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(Undergraduate) BA(Hons) Primary Education Programme Information

Course Overview

BA(Hons) Primary Education trainees will work within the guidelines outlined in Section A unless otherwise stated below.

The BA (Hons) Primary Education with QTS is a full time three year course, which prepares trainee teachers for work in primary schools. Graduates from these courses have high levels of skill in planning, assessing and teaching across the 5-11 age range.

More specifically, the degree aims to:

  • produce newly qualified teachers able to respond to the challenges of the teaching profession with confidence and vigour;
  • provide intending teachers with secure practical skills and theoretical understanding as a basis for making decisions relating to teaching and learning;
  • develop confident and purposeful teachers able to constructively engage in debate and analysis relating to educational issues, imperatives and initiatives for intending primary teachers.

The University-based element of the degree allows us to provide trainees with a sound and rigorous knowledge of the core curriculum together with experiences that allow for the progressive development of a broad range of professional competences and knowledge. Trainees are given a comprehensive preparation for teaching all three core subjects, plus the foundation subjects. Modules also allow the integration of the practical elements of work-related placements with the assessment of university modules. Year 1 of the programme focuses on Key Stage 1, Year 2 on Key Stage 2 and Year 3 further enhances and deepens knowledge, understanding and skills across the Primary curriculum.

Placements provide trainees with a minimum of 24 weeks in schools/partner establishments over the three years of the course. This develops and enhances their understanding of the whole school and its curriculum. Clear expectations for each phase of training are communicated to both school/establishment and trainee. Trainees will gain knowledge of all levels of the primary curriculum. They will gain confidence in their teaching skills and by the end of the course will be able to critically reflect on their own teaching performance, and in so doing provide a basis for on-going professional development.

Profiles and trainee tracking:

Trainees begin a Personal Development Profile (PDP) and Subject Knowledge Audits (SKA) at the start of their programme. The weekly meeting and target setting form and the LJMU ITT Tracker are used during school experience as part of their Portfolio of Professional Development (PPD).

During the course trainees use these documents to monitor, review and record professional growth and progress towards the Teachers' Standards. A review of the documentation prior to the start of placements allows trainees to update their skills, knowledge and experience developed since their previous school experience(s).

Subject Knowledge Audits (SKAs) help us review and monitor the development of student’s knowledge, understanding and experience, whilst on the programme. The SKAs enable trainees to track their own development and set specific subject knowledge related targets.

The Weekly meeting and Target setting document is completed by the trainee, in discussion with their mentor, 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 being set (and reviewing) a maximum of three focused and specific targets per week, focussing on improving their teaching, pupils learning and assessment. It is recommended that at least one target focuses on Subject Knowledge development.

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 Phase Review Form.

Auditing progress towards Qualified Teacher Status

At the end of each phase, trainees' progress towards meeting each standard will be evaluated against the minimum expectation benchmark descriptors. It is the responsibility of the trainee to identify and record their evidence of meeting the teaching standards in the audit sections of the LJMU ITT Tracker. Mentors will assist their trainee in gaining this evidence. Consideration of the evidence will help to inform future targets and will help trainees and mentors to identify any 'gaps' and strengths.

The QTS training and development file (see Section A)

The QTS training and development file is an essential record of the training which trainees receive in school. It evidences progress towards being recommended for Qualified Teacher Status and records where evidence of achieving the Teachers' Standards can be found. This file is thus the key mechanism for the Partnership to ensure and verify that a trainee may be recommended for QTS at the end of the training programme.

The QTS training and development file along with placement experience file must be available in school at all times and should be brought by each trainee to all meetings with ITT Mentors in school and with Personal Tutors/Liaison Tutors at LJMU.

The Placement Experience File (see also Section A)

Trainees are expected to manage their planning, resources and records for all of their solo lesson. The following points outline the contents and structure, which they can choose to maintain as physical or electronic file(s), and should include:

  • The current teaching timetable
  • Planning, resources and assessment
  • Class lists (identifying key learner data – Pupil Premium, FSM, SEND, high attainers, EAL pupils, etc.)
  • Photos sheets (where available through school data systems – e.g. SIMS)
  • Education, Health and Care (EHC) plans, where appropriate, for learners with Special Educational Needs and/or Disabilities (SEND), etc.
  • Seating plan(s)
  • Assessment Records (including key data, such as baseline assessments, targets, attendance, attitude to learning, achievement, attainment, etc.)
  • The Unit/Scheme of Work (your own and/or the school’s)
  • Lesson plans, with evaluations
  • Teaching and learning resources (including assessment)
NB: trainees must handle all confidential school data, such as class lists and photographs, in accordance to school policy.

Failure to maintain either file to an appropriate standard can result in a recommendation for QTS being withheld.

Expectations of LJMU trainees

In addition to maintaining both the QTS training and development file and the placement experience file, Undergraduate trainees are expected to demonstrate consistently high standards of personal and professional conduct as is expected of a fully qualified teacher. This includes sharing all relevant information with their mentor/class teacher including forms and targets from previous placements, targets set for this placement and their LJMU ITT Tracker. They are also expected to carry out lesson evaluations and weekly reflections and to ensure that they use these and evidence in their QTS training and development file to inform the weekly meeting with their mentor. They are expected to be proactive and to ensure that they are fully prepared for all weekly meetings. Professionalism is expected at all times; attitudes and behaviours must always be appropriate to their professional position. Trainees are expected to take on-board advice given to them. They are expected to give priority to the safe-guarding of pupils’ well-being and to familiarise themselves with school policies. They must demonstrate tolerance and respect for all.

Phase experience including pre and post phase experience:

This Primary Programme at LJMU is designated for the age range of 5-11. In the case of 5–11 training, trainees will normally be expected to demonstrate achievement of the standards for QTS across key stages 1 and 2.

To gain an understanding of continuity and progression in learning it is important that trainees gain insight into KS2 to KS3 transition and the Early Years/Foundation Stage curriculum. 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, schools are asked to provide trainees with opportunities and experiences that promote insight and discussion around issues such as phase transfer. Examples of this may include spending time in Early Years classes, a visit to a feeder secondary school, a discussion with a member of staff who has a role in KS3 transfer, assisting with transition activities undertaken in the school etc.

Directed Study:

At certain times, notably during schools' Half Terms, there may be days where there are no formal timetabled teaching sessions. Trainees are expected to use this time to review their placement experience and documentation and to work on assignments (formative and summative) prior to submitting them.

Assessment:

Assessment on the BA Primary Education courses is continuous 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 Programme Guide and in each Module Guide. All trainees must pass the relevant 7118PBEC 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 BA Primary Education qualification and recommends trainees for QTS, which is conferred by the Department of Education.

Formative assessment, by both school-based and university-based staff, is an important element of the Undergraduate Primary course. 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 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 review 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 Review Forms. Over the three years of the programme, five Review Forms are completed during placement experience, by the ITT Mentor in conjunction with the trainee and Professional Mentor; and the Liaison Tutor attached to the placement institution. At the end of Phase 1 (Orientation), ITT Mentors will complete a short report commenting on experience, attendance, professional standards and attitudes. The next four Review Forms comment on progress in relation to the Teachers' Standards and are completed at the 'Interim' and 'Final' stages of Phase 2 and Phase 3. These Phase 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 Review Forms onto Abyasa (the University placement tracking database – accessible at http://abyasa.ljmu.ac.uk/ - username and password required)) by the published deadline. Where there are issues relating to meeting these deadlines, the trainee’s Liaison Tutor and Personal 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 Phase Review Forms from partner establishments MUST be completed by the published date(s).

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

It is crucial that Phase 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).

Key Contacts

Role Name Telephone/Email
Director of 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
Head of Primary Programmes including Programme Leader Primary Post Graduate (5-11) 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
Partnership Manager Karen Davies tel. 0151 231 5320
fax. 0151 729 0136
e. K.Davies@ljmu.ac.uk
Work-related Learning Unit Sam Heffernan tel. 0151 231 4620
fax. 0151 729 0136
e. edn-wbl@ljmu.ac.uk
Primary Team Role Name Telephone/Email
Head of Primary Programmes including Programme Leader Primary Post Graduate (5-11) 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
Lecturer: Mathematics
Sarah Hindhaugh t. 0151 231 5359
e. S.Hindhaugh@ljmu.ac.uk
Head of Year 3 Lecturer: English / Professional Studies Colette Ankers de Salis e. c.ankers@ljmu.ac.uk
Head of Year 2 Lecturer: English / Professional Studies / Inclusion Christine Smith e. C.E.Smith@ljmu.ac.uk
Head of Year 1 Lecturer: Maths / Professional Studies Mahnaz Siddiqui e. M.Siddiqui@ljmu.ac.uk
Lecturer: Science / Creative curriculum/ forest schools Avril Rowley e. A.M.Rowley@ljmu.ac.uk
Lecturer: English Gina Gretton e. G.A.Gretton@ljmu.ac.uk
Lecturer: DT / Research Module Mike Martin e. M.C.Martin@ljmu.ac.uk
Lecturer: Foundation Subjects/ Professional Studies Eleanor Hadfield e. E.R.Hadfield@ljmu.ac.uk
Lecturer: Wider perspectives Kathy Stokell e. K.B.Stokell@ljmu.ac.uk
Lecturer: Professional Studies and Child development Adam Vasco e. A.S.Vasco@ljmu.ac.uk
Lecturer: Professional Studies and Foundation Subjects RE Lizzie Yeomans e. E.T.Yeomans@ljmu.ac.uk

Key Dates

Placement Experience

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 (Year 1): Orientation and Beginning Teaching and Learning.
  • Phase 2 (Year 2): Consolidating and Developing Teaching and Learning
  • Phase 3 (Year 3): Extending Teaching and Learning leading to Qualifying to Teach

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

All documents need to be uploaded to Abyasa, the LJMU placement management system (http://abyasa.ljmu.ac.uk/) and also emailed to the trainee’s personal tutor and liaison tutor to monitor trainee progress.

Phase Completed by Mentor for: Uploaded by Trainee by:
Phase 1 (Yr 1) Friday 11th June 2021 Monday 14th June 2021
Phase 2 interim Yr2 Friday 20th March 2021 Monday 23rd March 2021
Phase 2 Final Yr 2 Thursday 29th April 2021 Friday 30th April 2021
Phase 3 interim Yr 3 Thursday 10th December 2020 Friday 11th December 2020
Phase 3 Final Yr 3 Thursday 11th February 2021 Friday 12th February 2021

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