The ITE curriculum in Year 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 Year 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 for teaching, with a focus on Key Stage 1.

The Year 1 curriculum includes the following Modules:

• Introduction to Professional Practice;
• Developing the whole child;
• Teaching English at Key Stage 1;
• Teaching Mathematics at Key Stage 1;
• Teaching the Foundation Subjects at Key Stage 1;
• Science, Design and Technology and Computing in the Key Stage 1 Curriculum;
• Teaching Reading and Spelling Using Systematic Synthetic Phonics

The centre-based Year 1 curriculum will be extended and contextualised within the Year 1 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 their Year 1 block placement in Key Stage 1 all student teachers will be engaged in team teaching, teaching parts of lessons and some solo lessons 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 Year 1 review is completed by ITT Mentors in schools.

At the end of Year 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 Year 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, with a focus on Key Stage 2.

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 Year 2 curriculum includes the following Modules:

• Developing Professional Practice;
• Understanding Specific Learning Needs of Children;
• Teaching English at Key Stage 2;
• Teaching Mathematics at Key Stage 2;
• Teaching the Foundation Subjects at Key Stage 2;
• Science, Design and Technology and Computing in the Key Stage 2 Curriculum;
• Enriching Primary Practice

During the Year 2 placement, the centre-based curriculum will be extended and contextualised within school placements. Students will spend their block placement in Key Stage 2.

During the Year 2 placement 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 continued training focus on Subject Knowledge for teaching and on appropriate Subject specific pedagogies. Student teachers will consolidate their understanding of 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 Placement reviews are completed by ITT Mentors in schools. At the end of Year 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 evaluate both their own teaching and pupils’ learning and progress, and know how to 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 Year 3 further extends student teachers’ critical engagement with research and practice, within the relevant subject(s) and age phase(s). Much of Year 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 Year 3 curriculum includes these Modules:

• Extending Professional Practice;
• Cross-curricular models;
• Advanced Primary English;
• Advanced Primary Mathematics;
• Advanced Primary Science;
• School – based research

During Phase 3, the ITE curriculum will be further 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 Year 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 the Year 3 placement, 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 Placement reviews are completed by ITT Mentors in schools. In Year 3, these reviews assess progress against the Teachers’ Standards. By the end of the Year 3 placement, 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.