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Postgraduate Secondary PGDE/PGCE Programme Information

Course Overview

Student teachers on this programme complete either a Postgraduate Diploma in Education (PGDE) of 120 M level credits or a Postgraduate Certificate in Education (PGCE) of 60 credits. Both the PGDE and PGCE are 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 Secondary 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 relevant 7118SBEC 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 Secondary 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 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:

  • Professionalism.
  • Online safety and safeguarding.
  • Introduction to planning (short term planning and sequencing).
  • Subject knowledge and curriculum knowledge.
  • Reflective practice.
  • Role, nature and curriculum of the Subject.
  • Classroom management.
  • Teaching PSHE and RSE.
  • Pupil health and wellbeing.
  • Conditions for learning e.g. Cognitive Sciences and Theories of Learning.
  • Planning in the subject.
  • Effective teaching and learning approaches.

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.

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 Phase2 curriculum includes a focus on:

Phase 2a:

  • Supporting Literacy in the Subject.
  • Questioning.
  • Subject pedagogies and strategies.
  • Principles of formative assessment.
  • Curriculum and progression.
  • Self-regulated learning.
  • SEND and meeting individual needs.
  • Adaptive and responsive teaching.
  • Pupils, progress and planning (medium term planning).

Phase 2b

  • Get that job Conference.
  • Deepening Subject knowledge and Curriculum knowledge.
  • Further understanding of Behaviour for Learning.
  • Assessment and qualification frameworks.

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.

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 focus on:

  • Subject pedagogies and strategies across the Secondary age range.
  • Curriculum design.
  • Transition between key stages.
  • Statutory assessment.
  • Deepening Subject knowledge and curriculum knowledge.
  • Adaptive practice.
  • Preparing for the ECT year.

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:

  • 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.

Liaison Tutor Support

Programme Curriculum Information

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 usually placed in a partner ‘Home School’ for the duration of their training (September to June) and experience an addition ‘Alternative Placement’ at a mid-point in the course, in order to experience and reflect on a different educational context.

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). At the end of Phase 3 there is a ‘Triangulation and Final Focus’ period, where student teachers will 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, Primary, Post 16, etc.) within Home School or Alternative placement context;
  • Focus on enhancing evidence to extend their knowledge and understanding, where opportunities have been limited or missed in the Home School or Alternative placement;
  • Negotiate and arrange up to a maximum of 5 days enrichment outside of the home school (signed-off by the ITT Mentor and Professional Mentor), which might include:
    • An alternative education context or;
    • A subject appropriate industrial or cultural placement.

Note: all activities in the ‘Triangulation and Final Focus’ period must:

  • Focus upon particular areas of the ITE Curriculum where the student teacher’s evidence is limited or where their experience/performance could be further enhanced;
  • Formally planned and agreed with the student teacher's ITT Mentor before the May Half Term (Whitsuntide);
  • Approved by the Professional Mentor in the Home School;
  • Discussed with the student teachers' Personal Tutor / Liaison Tutor, as appropriate, in a tutorial context prior to commencement.

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 ITT Mentor for: Uploaded by Student Teacher to QTS folder by:
Phase 1 Friday 20th October 2023 Monday 23rd October 2023
Phase 2 Interim Thursday 14th December 2023 Monday 18th December 2023
Phase 2 Final Friday 9th February 2024 Monday 12th February 2024
Phase 3 Interim Friday 3rd May 2024 Monday 6th May 2024
Phase 3 Final Friday 21st June 2024 Monday 24th June 2024

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:

  1. 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).
  2. 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.).
  3. 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: Secondary PGCE/DE Programmes

These documents provide an overview of Secondary Core PGDE & School Direct Calendars for (note: the School Direct calendar follows a similar pattern to the PGDE, with 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.

Placement Overview

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.

Induction Timetables

NEW: 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.

NEW: Intensive Training and Practice information

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