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School Direct (Salaried) Programme Information

Course Overview

Postgraduate Salaried Trainees will work within the guidelines outlined in Section A unless otherwise stated below.

Profiles and trainee tracking:

Trainees begin a personal Trainee Profile (TP), Subject Knowledge Audits (SKA) or Subject Knowledge Development Journal (SKD Journal) and the LJMU ITT Tracker at the start of the course.

Subject Knowledge Audits (SKAs) and Subject Knowledge Development Journals (SKDJs) are used to review and monitor existing (Pre-ITT) and the development of new and established knowledge and experience, whilst on the PGCE course. These documents enable the trainees to track their development and set subject knowledge related targets.

The Weekly meeting and Target setting document is completed each week during the placement experience, in each Phase, to identify actions to address areas for development. These areas for development are identified through trainees’ interaction with the SKA, LJMU ITT Tracker, lesson evaluations and other reflections; weekly meetings with ITT Mentors on placement and tutorials with Personal Tutors at LJMU. Trainees should be setting (and reviewing) a maximum of three SMARTER targets per week, focussing on improving teaching, pupils learning and assessment.

SMARTER (Specific, Measureable, Achievable, Realistic, Time-bound, Evaluated, Reviewed) is a principle used to guide and refine targets.

The LJMU ITT Tracker enables trainees’ to reflect upon their progress in relation to the Teachers’ Standards. The LJMU ITT Tracker is used formatively by trainees and ITT Mentors to identify strengths and areas for development, informing weekly target setting in Phase Review Forms. The LJMU ITT Tracker must be updated, and discussed in weekly meetings with the ITT Mentor; it is used summatively to standardise judgements, against the minimum expectation benchmark descriptors, on completion of each Review Form.

Auditing progress towards Qualified Teacher Status (QTS):

During the final period of placement experience trainees will, in addition to teaching, focus upon their preparation for a future career as a teacher. Trainees finalise their recommendation for QTS and begin to prepare for the Induction year through the presentation of the LJMU ITT TRACKER with supporting evidence and a ‘Critical reflection on targets for NQT (Newly Qualified Teacher) year and continuing professional development needs’ (7126P/S Component 2).

Primary and Post 16 experience: Secondary trainees

To gain an understanding of continuity and progression in learning it is important that trainees gain knowledge of KS2 to KS3 transition and the Post 16 curriculum.

Home Schools are asked to provide trainees with a subject focused experience, which includes a visit to a feeder primary school to discuss issues such as phase transfer and to participate in the teaching of learners in year 5 or 6. If trainees are unable to gain this experience in Term 1 or 2, they will need to negotiate opportunities by the end of Term 3. The Primary experience can include transition activities undertaken in the Home School, as a part of the overall experience.

The Secondary Programmes at LJMU are designated as 11-16 courses however some salaried trainees may be in 14-19 provision. It is the intention that wherever possible trainees will have a ‘value added’ dimension through the inclusion of an appropriate Post 16 experience. The ability of the Home School or Alternate placement institution to provide Post 16 experiences varies. Trainees can gain valuable experience of teaching a wide variety of academic and vocational courses in the post-compulsory environment (i.e. Further Education, Sixth Form College, etc.). However, experience of Post 16 learning, teaching and assessment within a secondary school environment is important: team and shared teaching is acceptable. Trainees, with the support of their Home School or Alternate Placement and Personal Tutor, must negotiate experience of A’ Level and/or Vocational qualifications relating to their subject area. This may include visits to other institutions.

Foundation Stage, Key Stage 2 and Secondary experience: Primary trainees

To gain an understanding of continuity and progression in learning it is important that trainees gain knowledge of Foundation Stage to KS1 transition and of the Key Stage 2 or 3 curriculum as appropriate to the age phases in which they are training. ITT providers are required to engage trainees with the age ranges immediately before and after the ones they are training to teach. Trainees might engage with the expectations, typical curricula, teaching arrangements and strategies in a variety of ways such as by visits to different schools and settings, observations of lessons, or working with curriculum documents and plans. This criterion does not necessarily mean that trainees must teach lessons in these prior and post age ranges.

Where possible, Home Schools are asked to provide trainees with experience of reception classes and of Key Stage 3 to discuss issues such as phase transfer and to participate in the teaching of learners. Both experiences can include transition activities undertaken in the Home School, as a part of the overall experience.


Assessment on the Postgraduate Salaried Initial Teacher Education (ITE) courses is continuous (i.e. there is no single end-of-course examination), with module and teaching assessments spread over the year at intervals appropriate to the phases of training. Trainees must complete all programme assessment tasks, maintain records and manage evidence. Details of assessment requirements are provided in the trainee course handbook. All trainees must pass the relevant 7118 Becoming a Professional Teacher Module, and pass their placement experience at Triangulation, in order to be recommended for QTS. Please note that LJMU confers the PGDE/PGCE qualification and recommend trainees for QTS, which is conferred by the Department for Education.

Formative assessment, by both school-based and university-based staff, is an important element of the Postgraduate courses.  This includes formal lesson observation, analysis and feedback, which support on-going evaluation, review and target setting by the trainee.  The QTS Training and Development File contains a record of this work, along with trainees’ Teaching Files (planning, resources and records), as part of a Portfolio of Professional Development (PPD), which supports the LJMU ITT Tracker and Phase/Term Review Forms as summative assessment documents.

All of the elements of the portfolio, which includes the trainees' supporting evidence identified in the audits within the LJMU ITT Tracker, must be available for on-going monitoring and inspection by university-based (Personal Tutors and Liaison Tutors) and school-based staff (ITT Mentors and Professional Mentors) and External Examiners during and at the end of the course.

A key element of school-based assessment of a trainee's teaching and assessment are the Phase/Term Review Forms. Four Review Forms are completed during placement experience, by the school-based ITT Mentor in conjunction with the trainee and Professional Mentor; and signed by the Liaison Tutor attached to the placement institution. There are four Review Forms which comment on progress in relation to the Teachers’ Standards and are completed Mid -Term 1, end of Term 1, Term 2 and towards the end of June in Term 3. These Review forms will be completed with reference to the minimum expectation benchmark descriptors in the LJMU ITT Tracker when making judgements about trainees’ progress across the Teachers’ Standards.

Trainees must be given copies of their Review Forms for their QTS Training and Development File. Trainees are expected to upload Phase/Term Review Forms onto the Abyasa system (the University placement tracking database – accessible at http://abyasa.ljmu.ac.uk/M - username and password required) at the published deadline. Where there are issues relating to meeting these deadlines, the trainee’s Liaison Tutor must be informed.

NB: In order for trainees to be recommended for QTS (PASS the placement experience) at the programme Assessment Board documentary evidence in the form of the Review Forms from partner establishments MUST be completed by the stated date(s).

Trainees are responsible for uploading the Phase/Term Review Forms via the Abyasa system, with printed copies (a) placed in the QTS Training and Development File and (b) handed to their Personal Tutor in the Tutorial following completion. Trainees must to be aware of their role in ensuring that Phase/Term Review Forms are completed and uploaded by the stated dates. These are essential assessment documents, required for trainees to progress within and between the Phases of training.

It is crucial that Phase/Term Review Forms are completed and submitted/uploaded, in good time, to enable data on trainee progress to be analysed, for the identification and support of trainees who are experiencing difficulties or requiring Additional Support through the Additional Support Framework (see Section A of the website) and/or where there is an identified training issue in the 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 Friday 16th October 2020 Monday 19th October 2020
End Term 1 Friday 11th December 2020 Monday 14th December 2020
End Term 2 Friday 26th March 2021 Monday 29th March 2021
To achieve QTS Friday 25th June 2021 (a.m.) Friday 25th June 2021 (p.m.)

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 Overview

End of Section B