Outcomes

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 General Mentors (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.

Phase 3

Centre based Training	School based training	Expected Outcomes
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)	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 General Mentors (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: To meet the requirements of LJMU’s ITE curriculum, which incorporates Part 1 and Part 2 of the Teachers’ Standards, and therefore be recommended for QTS. 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.

Centre based Training

School based training

Expected Outcomes

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)

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 General Mentors (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:

To meet the requirements of LJMU’s ITE curriculum, which incorporates Part 1 and Part 2 of the Teachers’ Standards, and therefore be recommended for QTS.
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.

Lead Mentor (Liaison Tutor) Support

2022/23 PG Primary CORE & SD - Liason Tutor Visits

The 'Programme on a Page' (PoP) document is a phase overview of the ITE curriculum programme. This overview is useful for teachers in training and their mentors. Further curriculum updates will appear throughout the year, so please regularly check.

PGCE Core POP

The LJMU Mentor Curriculum Guide document is an overview of the ITE curriculum programme in phases. This overview is useful for student teachers and their mentors to frame the weekly meeting conversations and support target setting. Further Mentor curriculum update documents will be uploaded for each phase of training, so please regularly check here for the updates.

Key Dates

Placement Experience Dates

The Initial Teacher Education (ITE) experience at LJMU involves at least 120 placement days (school-based) in two educational establishments, 55 university-based training days and 13 directed study days.

The placement experience uses the Home School model (diagram below), with student teachers placed in a partner ‘Home School’ for the duration of their training (September to June) with teaching experience at an ‘Alternative Placement’ at a mid-point in the course, in order to gain complementary experience in a Nursey Setting and reflect on a different educational context. Although University based elements of the programme will be completed early in July, on School Direct routes it is for the lead schools to determine whether student teachers will remain in their home schools until the end of the school year. For details please contact the lead school.

The placement experience is arranged in three Phases, to support student teachers as they begin to teach and take on an increasing teaching load. These phases are:

Phase 1: Orientation and Beginning Teaching and Learning.
Phase 2: Consolidating and Developing Teaching and Learning
Phase 3: Extending Teaching and Learning leading to Qualifying to Teach

The alternative placement is undertaken in the latter part of Phase 2 (Phase 2b). During Phase 3 there is an 'enrichment' period, where student teachers can, with the school's agreement negotiate a reduced or alternative timetable to enable them to:

Focus on areas of personal and professional interest or where there have been limited opportunities to fully achieve the ITE Curriculum (e.g. SEN, EAL, FS, KS2, etc.) within the Home School or Alternative placement context;
Negotiate and arrange up to a maximum of 5 days enrichment outside of the home school (signed-off by the General Mentor (ITT Mentor) and Professional Mentor)

Key Dates

Phase review forms must be uploaded to the student teachers' QTS folder and emailed to the personal tutor by the date indicated below.

Phase	Completed by Mentor for:	Uploaded by Student Teacher to QTS folder by:
Phase 1	Friday 25th October 2024	Monday 28th October 2024
Phase 2 interim	Friday 13th December 2024	Monday 16th December 2024
Phase 2 Final	Friday 14th February 2025	Monday 17th February 2025
Phase 3 interim	Friday 2nd May 2025	Monday 5th May 2025
Phase 3 Final	Friday 20th June 2025	Monday 23rd June 2025

Programme Calendar

Term Dates

The LJMU ITT programmes calendars are based on the Liverpool Local Authority school calendar:

Liverpool LA calendar: https://liverpool.gov.uk/schools-and-learning/term-dates/

With regard to term times, student teachers must ensure that:

Travel arrangements are made to ensure full attendance at University (typically 09:00 to 16:00) and on placement (typically 08:00 to 16:00).
The specific dates for mid and inter-term breaks for their placement schools (i.e. Half Terms, Christmas and Spring Break) are checked, before booking holidays or other personal activities (e.g. medical appointments, etc.).
They avoid, or accept the risk of, booking holidays in the weeks immediately after the official end of their course (e.g. to make up for periods of absence during the course or in case additional days on placement are required in order to meet the LJMU’s ITE Curriculum).

Placement Calendars: PGCE Primary 3-7 Programmes

These documents provide an overview of School Direct Calendars for (note: the School Direct calendar follows a pattern of some elements of the university-based programme conducted in the Home School - patterns may vary within some School Direct consortia). Holiday dates may vary slightly in some Local Authorities.

School Direct calendars show ONLY the LJMU elements of the programme. Additional sessions will be offered through Lead Schools who will confirm details with student teachers.

Student teachers should not book holidays until school holiday dates are confirmed.

Downloads coming soon.

Placement Overview

Phase 1 Placement
Phase 2 Placement
Phase 3 Placement

Placement expectations. Please note these are guidelines only.

Teaching expectations in Phase 1 (Home school)

Student teachers are expected to arrive at least 30 minutes before the start and remain on site until at least 30 minutes after the end of the school day. Where appropriate, student teachers should attend all staff meetings during the phase, including briefings, staff meetings and phase meetings.

Phase 1 provides an opportunity for student teachers to observe across the school and where possible take advantage of other opportunities for instance a focus on EAL, SEND. This phase of training is not formally assessed.

Classroom based activity (weekly)

Student teachers are not expected to plan and teach whole lessons during Phase 1, but may do so towards the end of the Phase if they and their mentor agree. They should spend the majority of their time in class (at least 3 hours per day) but do need some out of class time too.

Their main focus should be on observation and learning from the expert practitioners in school. This includes completing observation records to focus on key aspects of teaching. They will be guided in this by LJMU Programme and subject teams. It is good practice for observation to take place across a range of classes (and subjects in primary). We want our student teachers to develop their understanding of curriculum progression and of meeting a range of student needs. Primary students must all observe Systematic Synthetic Phonics. Secondary students benefit from observation outside their own subject area.

As soon as the student teacher has settled in, we expect them to work with individuals and groups and to be active participants in classrooms and the wider life of the school. They can also teach parts of lessons, drawing on the teachers’ plans to support them.

During the times where a student teacher is not formally engaged with classroom-based activities, they should divide their time between:

Understanding school policies and curriculum documents. Gathering resources and preparing for teaching the school’s schemes/units of work in Phase 2, including developing their subject knowledge where necessary.
Undertaking the tasks in the Phase 1 ITE curriculum booklet.

Teaching expectations in Phase 2a (Home School)

Classroom based activity (weekly)

Solo Teaching: (these are guidelines, but it is expected that most students will reach the equivalent of 2 hours of solo teaching per day by week 4)

Weeks 1 and 2 – equivalent of 1 hour of solo teaching per day;
Weeks 3 - 8 – equivalent of 2 hours of solo teaching per day.

This should be across a range of year groups and abilities in Secondary and across a range of subjects in Primary, but MUST include English, SSP and Mathematics. Lessons should be planned using the LJMU Proforma, drawing on the curriculum / teacher plans in school.

Continue to observe good practice formally and informally within (or outside) the host class or department, as determined by personal target setting or as directed by the General Mentor (ITT Mentor) (minimum of one hour per week)

Continue to team teach with the General Mentor (ITT Mentor) (or suitably qualified and trained class teacher) to develop pedagogical skills and share in good practice.

Non-contact time (weekly)

All student teachers should have the equivalent of one hour per day out of class. They should divide their time between

Planning, preparation and assessment (PPA).
Updating their QTS file and ensuring it is in good order;
Undertaking the tasks in the Phase 2 ITE curriculum booklet (these will be subject specific for Secondary student teachers)

Mentoring

Mentors should complete 2 x Lesson Analysis Forms (LAFs) per week.

For Secondary student teachers observations should be of a range of classes and key stages. For Primary student teachers observations should be of a range of subjects, including SSP.

All LAFs should be subject focused.

Weekly meetings should continue. Student teachers must document these, and targets should be discussed and reflected on each week.

Teaching expectations in Phase 2b

(Alternative School and normally Key Stage for Primary – these may vary for some School Direct student teachers)

Student teachers are expected to arrive at least 30 minutes before the start and remain on site until at least 30 minutes after the end of the school day. Student teachers should fully participate in school life and culture, including attending events outside of the normal school day. This is a short placement and student teachers need to settle in quickly. Following an induction period of 2 - 3 days, student teachers should work towards teaching roughly 1 hour a day for the first two weeks, increasing to two hours a day from week 3 onwards.

It is important that each student teacher’s timetable provides opportunities which have not been available in their Home School up to this point. For Primary student teachers who had a Home school placement in Key Stage 2, phonics should be a priority.

Student teachers should:

Continue to team teach with the General Mentor (ITT Mentor) (or suitably qualified and trained class teacher) to develop pedagogical skills and share in good practice.

Non-contact time (weekly)

All student teachers should have the equivalent of one hour per day out of class. They should divide their time between

Planning, preparation and assessment (PPA).
Updating their QTS file, ensuring it is in good order;
Undertaking the tasks in the Phase 2 ITE curriculum booklet (these will be subject specific for Secondary student teachers)

Mentoring

Mentors should complete 2 x Lesson Analysis Forms (LAFs) per week.

For Secondary student teachers observations should be of a range of classes and key stages. For Primary student teachers observations should be of a range of subjects, including SSP, and focused on subjects not yet taught in the Home School.

All LAFs should be subject focused.

Weekly meetings should continue. Student teachers must document these, and targets should be discussed and reflected on each week.

Teaching expectations in Phase 3a (Home School)

On return to their home school, student teachers should settle in quickly. By the end of Week 1, student teachers should have begun solo teaching. Student teachers’ timetables should be carefully constructed to fill any gaps in experience from previous phases. This might include age and attainment in secondary and age and curriculum breadth in primary. Secondary student teachers must have taught across the 11-16 age range and primary student teachers must have taught all curriculum subjects, including SSP. In Phase 3 student teachers will be expected to use assessment information effectively to inform teaching and maintain assessment records for all of the classes that they solo teach, in line with school policy.

Classroom based activity (weekly)

Solo Teaching: (these are guidelines)

Before Spring Break - equivalent of 2 hours of solo teaching per day;
After Spring Break - equivalent of 3 hours of solo teaching per day.

From the outset, students should use the unit planner for foundation subjects and at their mentor’s discretion extend this to core subjects around spring break. Until this point, core lessons should be planned on the ph3 planner. After May half term and towards the final triangulation period, student teachers who are on track can move to school planning if their mentor and Lead Mentor are in agreement. The LJMU lesson plan proforma should always be used for the 2 lessons a week which are formally observed with LAFs.

Continue to observe good practice formally and informally within (or outside) the host class, as determined by personal target setting or as directed by the General Mentor (ITT Mentor) (minimum of one hour per week). Continue to team teach with the General Mentor (ITT Mentor) (or suitably qualified and trained class teacher) to develop pedagogical skills and share in good practice.

Non-contact time (weekly)

All student teachers should have the equivalent of one hour per day out of class. They should divide their time between

Planning, preparation and assessment (PPA).
Undertaking the tasks in the Phase 3 ITE curriculum booklet (these will be subject specific for Secondary student teachers)

Mentoring

Mentors should complete 2 x Lesson Analysis Forms (LAFs) per week.

For Secondary student teachers observations should be of a range of classes and key stages. For Primary student teachers observations should be of a range of subjects, including SSP.

All LAFs should be subject focused.

Weekly meetings should continue. Student teachers must document these, and targets should be discussed and reflected on each week.

Teaching expectations in Phase 3b (Home School)

The Phase 3b timetable should be carefully constructed to complement and supplement prior experiences. By the end of Phase 3 student teachers must have evidence that they have met all the Teachers’ Standards across the age range for which they are training. Primary student teachers must have taught the full breadth of the curriculum. In consultation with their mentor, student teachers should identify any areas in which they lack experience, and a personalised training programme should be constructed; for primary student teachers this may mean undertaking teaching outside of the base class for instance to gain further experience of teaching phonics or foundation subjects.

The Phase 3b) enrichment period provides an opportunity for a more flexible approach based on individual needs. By this stage of the programme student teachers and their mentors should clearly identify any areas of need and plan enhanced opportunities as appropriate.

Classroom based activity (weekly)

Solo Teaching: (these are guidelines)

Equivalent to 80% of a full teaching timetable, as it is typically defined by the school where the experience is taking place. This is usually around 16 hours per week. This would usually include some full days of teaching towards the end of the placement.

If mentors agree, lessons can be planned in line with school policy. The LJMU lesson plan proforma should be used for the 2 lessons a week which are formally observed with LAFs

Continue to observe good practice formally and informally, and team teach with the General Mentor (ITT Mentor) (or suitably qualified and trained class teacher) as appropriate.

Non-contact time (weekly)

All student teachers should have the equivalent of one hour per day out of class. They should divide their time between

Planning, preparation and assessment (PPA).
Undertaking the tasks in the Phase 3 ITE curriculum booklet (these will be subject specific for Secondary student teachers)

Mentoring

Mentors should complete 2 x Lesson Analysis Forms (LAFs) per week.

For Secondary student teachers observations should be of a range of classes and key stages. For Primary student teachers observations should be of a range of subjects, including SSP.

All LAFs should be subject focused.

Weekly meetings should continue. Student teachers must document these, and targets should be discussed and reflected on each week.

Guidance for Observation and Target Setting

For each subject there are six key observation questions for mentors to consider when undertaking a teaching observation of their student teacher. There is also guidance for target setting for the observation in relation to student teacher’s sequencing and choice of teaching methods, use of assessment (including questioning) and developing subject knowledge and pedagogy in the subject specific document.

Intensive Training and Practice information

Behaviour Management ITaP
Phonics ITaP
Attachment and Trauma Informed Practice (ATIP) ITaP

ITaP 3 – Attachment and Trauma Informed Pedagogy ITAP

End of Section B