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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 covers the earliest stages of a course, where trainee teachers observe teaching and learning in action.  Trainees are principally concerned with developing positive attitudes and behaviours and becoming aware of their duties, roles and responsibilities within the school environment. They will be starting to consider the application of their emerging subject knowledge, skills and understanding within the National Curriculum framework and statutory requirements.  Trainees will be observing and reflecting on how experienced school mentors plan and prepare for their lessons and manage the classroom environment and behaviour of pupils.  Trainees should 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 in order to improve their understanding and practice.

Consolidating and Developing Teaching and Learning

Phase 2: Consolidating and Developing Teaching and Learning, builds on earlier work and addresses further aspects of planning, teaching, differentiation and class management, together with knowledge for subject teaching but there is an increased demand on ongoing assessment to improve learning.   There is a focus on trainees’ planning lessons for effective learning, using precise learning objectives based on the needs of the group and individuals within it. Trainees should be engaged in planning their own units of work, where necessary based on those already used by the school.  They should be becoming clearer about the expectation for the age and ability of the pupils they are teaching and the contribution that others can make to the learning environment.  Trainees at this stage should have a good understanding of how children learn and develop and should be able to use this information in planning more effectively for individual needs.  They should also be increasingly more aware of the importance of monitoring pupils’ progress and using the information to set future learning targets.  Trainees should be able to evaluate their own teaching and pupils’ learning more effectively and take responsibility for their own professional development in identified areas. The learning environment and pupils’ behaviour becomes better managed as experience of planning and preparation grows during this phase. Trainees should normally complete this phase as at least Grade 3 overall.

Extending Teaching and Learning leading to Qualifying to Teach

Phase 3: Extending Teaching and Learning leading to Qualifying to Teach, where the trainee teacher is on their final placement, working towards extending competence in order to achieve qualified teacher status.  The attachment focuses on ALL the standards but there is an increased expectation placed on those concerned with monitoring and assessment.  During this placement the trainees will be assessed against all of the standards and will be expected to have a solid evidence base for the grading.

Placement Review Forms

Placement Review forms are linked to the phases. The forms are intended to be both formative and summative in that they record a level of performance, set targets and identify areas for development in future placement experiences.

Review Forms are extremely important as these are confirmation that the trainee has achieved the standards at a reasonable expectation for the placement and without this evidence progression and/or the recommendation for QTS can be hindered.

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.

If there is a need to delay submission of a Review Form, please inform the Work-related Learning Unit. ecl-wbl@ljmu.ac.uk  fax: 0151 729 0136 T: 0151 231 4620

It is extremely important that the Partnership office and the school’s LJMU liaison tutor be notified as soon as possible of any issues with any trainees. The ‘intervention action plan’ procedure requires trainees to be notified of potential concerns in good time so they can be given support and have the opportunity to remedy deficiencies in their professional practice and competence in the Standards, prior to the completion of any placement or phase of training.

DfE Teaching Standards