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Secondary Postgraduate Initial Teacher Education Guide for School- based Mentors 2018/19 Liverpool John Moores University
Secondary
Postgraduate Initial
Teacher Education
Guide for School-
based Mentors
2018/19
Liverpool John Moores University
Contents
Introduction to This Guide ........................................................................... 3
Programme Structure .................................................................................. 4
Module Overview ........................................................................................ 5
Appendix 1: Summative Assessment dates 2018-2019 (IM Marsh Based) . 7
Appendix 2: Summative Assessment dates 2018-2019 (Offsite) ................. 8
Appendix 2: LJMU Core PGDE Calendar 2018-2019 .................................. 9
Appendix 3: School Direct PGCE Calendar 2018-2019 (IM Marsh Based) 10
Appendix 4: School Direct PGCE Calendar 2018-2019 (Knutsford Based) 11
Appendix 5: School Direct PGCE Calendar 2018-2019 (Turton Based) .... 12
Appendix 6: LJMU Level 7 Grading Criteria .............................................. 13
Appendix 7: Recommendation for Qualified Teacher Status (QTS) .......... 14
Appendix 7: Triangulation ......................................................................... 15
Appendix 8: Key Mentoring and Placement Experience Documents ......... 16
Appendix 9: The Teachers’ Standards ...................................................... 17
Introduction to This Guide
This handbook provides an overview of the Master’s level (Level 7) modules on the
Postgraduate Initial Teacher Education (ITE) programmes at LJMU, with the submission
dates for assignments. This guide is designed to help school-based mentors to understand
the university-based programme, and make links with placement-based activities during
the year. The academic modules are inextricably linked to the placement experience, and
enable trainees to critically reflect on their practice with reference to theory and evidence-
based approaches to learning, teaching and assessment. The modules lead to an
academic qualification and together with the placement experience lead to the
recommendation for Qualified Teacher Status (QTS). LJMU award the academic
qualifications of Postgraduate Certificate of Education (PGCE) or Postgraduate Diploma of
Education (PGCE). The Teacher Regulation Agency (TRA) awards QTS, on LJMU’s
recommendation.
Each module is worth 20 or 40 Level 7 credits, with 60 for the PGCE (one third of a
Master’s) and 120 for the PGDE (two thirds of a Master’s). A full Master’s degree is
comprised of 180 credits. LJMU has a MA in Education Practice programme, designed for
newly qualified teachers (NQT) and recently qualified teachers (RQT), which leads on from
the PGCE and PGDE programme. It can be completed in one year for graduates with a
PGDE and two years with a PGCE, and students must be employed as a teacher to enroll
on the programme.
Programme Structure
In order to pass the course trainees will need to successfully complete the modules
associated with their programme. Four modules comprise all ITE programmes.
The Postgraduate Certificate of Education (PGCE) modules are:
7118SBEC Becoming a
Professional Teacher 20 Credits
(linked to QTS)
7218SREF Reflecting on Teaching and Learning
40 Credits
The Postgraduate Diploma of Education (PGCE) modules are:
7118SBEC Becoming a
Professional Teacher 20 Credits
(linked to QTS)
7218SREF Reflecting on Teaching and Learning
40 Credits
7318SPLA Planning and Assessing for Progress
40 Credits
7418SEVI
Evidencing Impact on Learners
20 Credits
Each module has a specific focus on an aspect of teaching, with 20 Credit modules having
a narrow focus on a specific aspect of professional practice, and 40 Credit modules have a
broad focus on wider pedagogical and curriculum matters.
A fifth module (7518EDU Education and Schooling) is available for trainees who do not
complete the QTS element of the course, to replace the 7118SBEC Becoming a
Professional Teacher module, which is linked to the recommendation for QTS. Replacing
7118SBEC with 7518EDU leads to a non-QTS Postgraduate Certificate/Diploma in
Secondary Education Studies (PGCert/PGDip, rather than PGCE/PGDE).
Module Overview
7118SBEC Becoming a Professional Teacher (PGCE and PGDE)
The remit of this module is to demonstrate the required knowledge to meet the
professional standards for teaching, including subject, pedagogical and school knowledge.
There are two summative assessments: the triangulation meeting at the end of the
Placement Experience; and the Career Entry and Development Profile (CEDP), which
identifies key areas of strength and for development at the end of the training year for early
career development as a newly qualified teacher (NQT). It is also a requirement to pass
the Placement Experience. This is a pass/fail module.
Module Leader: Matt McLain ([email protected])
7218SREF Reflecting on Teaching and Learning (PGCE and PGDE)
The remit of this module is to develop a broad and critical understanding of general and
subject specific (signature) pedagogies. There are two summative assessment: the first a
critical incident analysis of an aspect of effective classroom management; and the second
two critical incident analyses, on of a signature pedagogy and the other on an aspect of
formative assessment. The assignments promote reflection on classroom practice and
pedagogy in secondary schools.
Module Leader: Andrea Pratt ([email protected])
7318SPLA Planning and Assessing for Progress (PGDE only)
The remit of this module is to develop and critical approach to curriculum design, including
planning and assessment, and inclusion differentiation. There is one summative
assessment: a critique of a unit of work (medium term planning) written and taught in
Phase 3, with reference to educational theory and evidence of impact on learning and
progress. This assignment promotes a holistic and evidence-informed approach to
classroom practice in secondary schools.
Module Leader: Sue Walker ([email protected])
7418SEVI Evidencing Impact on Learners (PGDE only)
The remit of this module is to promote evidence-informed practice and research as a
means to explore and promote learning and progress. There is one summative
assessment: to present an instrumental case study of an aspect of inclusive practice,
informed by research and policy (national and local) and observation of practice during the
Phase 2b Alternate Placement. This assignment promotes the development of classroom-
based research informed practice in education.
Module Leader: Gillian Peiser ([email protected])
The module learning outcomes are:
7118SBEC 7218SREF 7318SPLA 7418SEVI PGCE and PGDE PGCE and PGDE PGDE only PGDE only
1. Demonstrate
conceptual and
procedural knowledge
as outlined in
professional standards,
including conduct and
the wider responsibilities
2. Evaluate the impact of
relevant and up-to-date
subject knowledge,
pedagogy and didactics
on learning and progress
3. Critically reflect on
learning, teaching and
assessment and the
implications for early
career professional
development
1. Analyse learning, teaching and assessment in the context of contemporary education
2. Evaluate the impact of pedagogic and didactic approaches in the appropriate subject(s) and phase(s) of education
3. Critically reflect on education theory, policy and practice in relation to the inclusive classroom
1. Critically analyse learning theory and pedagogy when planning effective sequences of learning
2. Synthesise assessment and other data to inform planning and to evaluate progress
3. Evaluate the effectiveness of learning, teaching and assessment methods in relation to learners’ individual needs
1. Critically reflect on the factors that impact on pupils’ progress
2. Analyse how schools identify and address barriers to learning and promote progress
3. Critically select, apply and evaluate appropriate educational research methods considering ethical and contextual issues
Where a trainee has failed a module assessment, the Board of Examiners (July) can offer
a referral task (submitted in August). A Referral Board of Examiners will consider referrals
by the beginning of September, so that trainees with referrals can graduate with their
peers in November. Should a trainee fail to submit or pass their referral, the September
Board can offer alternative exit awards, as outlined in the programme specification. Please
note that 7118SBEC Becoming a Professional Teacher must be passed in order to be
recommended for QTS.
Appendix 1: Summative Assessment dates 2018-2019 (IM Marsh Based)
The tables below outline the submission dates for PGCE and PGDE assessments for
trainees based at the IM Marsh Campus (LJMU Core and School Direct – Cheshire Vale.
The Heath and Weatherhead). All LJMU Core trainees are enrolled on the PGDE
programme and all School Direct are on the PGCE.
7218SREF Reflecting on Teaching and Learning Day Date Time
Assignment AS1 (20%)
PGCE and PGDE
Submission Monday 29th October 16:00
Feedback Monday 19th November 16:00
7218SREF Reflecting on Teaching and Learning Day Date Time
Assignment AS2 (80%)
PGCE and PGDE
Submission Monday 7th January 16:00
Feedback Monday 28th January 16:00
7418SEVI Evidencing Impact on Learners Day Date Time
Assignment AS1 (100%)
PGDE only
Submission Monday 25th February 23:57
Presentation (IM Marsh) Tuesday 26th February 09:00-16:00
Feedback Monday 4th March 16:00
7318SPLA Planning and Assessing for Progress Day Date Time
Assignment AS1 (100%)
PGDE only
Submission Monday 6th May 16:00
Feedback Monday 27th May 16:00
7118SBEC Becoming a Professional Teacher Day Date Time
Assignment AS1 (pass/fail)
PGCE and PGDE
From Monday 3rd June 2019 N/A
To Friday 21st June 2019 N/A
7118SBEC Becoming a Professional Teacher Day Date Time
Assignment AS2 (pass/fail)
PGCE and PGDE
Submission Monday 24th June 2019 16:00
Feedback by Thursday 27th June 2019 16:00
Appendix 2: Summative Assessment dates 2018-2019 (Offsite)
The tables below outline the submission dates for PGCE assessments for trainees on
offsite School Direct programmes (Knutsford and Turton). All School Direct are enrolled on
the PGCE.
7218SREF Reflecting on Teaching and Learning Day Date Time
Assignment AS1 (20%) Submission Monday 29th October 2018 16:00
Feedback Monday 19th November 2018 16:00
7218SREF Reflecting on Teaching and Learning Day Date Time
Assignment AS2 (80%) Submission Monday 7th January 2019 16:00
Feedback Monday 28th January 2019 16:00
7118SBEC Becoming a Professional Teacher Day Date Time
Assignment AS1 (pass/fail) From Monday 3rd June 2019 N/A
To Friday 21st June 2019 N/A
7118SBEC Becoming a Professional Teacher Day Date Time
Assignment AS2 (pass/fail) Submission Monday 24th June 2019 16:00
Feedback by Thursday 27th June 2019 16:00
Appendix 2: LJMU Core PGDE Calendar 2018-2019
Monday Tuesday Wednesday Thursday Friday
Week beginning AM PM AM PM AM PM AM PM AM PM
3-Sep 18 Core Enrolment Induction 7118SBEC FREE 7118SBEC
7218SREF
10-Sep-18 Subject Knowledge Development and Didactics (SKDD)
IND 17-Sep-18 7318SPLA 7118SBEC Tutorial 0
WK 1 24-Sep-18 Phase 1
Home School
12 Days 1-Oct-18
8-Oct-18
15-Oct-18 7318SPLA Wellbeing 7318SPLA Wellbeing 7318SPLA Wellbeing 7418SEVI Wellbeing 7118SBEC Tutorial 1
WK 5 22-Oct-18 Directed Studies (check Home School half term dates)
29-Oct-18 Phase 2
Home School
28 Days
7218SREF
5-Nov-18
12-Nov-18
19-Nov-18
WK 10 26-Nov-18 CAMHS Conference
3-Dec-18
10-Dec-18
17-Dec-18 7318SPLA 7418SEVI Get That Job Day 7118SBEC Tutorial 2
24-Dec-18 Winter Break (check Alternate Placement start date)
WK 15 31-Dec-19
7-Jan-19 Phase 2b
14-Jan-19 Alternate Placement
21-Jan-19 25 Days
28-Jan-19
WK 20 4-Feb-19
11-Feb-19 Subject Knowledge Development and Didactics (SKDD) 7118SBEC Tutorial 3
18-Feb-19 Directed Studies (fixed for all trainees)
25-Feb-19 Directed Studies Research Conference 7318SPLA (Inclusion Placements) 7318SPLA
4-Mar-19 Phase 3
WK 25 11-Mar-19 Home School
18-Mar-19 58 Days
25-Mar-19
1-Apr-19
8-Apr-19 Spring Break (trainees follow the Home School holiday dates)
WK 30 15-Apr-19
22-Apr-19 Phase 3
29-Apr-19
6-May-19 Bank Holiday
13-May-19
WK 35 20-May-19 7118SBEC Tutorial 4 Directed Studies SKDD
27-May-19 Directed Studies (fixed for all trainees)
3-Jun-19 Phase 3
10-Jun-19
17-Jun-19
WK 40 24-Jun-19 7118SBEC SKDD Tutorial 5
Appendix 3: School Direct PGCE Calendar 2018-2019 (IM Marsh Based)
Monday Tuesday Wednesday Thursday Friday
Week beginning AM PM AM PM AM PM AM PM AM PM
27-Aug-18 Bank Holiday LJMU School Direct Summer School
3-Sep 18 Phase 1 Home School
10-Sep-18 LJMU University-based Training
IND 17-Sep-18
WK 1 24-Sep-18
LJMU University-based
Training
1-Oct-18
8-Oct-18
15-Oct-18
WK 5 22-Oct-18 Directed Studies
29-Oct-18 Phase 2 Home School
LJMU University-
based Training
5-Nov-18
12-Nov-18
19-Nov-18
WK 10 26-Nov-18 CAMHS Conference
3-Dec-18
10-Dec-18
17-Dec-18 LJMU University-based Training
24-Dec-18 Winter Break
WK 15 31-Dec-19
7-Jan-19 Phase 2b Alternate Placement
14-Jan-19
21-Jan-19
28-Jan-19
WK 20 4-Feb-19
11-Feb-19 LJMU University-based Training
18-Feb-19 Directed Studies
25-Feb-19 Phase 3 Home School
4-Mar-19
WK 25 11-Mar-19
18-Mar-19
25-Mar-19
1-Apr-19
8-Apr-19 Spring Break (follow Home School holiday dates) WK 30 15-Apr-19
22-Apr-19
29-Apr-19
6-May-19 Bank Holiday
13-May-19
WK 35 20-May-19 LJMU University-based Training
27-May-19 Directed Studies
3-Jun-19
10-Jun-19
17-Jun-19
WK 40 24-Jun-19 LJMU University-based Training
Appendix 4: School Direct PGCE Calendar 2018-2019 (Knutsford Based)
Monday Tuesday Wednesday Thursday Friday
Week beginning AM PM AM PM AM PM AM PM AM PM
WK50 27-Aug-18 Bank Holiday LJMU University-based Training
3-Sep 18 School induction (Home School)
Knutsford
Academy
(with some days at
LJMU)
10-Sep-18 LJMU University-based Training
IND 17-Sep-18 Phase 1
Home School WK 1 24-Sep-18
1-Oct-18
8-Oct-18
15-Oct-18
WK 5 22-Oct-18
29-Oct-18 Directed Studies
5-Nov-18 Phase 2
Home School Knutsford
Academy
(with some days at
LJMU)
12-Nov-18
19-Nov-18
WK 10 26-Nov-18
3-Dec-18
10-Dec-18
17-Dec-18
24-Dec-18 Winter Break
WK 15 31-Dec-19
7-Jan-19 Phase 2b
Alternate Placement 14-Jan-19
21-Jan-19
28-Jan-19
WK 20 4-Feb-19
11-Feb-19 LJMU University-based Training
18-Feb-19 Directed Studies
25-Feb-19 Phase 3
Home School
Knutsford
Academy
4-Mar-19
WK 25 11-Mar-19
18-Mar-19
25-Mar-19
1-Apr-19
8-Apr-19 Spring Break
WK 30 15-Apr-19
22-Apr-19
29-Apr-19
6-May-19 Bank Holiday
13-May-19
WK 35 20-May-19 LJMU University-based Training
27-May-19 Directed Studies
3-Jun-19
10-Jun-19
17-Jun-19 Knutsford
WK 40 24-Jun-19
Appendix 5: School Direct PGCE Calendar 2018-2019 (Turton Based)
Monday Tuesday Wednesday Thursday Friday
Week beginning AM PM AM PM AM PM AM PM AM PM
WK50 27-Aug-18 Bank Holiday LJMU University-based Training
3-Sep 18 Phase 1 The Turton School
10-Sep-18 Home School
IND 17-Sep-18
WK 1 24-Sep-18 The Turton School
1-Oct-18
8-Oct-18
15-Oct-18
WK 5 22-Oct-18 Directed Studies
29-Oct-18 Phase 2
5-Nov-18 Home School
12-Nov-18
19-Nov-18 The Turton School
WK 10 26-Nov-18
3-Dec-18
10-Dec-18
17-Dec-18
24-Dec-18 Winter Break
WK 15 31-Dec-19
7-Jan-19 Phase 2b
14-Jan-19 Alternate Placement
21-Jan-19
28-Jan-19
WK 20 4-Feb-19
11-Feb-19
18-Feb-19 Directed Studies
25-Feb-19 Phase 3
4-Mar-19 Home School
WK 25 11-Mar-19 The Turton School
18-Mar-19
25-Mar-19
1-Apr-19
8-Apr-19 Spring Break
WK 30 15-Apr-19
22-Apr-19
29-Apr-19
6-May-19 Bank Holiday The Turton School
13-May-19
WK 35 20-May-19
27-May-19 Directed Studies
3-Jun-19
10-Jun-19 The Turton School
17-Jun-19
WK 40 24-Jun-19
Appendix 6: LJMU Level 7 Grading Criteria
The Secondary Programmes assessment criteria are used across all modules on the programme,
and are base done LJMU Level 7 Grading Criteria. Trainees with an average of 50-59% across all
modules will be awarded a pass, with 60-69% a merit and 70-100% a distinction for their
PGCE/PGDE.
Mark Range
AO1: Learning Outcomes
(30% weighting)
AO2: Literature and Evidence
(30% weighting)
AO3: Argument, Analysis and
Synthesis
(30% weighting)
AO4: Writing Style, Referencing and
Presentation
(10% weighting)
90-100 (Publishable)
Exemplary attainment of all learning outcomes
Offers an exhaustive exploration of the literature
and evidence-base. Wide-ranging emphasis on knowledge and ideas that are at the forefront of the discipline.
The argument is highly sophisticated. Demonstrates
an outstanding synthesis of varied theoretical positions in the analysis of key issues in the subject area.
The standard of communication is exemplary.
No errors in the use of the Harvard referencing system. Sophisticated presentation and formatted in an appropriate academic style.
70-89 (Distinction)
Excellent attainment of all learning outcomes. Extends beyond expected
levels of engagement with the literature and evidence-base. There is an emphasis on knowledge and ideas that are at the forefront of the discipline.
The argument is persuasive and there are very perceptive elements. Demonstrates a thorough synthesis of varied theoretical positions in the analysis of key issues.
The standard of communication is sophisticated. Competent in the use of the Harvard referencing system. Sophisticated presentation and formatted in an appropriate academic style.
60-69 (Merit)
Good attainment of all learning outcomes.
Good consideration of the literature and evidence-base that develops from recommended readings. Good emphasis on knowledge and ideas that are at the forefront of the discipline.
The argument is persuasive. Demonstrates good synthesis of varied theoretical positions in the analysis of key issues.
The standard of communication is articulate. Consistent use of the Harvard referencing system. Well-presented and formatted in an appropriate academic style.
50-59 (Pass)
Adequate attainment of all learning outcomes.
Sufficient consideration of the literature and evidence-base, but little consideration beyond recommended readings. Some emphasis on knowledge and ideas that are at the forefront of the discipline.
The argument is straightforward and clear. Demonstrates a limited, but sufficient, synthesis of varied theoretical positions in the analysis of key issues.
The standard of communication is clear. The referencing is identifiable and consistent. Well-presented and organised in an appropriate academic style.
20-49 (Fail)
Approximately half the learning outcomes are met.
Minor consideration of the literature and evidence-base, but inadequate use of recommended reading and no exploration outside that. Little emphasis on knowledge and ideas that are at the forefront of the discipline.
The argument is poorly defined and defended. Demonstrates limited synthesis of varied theoretical positions in the analysis of key issues.
The standard of communication is inconsistent and there are errors in spelling, grammar and punctuation. Inconsistent use of the specified referencing system. Inconsistent use of conventions of academic presentation and organisation.
0-19 (Low Fail)
Does not meet any learning outcomes.
No engagement with the literature and evidence-base. No emphasis on knowledge and ideas that are at the forefront of the discipline.
The argument is incoherent. Demonstrates misunderstanding of varied theoretical positions in the analysis of key issues.
Standard of communication and structure is disorganised and confused, with extensive errors in spelling, grammar and punctuation. Referencing is missing or shows significant errors. Does not conform to conventions of academic presentation.
Appendix 7: Recommendation for Qualified Teacher Status (QTS)
In addition to the academic modules, which lead to the PGCE/PGDE qualification, trainees
must pass their placement experience in order to be recommended for Qualified Teacher
Status (QTS). QTS is the part of the course that enables Newly Qualified Teachers
(NQTs) to teach in state schools.
In order to be recommended for QTS, trainees’ professional and pedagogical practice is
assessed against the Teachers’ Standards (see below). Formal interim and end-of-phase
Phase Reviews are completed by the ITT Mentor and moderated by the
Personal/Liaison Tutor attached to the institution. In order to be recommended for QTS,
trainees must PASS at the Phase 3 Final Review.
Trainees are also given an indicative grade, based on the LJMU ITT Trainee Tracker
descriptors. However, this grade is for internal use only and is not part of your final
qualification – PGCE/PGDE with QTS.
To support the recommendation for QTS, trainees are required to maintain two files: a
Placement Experience File (i.e. lesson planning, records and resources) and a QTS
Training and Development File. Both files must be physical documents (i.e. hard copies
in binders) and updated weekly (or daily where appropriate).
There is no requirement for trainees to produce a
separate QTS evidence file or portfolio.
Phase Review Form submission dates:
Phase review forms are completed by ITT Mentors and Trainees, and are signed, scanned
and uploaded to Abyasa (http://abyasa.ljmu.ac.uk/) on the following dates:
Phase Completed by: Uploaded by:
Phase 1 Thursday 11th October 2018 Friday 12th October 2018
Phase 2 interim Thursday 13th December 2018 Friday 14th December 2018
Phase 2 Final Friday 8th February 2019 Monday 11th February 2019
Phase 3 interim Friday 26th April 2019 Monday 29th April 2019
Phase 3 Final Friday 21st June 2019 Monday 24th June 2019
Mentoring and placement documentation (including Phase Review forms) can be access
at the ITT Placement Website: http://www.itt-placement.com/
Appendix 7: Triangulation
The Triangulation meeting is a professional viva to present evidence that the Teachers’
Standards (DfE, 2011), with reference to the grading criteria in the LJMU ITT Tracker,
have been met and to celebrate completion of the Placement Experience. Triangulation
meetings are typically arrange for trainees in the ‘Triangulation and Final Focus’ period in
the three weeks between the May Half Term and the final week of the course.
There will be detailed briefing in May 2019, with reference to the process in earlier
briefings.
For an overview of the process, watch the ‘Evidence, the Tracker and Triangulation’
Panopto video at:
https://ljmu.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=65949ead-1873-4260-bb29-a8930123a2f1
In preparation for the Triangulation meeting (arrange for the trainee, ITT Mentor and
Personal/Liaison Tutor), the trainee must ensure that:
The QTS Training and Development File is organised and arranged as outlined at
the beginning of the folder
All Placement Experience Files (physical or electronic) are organised and
available
The LJMU ITT Tracker is up-to-date, with sufficiently detailed notes and comments
on the ‘audit’ pages – with 3 printed copies for the Triangulation (one per attendee)
The Phase 3 Final Review Form is completed in draft – with 1 printed copy for the
Triangulation
The SKDD Journal is up-to-date, with all required activities completed – with 1
printed copy for the Triangulation
There is no requirement for trainees to produce a
separate QTS evidence file or portfolio.
At the end of the Triangulation meeting, an ‘indicative’ grade for each standard and overall
will be noted (and recorded on the Phase 3 Final Review From). No placement grades are
‘final’ until all Triangulations for trainees on the programme have been completed. Please
note that the ‘Ofsted’ grading of the Placement Experience is separate to the module
assessment for 7118SBEC Becoming a Professional Teacher.
Trainees are required to maintain files documenting their Placement Experience, as
outlined below and on the LJMU Placement website:
http://www.itt-placement.com/pgce-secondary/placement-experience-file.php
Appendix 8: Key Mentoring and Placement Experience Documents
LJMU ITT Tracker
The LJMU ITT Tracker is a formative document that trainees are required to maintain
throughout the programme. For each standard in Part 1 of the Teachers’ Standards (DfE,
2011), which focus on teaching competency, trainees must:
Self-evaluate and highlight the appropriate grading descriptors, discussing and
modifying this assessment through discussion with their ITT Mentor
Identify and record examples of practice that indicate evidence that an aspect of the
standard is being met
There is also a section for Part 2 of the standards, focussing on teacher conduct.
The LJMU ITT Tracker is a ‘live’ document, which should change throughout the year. It
should be completed electronically and saved in a secure location, and printed for tutorials.
The LJMU ITT Tracker is downloaded from the LJMU Placement website at:
http://www.itt-placement.com/pgce-secondary/tracking-progress-and-attainment.php
The ITT Tracker must be available for the Personal/Liaison Tutor to review in every tutorial
and on every school visit. This document will be used to index and mediate evidence
during the final Triangulation meeting (see below).
SKDD Journal
Trainees are required to demonstrate how they have developed their subject knowledge
for teaching during their training. The subject specific SKDD Journals are available to
download from the 7218SREF Reflecting on Teaching and Learning module in Canvas.
The ITT Tracker must be:
available for Personal/Liaison Tutor to review in every tutorial and on every school
visit
discussed with the school-based ITT Mentor regularly in Weekly Meetings
This document will be presented as evidence during the final Triangulation meeting (see
below).
Essential Experience Log
The Essential Experience Log (EEL) is a checklist of activities to ensure that trainees
have a broad and balanced experience on placement. In particular, in relation to aspects
of the roles and responsibilities of a teacher that sit outside of subject teaching – such as
key stage 2/3 transition, SEND, etc. The EEL activities may be completed at any time in
the year, but are typically the focus of Phase 1 activity, early in the course, and/or the
Phase 3 Triangulation and Final Focus period at the end of the course.
Appendix 9: The Teachers’ Standards
PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct.
Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of their pupils.
PART ONE: TEACHING S1 A teacher must set high expectations which inspire, motivate and challenge pupils
- Establish a safe and stimulating environment for pupils, rooted in mutual respect - Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions - Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
S2 Promote good progress and outcomes by pupils - Be accountable for pupils’ attainment, progress and outcomes - Plan teaching to build on pupils' capabilities and prior knowledge - Guide pupils to reflect on the progress they have made and their emerging needs - Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching - Encourage pupils to take a responsible and conscientious attitude to their own work and study.
S3 Demonstrate good subject and curriculum knowledge - Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address
misunderstandings - Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship - Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English,
whatever the teacher’s specialist subject - If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics - If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
S4 Plan and teach well-structured lessons - Impart knowledge and develop understanding through effective use of lesson time - Promote a love of learning and children’s intellectual curiosity - Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired - Reflect systematically on the effectiveness of lessons and approaches to teaching - Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
S5 Adapt teaching to respond to the strengths and needs of all pupils - Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively - Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these - Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’
education at different stages of development - Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an
additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
S6 Make accurate and productive use of assessment - Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements - Make use of formative and summative assessment to secure pupils’ progress - Use relevant data to monitor progress, set targets, and plan subsequent lessons - Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
S7 Manage behaviour effectively to ensure a good and safe learning environment - Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms
and around the school, in accordance with the school’s behaviour policy - Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards
consistently and fairly - Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them - Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
S8 Fulfil wider professional responsibilities - Make a positive contribution to the wider life and ethos of the school - Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support - Deploy support staff effectively - Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues - Communicate effectively with parents with regard to pupils’ achievements and well-being.
PART TWO: PERSONAL & PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following
statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
A. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
- Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
- Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions - Showing tolerance of and respect for the rights of others - Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with
different faiths and beliefs - Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
B. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
C. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
