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Section A: The Training Model

Phases of Training

Orientation and Beginning Teaching and Learning.

Phase 1: Orientation and Beginning Teaching and Learning. The ITE curriculum in Phase 1 focuses on the foundational knowledge student teachers need, with a particular focus on professional values, responsibilities and statutory duties (including child protection) and the classroom environment. 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. On school placements, student teachers will observe and discuss teaching and learning in action and will develop high expectations and positive attitudes and behaviours within the school environment. They will consider the application of their emerging subject knowledge, skills and understanding within the school’s curriculum framework. They will reflect on and discuss how experienced school mentors plan and prepare for their lessons and manage the classroom environment and behaviour of pupils. 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. They should be responding to advice and feedback and be able to evaluate and reflect, so that they improve their understanding and practice.

Consolidating and Developing Teaching and Learning

Phase 2: Consolidating and Developing Teaching and Learning. During Phase 2 the ITE curriculum 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. Within school placements student teachers should be able to create a learning environment which reflects consistently high expectations and manage pupils’ behaviour in line with school policies. 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 units of work as part of an ambitious curriculum. At this stage their lessons should demonstrate a good understanding of how pupils learn and develop, and they should be able to select and use appropriate teaching strategies, rooted in secure subject knowledge. By the end of Phase2, student teachers should be able to accurately evaluate both their own teaching and pupils’ learning and progress and be able to use this information to adapt and sequence future plans. They should respond constructively to challenge, feedback and critique, and continuously improve their understanding and practice. Pupil progress should benefit from their increasing knowledge and skills, as they gain competence in their teaching across the breadth of the curriculum.

Extending Teaching and Learning leading to Qualifying to Teach

Phase 3: Extending Teaching and Learning leading to Qualifying to Teach. The Curriculum in Phase 3 further extends student teachers’ critical engagement with research and practice, within the relevant subject(s) and age phase(s). During Phase 3 student teachers should know and 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. 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). By the end of Phase 3 the student teacher must have achieved and evidenced ALL of the Teachers’ Standards. It is likely that their 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.

Placement Review Forms

Placement Review forms are linked to the phases. The forms are intended to be both formative and summative in that they evaluate current progress, set targets and identify areas for development in future placement experiences.

Review forms should be saved in PDF format and uploaded onto the Abyasa database by the trainees with a copy kept in the QTS training and development file.

It is extremely important that the Partnership office and the school’s LJMU liaison tutor be notified as soon as possible of any concerns with any trainees. The ‘intervention action plan’ procedure requires trainees to be notified of potential concerns in good time. This is so they can be given support and have the opportunity to remedy any shortcomings in their professional practice which might prevent them from achieving the Teachers’ standards during Phase 3.

DfE Teaching Standards