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 Secondary 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 student teachers must pass the relevant 7118SBEC 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 Secondary courses. This includes formal lesson observation, analysis and feedback, which support on-going evaluation, review and target setting by the student teacher. 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 student teacher and Professional Mentor. The QTS Training and Development File contains a record of the school-based curriculum, along with student-teachers' Placement Experience File(s). Student teachers 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:
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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:
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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 Phase2 curriculum includes a focus on: Phase 2a:
Phase 2b
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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:
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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 focus on:
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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:
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Liaison Tutor Support
Programme Curriculum Information
The 'Subject on a Page' (SOAP) document is an overview of the ITE curriculum programme for the year with specific reference to the taught sessions at the centre for the subject areas. The SOAP document is useful for student teachers and their mentors to support the school-based experience.
- Sept 2023PG Secondary Subject on a Page (SOAP) - Art & Design
- Sept 2023PG Secondary Subject on a Page (SOAP) - Computer Science
- Sept 2023PG Secondary Subject on a Page (SOAP) - Dance
- Sept 2023PG Secondary Subject on a Page (SOAP) - Design & Technology
- Sept 2023PG Secondary Subject on a Page (SOAP) - Drama
- Sept 2023PG Secondary Subject on a Page (SOAP) - English
- Sept 2023PG Secondary Subject on a Page (SOAP) - Geography
- Sept 2023PG Secondary Subject on a Page (SOAP) - History
- Sept 2023PG Secondary Subject on a Page (SOAP) - Mathematics
- Sept 2023PG Secondary Subject on a Page (SOAP) - Modern Languages
- Sept 2023PG Secondary Subject on a Page (SOAP) - PE
- Sept 2023PG Secondary Subject on a Page (SOAP) - RE
- Sept 2023PG Secondary Subject on a Page (SOAP) - Science
The LJMU Mentor Curriculum Guide document is an overview of the ITE curriculum programme in phases. This overview is useful for student teachers and their mentors to frame the weekly meeting conversations and support target setting. Further Mentor curriculum update documents will be uploaded for each phase of training, so please regularly check here for the updates.
- Mar 2024PG Secondary Phase 3a Mentor Guide - Art & Design
- Mar 2024PG Secondary Phase 3a Mentor Guide - Computing
- Mar 2024PG Secondary Phase 3a Mentor Guide - Dance
- Mar 2024PG Secondary Phase 3a Mentor Guide - Design & Technology
- Mar 2024PG Secondary Phase 3a Mentor Guide - Drama
- Mar 2024PG Secondary Phase 3a Mentor Guide - English
- Mar 2024PG Secondary Phase 3a Mentor Guide - Geography
- Mar 2024PG Secondary Phase 3a Mentor Guide - History
- Mar 2024PG Secondary Phase 3a Mentor Guide - Mathematics
- Mar 2024PG Secondary Phase 3a Mentor Guide - Modern Languages
- Mar 2024PG Secondary Phase 3a Mentor Guide - Physical Education
- Mar 2024PG Secondary Phase 3a Mentor Guide - Religious Education
- Mar 2024PG Secondary Phase 3a Mentor Guide - Science
- PG Secondary Phase 2b Mentor Guide
- Sept 2023PG Secondary Phase 2a Mentor Guide - Art & Design
- Sept 2023PG Secondary Phase 2a Mentor Guide - Computing
- Sept 2023PG Secondary Phase 2a Mentor Guide - Dance
- Sept 2023PG Secondary Phase 2a Mentor Guide - Design & Technology
- Sept 2023PG Secondary Phase 2a Mentor Guide - Drama
- Sept 2023PG Secondary Phase 2a Mentor Guide - English
- Sept 2023PG Secondary Phase 2a Mentor Guide - Geography
- Sept 2023PG Secondary Phase 2a Mentor Guide - History
- Sept 2023PG Secondary Phase 2a Mentor Guide - Mathematics
- Sept 2023PG Secondary Phase 2a Mentor Guide - Modern Languages
- Sept 2023PG Secondary Phase 2a Mentor Guide - Music
- Sept 2023PG Secondary Phase 2a Mentor Guide - Physical Education
- Sept 2023PG Secondary Phase 2a Mentor Guide - Religious Education
- Sept 2023PG Secondary Phase 2a Mentor Guide - Science
- PG Secondary Phase 1 Mentor Guide
Key Dates
Placement Experience Dates
The Initial Teacher Education (ITE) experience at LJMU involves at least 120 placement days (school-based) in two educational establishments, 55 university-based training days and 13 directed study days.
The placement experience uses the Home School model (diagram below), with student teachers usually placed in a partner ‘Home School’ for the duration of their training (September to June) and experience an addition ‘Alternative Placement’ at a mid-point in the course, in order to experience and reflect on a different educational context.
The placement experience is arranged in three Phases, to support student teachers 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 alternative placement is undertaken in the latter part of Phase 2 (Phase 2b). At the end of Phase 3 there is a ‘Triangulation and Final Focus’ period, where student teachers will 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 fully achieve the ITE Curriculum (e.g. SEN, EAL, Primary, Post 16, etc.) within Home School or Alternative placement context;
- Focus on enhancing evidence to extend their knowledge and understanding, where opportunities have been limited or missed in the Home School or Alternative placement;
- 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), which might include:
- An alternative education context or;
- A subject appropriate industrial or cultural placement.
Note: all activities in the ‘Triangulation and Final Focus’ period must:
- Focus upon particular areas of the ITE Curriculum where the student teacher’s evidence is limited or where their experience/performance could be further enhanced;
- Formally planned and agreed with the student teacher's ITT Mentor before the May Half Term (Whitsuntide);
- Approved by the Professional Mentor in the Home School;
- Discussed with the student teachers' Personal Tutor / Liaison Tutor, as appropriate, in a tutorial context prior to commencement.
Key Dates
Phase review forms must be uploaded to the student teachers’ QTS folder and emailed to the personal tutor by the date indicated below.
Phase | Completed by ITT Mentor for: | Uploaded by Student Teacher to QTS folder by: |
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Phase 1 | Friday 20th October 2023 | Monday 23rd October 2023 |
Phase 2 Interim | Thursday 14th December 2023 | Monday 18th December 2023 |
Phase 2 Final | Friday 9th February 2024 | Monday 12th February 2024 |
Phase 3 Interim | Friday 3rd May 2024 | Monday 6th May 2024 |
Phase 3 Final | Friday 21st June 2024 | Monday 24th June 2024 |
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, student teachers must ensure that:
- Travel arrangements are made to ensure full attendance at university (typically 09:00 to 16:00) and on placement (typically 08:00 to 16:00).
- 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.).
- 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 LJMU’s ITE Curriculum).
Placement Calendars: Secondary PGCE/DE Programmes
These documents provide an overview of Secondary Core PGDE & School Direct Calendars for (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 student teachers.
Student teachers should not book holidays until school holiday dates are confirmed.
- LJMU PGDE/PGCE/SD PGDE Core Calendar (Secondary)
- LJMU PGDE/PGCE/SD PGCE School Direct Calendar (Secondary) - (Archbishop Blanch; Weatherhead; North Liverpool; The Heath; Cheshire Vale; North West Learning Partnership)
- LJMU PGCE/DE PGCE School Direct at Knutsford Calendar – (lead school)
- LJMU PGCE/DE PGCE School Direct at Turton Calendar – (lead school)
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.
Teaching expectations in Phase 2a (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. Student teachers should fully participate in school life and culture, including attending events outside of the normal school day.
Classroom based activity (weekly)
Solo Teaching: (these are guidelines, but it is expected that most students will reach the equivalent of 2 hours of solo teaching per day by week 4)
Weeks 1 and 2 – equivalent of 1 hour of solo teaching per day;
Weeks 3 - 8 – equivalent of 2 hours of solo teaching per day.
This should be across a range of year groups and abilities in Secondary and across a range of subjects in Primary, but MUST include English, SSP and Mathematics. Lessons should be planned using the LJMU Proforma, drawing on the curriculum / teacher plans in school.
Continue to observe good practice formally and informally within (or outside) the host class or department, as determined by personal target setting or as directed by the ITT Mentor (minimum of one hour per week)
Continue to team teach with the ITT Mentor (or suitably qualified and trained class teacher) to develop pedagogical skills and share in good practice.
Non-contact time (weekly)
All student teachers should have the equivalent of one hour per day out of class. They should divide their time between
- Planning, preparation and assessment (PPA).
- Updating their QTS file and ensuring it is in good order;
- Undertaking the tasks in the Phase 2 ITE curriculum booklet (these will be subject specific for Secondary student teachers)
Mentoring
Mentors should complete 2 x Lesson Analysis Forms (LAFs) per week.
For Secondary student teachers observations should be of a range of classes and key stages. For Primary student teachers observations should be of a range of subjects, including SSP.
All LAFs should be subject focused.
Weekly meetings should continue. Student teachers must document these, and targets should be discussed and reflected on each week.
Teaching expectations in Phase 2b
(Alternative School and normally Key Stage for Primary – these may vary for some School Direct student teachers)
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. Student teachers should fully participate in school life and culture, including attending events outside of the normal school day. This is a short placement and student teachers need to settle in quickly. Following an induction period of 2 - 3 days, student teachers should work towards teaching roughly 1 hour a day for the first two weeks, increasing to two hours a day from week 3 onwards.
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.
It is important that each student teacher’s timetable provides opportunities which have not been available in their Home School up to this point. For Primary student teachers who had a Home school placement in Key Stage 2, phonics should be a priority.
Student teachers should:
Continue to observe good practice formally and informally within (or outside) the host class or department, as determined by personal target setting or as directed by the ITT Mentor (minimum of one hour per week)
Continue to team teach with the ITT Mentor (or suitably qualified and trained class teacher) to develop pedagogical skills and share in good practice.
Non-contact time (weekly)
All student teachers should have the equivalent of one hour per day out of class. They should divide their time between
- Planning, preparation and assessment (PPA).
- Updating their QTS file, ensuring it is in good order;
- Undertaking the tasks in the Phase 2 ITE curriculum booklet (these will be subject specific for Secondary student teachers)
Mentoring
Mentors should complete 2 x Lesson Analysis Forms (LAFs) per week.
For Secondary student teachers observations should be of a range of classes and key stages. For Primary student teachers observations should be of a range of subjects, including SSP, and focused on subjects not yet taught in the Home School.
All LAFs should be subject focused.
Weekly meetings should continue. Student teachers must document these, and targets should be discussed and reflected on each week.
Teaching expectations in Phase 3a (Home School)
On return to their home school, student teachers should settle in quickly. By the end of Week 1, student teachers should have begun solo teaching. Student teachers’ timetables should be carefully constructed to fill any gaps in experience from previous phases. This might include age and attainment in secondary and age and curriculum breadth in primary. Secondary student teachers must have taught across the 11-16 age range and primary student teachers must have taught all curriculum subjects, including SSP. In Phase 3 student teachers will be expected to use assessment information effectively to inform teaching and maintain assessment records for all of the classes that they solo teach, in line with school policy.
Classroom based activity (weekly)
Solo Teaching: (these are guidelines)
Before Spring Break - equivalent of 2 hours of solo teaching per day;
After Spring Break - equivalent of 3 hours of solo teaching per day.
If mentors agree, lessons can be planned in line with school policy. The LJMU lesson plan proforma should be used for the 2 lessons a week which are formally observed with LAFs
Continue to observe good practice formally and informally within (or outside) the host class, as determined by personal target setting or as directed by the ITT Mentor (minimum of one hour per week). Continue to team teach with the ITT Mentor (or suitably qualified and trained class teacher) to develop pedagogical skills and share in good practice.
Non-contact time (weekly)
All student teachers should have the equivalent of one hour per day out of class. They should divide their time between
- Planning, preparation and assessment (PPA).
- Undertaking the tasks in the Phase 3 ITE curriculum booklet (these will be subject specific for Secondary student teachers)
Mentoring
Mentors should complete 2 x Lesson Analysis Forms (LAFs) per week.
For Secondary student teachers observations should be of a range of classes and key stages. For Primary student teachers observations should be of a range of subjects, including SSP.
All LAFs should be subject focused.
Weekly meetings should continue. Student teachers must document these, and targets should be discussed and reflected on each week.
Teaching expectations in Phase 3b (Home School)
The Phase 3b timetable should be carefully constructed to complement and supplement prior experiences. By the end of Phase 3 student teachers must have evidence that they have met all the Teachers’ Standards across the age range for which they are training. Primary student teachers must have taught the full breadth of the curriculum. In consultation with their mentor, student teachers should identify any areas in which they lack experience, and a personalised training programme should be constructed; for primary student teachers this may mean undertaking teaching outside of the base class for instance to gain further experience of teaching phonics or foundation subjects.
The Phase 3b) enrichment period provides an opportunity for a more flexible approach based on individual needs. By this stage of the programme student teachers and their mentors should clearly identify any areas of need and plan enhanced opportunities as appropriate.
Classroom based activity (weekly)
Solo Teaching: (these are guidelines)
Equivalent of 3 hours per day.
If mentors agree, lessons can be planned in line with school policy. The LJMU lesson plan proforma should be used for the 2 lessons a week which are formally observed with LAFs
Continue to observe good practice formally and informally, and team teach with the ITT Mentor (or suitably qualified and trained class teacher) as appropriate.
Non-contact time (weekly)
All student teachers should have the equivalent of one hour per day out of class. They should divide their time between
- Planning, preparation and assessment (PPA).
- Undertaking the tasks in the Phase 3 ITE curriculum booklet (these will be subject specific for Secondary student teachers)
Mentoring
Mentors should complete 2 x Lesson Analysis Forms (LAFs) per week.
For Secondary student teachers observations should be of a range of classes and key stages. For Primary student teachers observations should be of a range of subjects, including SSP.
All LAFs should be subject focused.
Weekly meetings should continue. Student teachers must document these, and targets should be discussed and reflected on each week.
Induction Timetables
NEW: Guidance for Observation and Target Setting
For each subject there are six key observation questions for mentors to consider when undertaking a teaching observation of their student teacher. There is also guidance for target setting for the observation in relation to student teacher’s sequencing and choice of teaching methods, use of assessment (including questioning) and developing subject knowledge and pedagogy in the subject specific document.
- Guidance for Observation and Target Setting: Secondary Art & Design
- Guidance for Observation and Target Setting: Secondary Computer Science
- Guidance for Observation and Target Setting: Secondary Dance
- Guidance for Observation and Target Setting: Secondary Design & Technology
- Guidance for Observation and Target Setting: Secondary Drama
- Guidance for Observation and Target Setting: Secondary English
- Guidance for Observation and Target Setting: Secondary Foreign Languages
- Guidance for Observation and Target Setting: Secondary Geography
- Guidance for Observation and Target Setting: Secondary History
- Guidance for Observation and Target Setting: Secondary Mathematics
- Guidance for Observation and Target Setting: Secondary Music
- Guidance for Observation and Target Setting: Secondary Physical Education
- Guidance for Observation and Target Setting: Secondary Religion and World Views
- Guidance for Observation and Target Setting: Secondary Science