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Postgraduate Primary 3-7 (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 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 trainees 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 trainee. 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 trainee and Professional Mentor. The QTS Training and Development File contains a record of the school-based curriculum, along with trainees' Placement Experience File(s) The LJMU ITT Tracker audits evidence that they are meeting the Teachers’ Standards by the end of their programme. Trainees 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 Child Exploitation and Online Protection (CEOPS) training, 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 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 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 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)

For those students following a PGDE Route – the following are also included:

  • Class level and whole school approaches to adaptive teaching and alternative pedagogies
  • Criticality and conducting school-based research.
  • Inclusion and EAL, inclusion and diversity.
  • Further exploration of Theories of Learning.
  • Use of case studies to identify barriers to learning and plan for intervention.
  • Planning over time and Curriculum Development.

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:

  • Complete their LJMU ITT Tracker, to demonstrate evidence of achievement of ALL of the Teachers’ Standards (including Part 2)
  • In order to be recommended for QTS, meet the Minimum Benchmark statements in the LJMU ITT Tracker.
  • 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

During the placement experience the University Liaison Tutor (LT) for the placement institution will make contact with the ITT Mentor and trainee(s). Liaison Tutors will facilitate a fortnightly 'keeping in touch' virtual meeting with their trainees. The typical pattern of support is as follows:

Phase Placement LT Support
Phase 1 (Virtual)* Home School

Mentor Development – this will be a virtual meeting with the Professional Mentor, ITT Mentor(s) and Trainee(s), to establish expectations, ensure all mentors are clear in their role and to identify and resolve any early issues. The Liaison Tutor will discuss the ITE curriculum for the programme, how the QTS OneDrive will be used to indicate progress formatively and the paperwork ITT Mentors will be required to complete moving forward.

Phase 2a (School) Home School

Co-observation visit - undertaken by the Liaison Tutor with the ITT Mentor including observation of the ITT Mentor feedback to the trainee. The discussion with the ITT Mentor will enable the LT to evaluate:

  • Quality of mentor written and verbal feedback and coaching
  • Quality of trainee lesson planning, evaluation and their ability to identify impact on learning.

This visit will also include an informal review of the trainee’s OneDrive to review the quality of the LAFs and Weekly Meeting forms.

Note: where there is an issue with a trainee’s subject knowledge that requires additional input from a subject specialist, this may be agreed between the ITT Mentor and Liaison Tutor.

Phase 2b (Virtual) Alternate

Formal OneDrive Review - in this placement a formal review of the trainee’s OneDrive should be undertaken and captured via the survey link which will be emailed nearer the time.

If a trainee is placed on the ASF in their home school, which is to be monitored in the alternate placement, the LT/PT from the home school will need to review this.

Phase 3a (School) Home School

Co-observation visit - undertaken by the Liaison Tutor with the ITT Mentor including observation of the ITT Mentor feedback to the trainee. The visit will also include monitoring of target setting akin to the P2a co-observation.

Note: where there is an issue with a trainee’s subject knowledge that requires additional input from a subject specialist, this may be agreed between the ITT Mentor and Liaison Tutor.

Phase 3b (Virtual) Home School

Triangulation - to discuss progress against the Teachers’ Standards, focusing on the LJMU ITT Trainee Tracking document and sampling evidence (Teaching and Training Files) to confirm that all standards have been met for recommendation for QTS. Green triangulation = 1hr; Red/Amber triangulation = 1.5hrs (QA)

* May be in person if preferred by LT/School

Programme Curriculum Information

Coming soon.

Key Contacts

Role Name Telephone/Email
Director of the School of Education Dr Ceri Daniels t. 0151 231 5317
e. E.C.A.Daniels@ljmu.ac.uk
ITT Partnership Lead Dr Andrea Mallaburn t. 0151 231 5380
e. A.Mallaburn@ljmu.ac.uk
Head of Secondary Post Graduate Programmes (including School Direct) Dr Camilla Cole t. 0151 904 182
e. C.J.Cole@ljmu.ac.uk
Head of Primary Programmes including Programme Leader Primary Post Graduate Core and School Direct Dr Elizabeth Malone t. 0151 231 5232
e. E.H.Malone@ljmu.ac.uk
Programme Leader for UG BA Hons Primary Education Sarah Hindhaugh t. 0151 231 5359
e. S.Hindhaugh@ljmu.ac.uk
Programme Leader School Direct Salaried Dr Heather Hatton t. 0151 231 2585
e. H.K.Hatton@ljmu.ac.uk
Partnership Manager Karen Davies t. 0151 231 5239
e. K.Davies@ljmu.ac.uk
Work-related Learning Unit / Partnership team Sarah Manser t. 0151 231 5285
e. S.Manser@ljmu.ac.uk / edn-wbl@ljmu.ac.uk

Key Dates

Placement Experience Dates

The Initial Teacher Education (ITE) experience at LJMU involves approximately 125 placement days (school-based) in two educational establishments, 55 university-based training days and 13 directed studies days.

The placement experience uses the Home School model (diagram below), with trainees placed in a partner ‘Home School’ for the duration of their training (September to June) with teaching experience at an ‘Alternate 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 trainees will remain in their home schools until the end of the school year. For details please contact the lead school.

Key dates for LJMU PGCE 3-7 Programme

The placement experience is arranged in three Phases, to support trainees 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 alternate placement is undertaken in the latter part of Phase 2 (Phase 2b). During Phase 3 there is an 'enrichment' period, where trainees 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 gain experience (e.g. SEN, EAL, FS, KS2, etc.) within the Home School or Alternate placement context;
  • 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

Key Dates

There are key documents that need to be uploaded to Abyasa, the LJMU placement management system (http://abyasa.ljmu.ac.uk/) and also emailed to your personal tutor to monitor trainee progress.

Phase Completed by Mentor for: Uploaded by Trainee by:
Phase 1 Friday 21st October 2022 Monday 24th October 2022
Phase 2 interim Friday 16th December 2022 Monday 19th December 2022
Phase 2 Final Friday 10th February 2023 Monday 13th February 2023
Phase 3 interim Friday 5th May 2023 Monday 8th May 2023
Phase 3 Final Friday 23rd June 2023 Monday 26th June 2023

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, trainees must ensure that:

  1. Travel arrangements are made to ensure full attendance at University (typically 09:00 to 15:00) 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 Teachers’ Standards).

Placement Calendars: PGDE Primary 3-7 Programmes 2022-23

These documents provide an overview of Primary Core PGDE & School Direct Calendars for 2021-22 (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 trainees.

Trainees 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.
End of Section B