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School Direct (Salaried) Programme Information

Course Overview

Student teachers on this programme complete a Postgraduate Certificate in Education (PGCE) of 60 credits. This is 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 Salaried 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 relevant 7118DBEC 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 Salaried course. 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 Salaried students at each phase are broadly as follows:

Phase 1

Centre based Training School based training Expected Outcomes

The ITE curriculum in Phase 1 focuses on the professional values, responsibilities and statutory duties of teachers (including child protection.)

It 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:

  • Professionalism
  • Online safety and safeguarding
  • Introduction to planning
  • Subject knowledge and curriculum knowledge
  • Reflective practice
  • Classroom management
  • Effective teaching and learning approaches

The centre-based Phase 1 curriculum will be extended and contextualised within schools. Student teachers will discuss teaching and learning in action with expert practitioners and consolidate their knowledge through making connections with centre-based learning.

They will 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.

They should be responding to advice and feedback and be able to evaluate and reflect, so that they improve their understanding and practice.

The Mid-Term 1 review is completed by ITT Mentors in schools. At the end of Mid-term 1 we expect Salaried 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 follow the school’s policies;
  • Understand principles of effective classroom management and know how to implement their school behaviour policy;
  • Plan lessons in line with school expectations and the school’s curriculum;
  • 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 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:

  • Conditions for learning e.g. cognitive sciences and theories of learning.
  • Subject pedagogies and strategies as appropriate to Primary and Secondary contexts.
  • Principles of formative assessment.
  • Curriculum and progression.
  • Adaptive and responsive teaching and SEND.
  • Subject knowledge and curriculum knowledge development.

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. 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 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.

End of Term 1 and end of Term 2 reviews are completed by mentors. At the end of Term 2 we expect Salaried 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).

  • Curriculum design
  • Statutory assessment
  • Preparing for the ECT year and qualification

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 units of work as part of an ambitious curriculum, with a positive impact on pupil progress.

Mid-term 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 Guides

Key Contacts

Role Name Telephone/Email
Director of the School of Education Dr Cheryl Bolton t. 0151 231 5391
e. C.L.Bolton@ljmu.ac.uk
Head of Initial Teacher Education Jan Rowe t. 0151 231 5310
e. J.E.Rowe@ljmu.ac.uk
ITT Partnership Lead Dr Andrea Mallaburn t. 0151 231 5259
e. A.Mallaburn@ljmu.ac.uk
Programme Leader Salaried Programmes (School Direct) Dr Lorna Pout t. 0151 231 5250
e. L.M.Pout@ljmu.ac.uk
Partnership Manager Karen Davies t. 0151 231 5320
e. K.Davies@ljmu.ac.uk
Work-related Learning Unit Sam Heffernan t. 0151 231 4620
f. 0151 729 0136
e. edn-wbl@ljmu.ac.uk

Key Dates

Trainees to follow the timetable of their particular institution, normally with attendance at LJMU on Friday afternoons. Salaried trainees recruited through MAITT and Turton School will attend training sessions in the lead school.

Key Dates/Documents

There are key documents that need to be submitted to the University to monitor trainee progress. All placement experience documentation can be found at www.itt-placement.com

Phase Completed by Mentor for: Uploaded by Trainee by:
Mid Term 1 End of Half Term ASAP
End Term 1 End of Autumn Term ASAP
End Term 2 End of Spring Term ASAP
Final Phase 3 (QTS) Friday 24th June 2022 Monday 27th June 2022

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/ but holiday dates will vary in other authorities. As Salaried trainees you are expected to comply with the term dates of your employing school.

The Salaried Calendars below show when training takes place and whether it is in Lead schools/ with your School Direct Partnership OR at the LJMU Education Building. N.B. TURTON Salaried trainees will be taught ALL their programme at Turton.

Whether or not training is scheduled for you on a Friday afternoon, you should NOT be timetabled to teach in school on Friday afternoons, so that you can dedicate this time each week to your PGCE Programme. When training IS scheduled, you should be released from school to arrive at the start of sessions which is 1p.m. If you have difficulties with these arrangements, please contact your School Direct lead for support .

Placement Overview

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