Form034 Road Map 2018

School Direct
Salaried Programme

Road Map
2018/19

Navigating through the School Direct - Salaried Teacher Training Programme

©Merseyside, Cheshire and Greater Manchester Teaching Training
Consortium, 2018
All rights reserved. No part of this document may be reproduced, stored in
a retrieval system, or transmitted, in any form by any means, electronic,
mechanical, photocopying, recording or otherwise, without the prior
written permission of the Merseyside, Cheshire and Greater Manchester
Teaching Training Consortium.

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CONTENTS 3/92

Section 1 Overview of the Programme

School Direct – Salaried Programme, Glossary and Roles .................................................................. 7
About Merseyside, Cheshire & Greater Manchester Teacher Training Consortium..................... 8
Legal Relationships ...................................................................................................................................... 8
Achieving QTS – The 50 Steps ................................................................................................................ 9
Training – A Summary of Trainees’ Training Entitlement .................................................................. 12
Training Responsibilities ........................................................................................................................... 13
Teachers’ Standards .................................................................................................................................. 15
Documentation............................................................................................................................................. 16
Documentation Cycle - Term 1 ................................................................................................................. 17
Documentation Cycle - Term 2................................................................................................................. 18
Documentation Cycle - Term 3................................................................................................................. 18
Gateways....................................................................................................................................................... 19
Assessment and Review Points................................................................................................................ 20
Quality Assurance Processes .................................................................................................................. 22

Section 2 Induction and Beyond

Induction ..................................................................................................................................................... 24
Consortium Led Induction ........................................................................................................................ 25
School Based Induction............................................................................................................................ 26
Continuing Training Activities matched to Individual Needs ........................................................... 30
Guidance for Focused Observation......................................................................................................... 31
Etiquette for Classroom Observation ................................................................................................... 33
Moving on from Induction ........................................................................................................................ 34
Training Plan................................................................................................................................................ 39
Subject Knowledge for Teaching ............................................................................................................ 41
Developing your Subject Knowledge for Teaching.............................................................................. 42
Subject Knowledge Development Tracker............................................................................................ 47

Section 3 Teaching and the Processes of Assessment

Teaching Timetable ................................................................................................................................... 55
Role of the Timetable ............................................................................................................................... 57
Teaching Timetable Analysis................................................................................................................... 58
Lesson Planning ........................................................................................................................................... 59
Lesson Observations .................................................................................................................................. 61
Weekly Reviews.......................................................................................................................................... 63
Grades and Grade Descriptors ............................................................................................................... 64
Being Organised ......................................................................................................................................... 66
Evidence....................................................................................................................................................... 67
Portfolio for Final Moderation................................................................................................................ 68
Reflection .................................................................................................................................................... 70
Reflective Statement for Final Moderation ......................................................................................... 71
Process for Agreeing QTS and Programme Moderation .................................................................... 71
Final Moderation ........................................................................................................................................ 72
Career Entry and Development Profile …………………………………………………………………………………..………….73
Taught Sessions ......................................................................................................................................... 74
School Experience in Alternative Settings .......................................................................................... 76
Inclusion ...................................................................................................................................................... 79

Section 4 Appendices

1. School Partnership Agreement ....................................................................................................... 82
2. Policy on the Accreditation of Prior Experience and Learning ................................................ 84
3. Evidencing Prior Experience and Learning .................................................................................... 85
4. Strategy for dealing with Trainees in Special Schools ............................................................. 86
5. Criteria for Additional Support ..................................................................................................... 87
6. Procedure for the Identification of Cause for Concern ........................................................... 88
7. Disputes ............................................................................................................................................... 90
8. Guidance on Time to be spent in each age range………………………………………………………………………......91

© MC&GMTTC Form034/06/2018

Notes

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Section 1

Overview of the
Programme

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Notes

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School Direct - Salaried Programme Glossary and Roles

DfE Deportment for Education
Allocates places to schools
Ofsted Pays Funding Grants
EBITT Approves programme
MCandGMTTC Arranges and monitors Ofsted inspections
Awards QTS
Registers Teachers

Office for Standards in Education
Inspects providers and delivery on behalf of DFE

Employment Based Initial Teacher Training
Merseyside Cheshire and Greater Manchester Teacher Training
Consortium

A Recommending Body accredited by the DfE
Manages Programme Delivery
Can recommend individuals for QTS

External Examiner Ensures Teachers’ Standards are being met
EQAA External Quality Assurance Advisor

QA Tutors Moderation of Delivery
Management of QA Tutors
Confirmation of achievement of QTS
Quality Assurance Tutor
Monitor progress of trainees
Address issues with training or school activities
Recommends achievement of QTS

School Employs trainee and manages training delivery
School Direct Co- Overview of programme delivery
Coordinator
SBT Ensures trainee integrated into school life
School Based Tutor
Trainee
Delivery of advice and guidance to trainee
Conducts weekly review meetings with trainee
Organises and delivers training as required
Ensures trainee working towards standards
Completes termly reviews with trainee
Attends training sessions
Recommends achievement of QTS
Management of own development
Compilation of portfolio of evidence to meet standards
Attend training sessions
Contribution to general school life
Achieve QTS

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About Merseyside, Cheshire and Greater Manchester Teacher Training
Consortium

The Merseyside Cheshire and Greater Manchester Teacher Training Consortium
(formerly Merseyside and Cheshire GTP) is established to develop the teaching
profession within the North West.
As such, it is an Employment-Based Initial Teacher Training provider (EBITT or
Recommending Body) accredited by the Department for Education for Qualified
Teacher Status. The Consortium works in partnership with Schools, Local Authorities
and HEIs and is a Registered Charity. (No 1151468)

Contact Details
Merseyside, Cheshire and Greater Manchester Teacher Training Consortium
Room A210, The Heath Business & Technical Park
Runcorn
Cheshire.
WA7 4QX
Tel: 01928 511777 Fax: 01928 511778

Administrator: Laura Wall
Email: [email protected]
Training Manager:
Phil Daniels Email:[email protected]

Legal Relationships

The trainee has a legal relationship with the school as an employee, and this should
govern all transactions.

As an employee, the trainee is entitled to a contract of employment as an unqualified
teacher, to run for 12 months from the start of the training or until the training is
completed, whichever is the sooner.

A trainee should not have sole responsibility for a class. Each class should always
have a named, experienced teacher who holds this responsibility and to whom the
trainee should report.

Trainees are strongly advised to join at least one Teachers’ Union during their
training year.
The Consortium has a legal relationship with the school through a partnership
agreement (Appendix 1) to provide the agreed level of programme delivery.

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Achieving QTS

To achieve QTS you must be able to demonstrate, by evidenced experience:

1. That you can meet all of the Teachers’ standards in two school environments

2. That you can meet all of the Teachers’ standards in two Age Ranges

3. That you can demonstrate an enhanced experience in the Age Range above and
below your training Age Ranges

50 Steps to QTS When:

Step:

Pre-Start

1. Following Course Application and Acceptance, familiarise yourself with
your lead School and visit-make contact with School Based Tutor if
possible

2. Attend 11th July Trainee Briefing and then complete Pre-Course task of
audit of experience against Teachers’ Standards - begin Initial
identification of Strengths including subject knowledge/Begin developing
an awareness of useful reading listed in this booklet

Course Begins

3. Attend Course Induction 13th – 17th August
Follow up activities from Induction Week to include, finalise Identification
of Initial Strengths, complete initial draft of Training Plan and initial
analysis of Subject Knowledge Development needs.

Term 1: School-based training begins

4. School Induction/Familiarisation with Wks. 1/2
school/Make contact with School Based Tutor Week 1
(SBT) and email Quality Assurance Tutor (QAT)
Wks. 1/2
5. Compile a timetable for in school induction Wks. 1/2
period to include observations of good Wks. 1/2
practice in employing school and other
settings to be shared at weekly meetings with
SBT

6. Begin weekly meetings with SBT.
7. Confirm Attendance at Taught Sessions with

your SBT and other senior colleagues in school
8. Review Training Plan with SBT and set up

Teaching Timetable Analysis

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9. Plan second school placement to take place in Wks. 3/6
the first half term after Christmas Wk. 3

10. Attend Induction Progress Meeting with SBT Wk. 4
and QAT. Following which begin work on Wks. 6/7
Subject Knowledge Audit/Tracker Wks. 4/7
Wks. 4/7
11. Attend taught session on Mathematics Wks.4/7
12. First meeting in school with QA Tutor – Week 7
Week 9/10
Induction Visit
13. Group and Whole Class/Joint and Solo Weeks 10, 11 & 12
Wks. 11/16
Teaching (0-30%)
14. Weekly Lesson observations commence using Wks. 9/16
Wk. 14
Form 016
15. Trainees observation of good practice Wks. 14/15/16

continues Wks. 15/16
16. Attend Mid Term Conference – 2 days
17. Ongoing work Subject Knowledge Wks.18/24
Wk. 19
Audit/Tracker and Teaching Timetable Weekly – ongoing.
Analysis
18. Attend Taught Sessions on Reading, English Wk.20
and Science Wk. 24
19. Complete First Review including Summative
assessment and targets for development and
return completed Second School Form 44 Part
A to Consortium.
20. Joint and Solo Teaching (30%-60%)
21. Attend Consolation Day Friday 8th December
22. Weekly Lesson observations continue using
Form 016
23. Second meeting in school with QA Tutor –
Review 1 visit. Share Review Documents with
Second School SBT
24. Review and Revise Training Plan including
addressing gaps in Subject Knowledge Audit/
Tracker and updating Teaching Timetable
Analysis

Term 2: School-based training continues.
Trainee observation of good practice continues

25. Second school experience - Joint and Solo
Teaching (45-60%)

26. Attend Taught Primary Maths Session
27. Weekly Lesson observations continue using

Form 016 and Weekly Reviews with Employing
School SBT resume/continue
28. QAT Visit and Observation in Second School
29. Consider structure and organisation of
portfolio

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30. Return completed Second School Form 44 Part Wks. 24/25 Comment [BC1]:
B to Consortium Wks.25 -31

31. On return to lead school Joint and Solo Wks.25 -31
Teaching (60% - 70%) Return Form 101- Wk. 26
Keeping In Touch Wk. 27
Wk.28
32. Weekly Lesson observations continue using Wk. 29
Form 016 Wks. 29/31

33. Attend Mid Term Conference Wks. 31/32
34. Attend Assessment Taught Session at Liscard
35. Attend Peer Assessment Day in preparation Wks. 33 –
Wks. 33 –
for Review 2 Wks.34
36. Attend Assessment Training at Liscard Primary Wk. 35
Week 38
School Wks. 38-42
37. Complete Second Review with SBT including
Wks. 38-42
Summative Assessment and Targets for Wks. 38-42
Development. Send completed documents to Wks. 38-42
the Consortium Wks. 38-42
38. Review and Revise Training Plan including Wks.38-42
addressing gaps in Subject Knowledge Audit/
Tracker and update Teaching Timetable Wks. 39-42
Analysis.

Term 3: School Based Training Continues.
Trainee observation of good practice continues

39. Extend teaching timetable to 90%
40. Continue Weekly Reviews with SBT
41. Address gaps in Standards’ evidence including

subject knowledge development
42. Attend MFL Taught Session at Lander Road
43. Attend Primary PE Taught Session.

Woodchurch HS
44. Complete Third and final review including

Summative assessment and CEPD targets for
development in NQT year
45. Complete organisation of Portfolio
46. SBT agrees QTS Standards met
47. Third and final meeting in school with QA
Tutor for Third Review.
48. BT/Trainee returns Recommendation for the
award of QTS form to the Consortium
49. Write Reflective Statement linking evidence to
Teachers’ Standards to inform Final
Moderation and as a starting point for NQT
year and Maintaining Links Form.
50. Moderation / External Examination confirms
QTS

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Training

A Summary of Trainees’ Training Entitlement

o Provision of a suitable School-based tutor (SBT)
o Weekly timetabled reviews with the SBT which review targets and identify further

developmental targets focussed on outcomes for trainees
o Support for Subject Knowledge development in training sessions – training

conversations which focus on subject knowledge, pedagogy, learners`
misconceptions, and learner stage of development
o Support for setting up and maintaining subject knowledge tracker/audit
o Provision of a balance of teaching experience across the agreed key stages/age
phases
o Support which ensures experience of the key stages before and after the trainee`s
focus age range

o Induction period in school and setting up Initial Training Plan and devising a subject
knowledge development plan

o An Induction Safeguarding Briefing and ongoing safeguarding training.
o A staged introduction to teaching / the development of a teaching timetable which

recognises trainee`s needs as a learner
o Time, at least half day per week, to develop the portfolio of evidence
o Regular formal lesson observations (at least one per week) and feedback with

targets which identify learning outcomes for trainees and strategies to achieve
them
o Attendance at Consortium-led induction
o Attendance at the Consortium`s taught programme
o Facilitation of attendance at other formal training, including subject specific
training - in school, provided by LA, or by other agencies - which meets the needs of
trainee`s individual training plan
o Facilitation of informal training opportunities in school e.g. meetings with relevant
staff, inclusion in the full spectrum of school life
o Facilitation of / discussion of follow-up tasks from the Consortium`s taught
programme
o Support for experience in alternative settings including second school and other
planned experiences and visits
o Support for first post application including structuring an application and preparing
for interview
o Continued support for the Individual Training Plan so that trainee is provided with
the full range of opportunities to meet the Teachers' Standards
o Facilitation and discussion of training activities to meet the needs of some
standards which are DfE priorities.

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Training Responsibilities

Training, driven by the trainee’s needs and ambitions, initiated and organised by
the school, supported and complemented by the Consortium, provides the
foundation for the School Direct – Salaried route to QTS.

The responsibility for training rests with:
1. The Trainee
2. The School
3. The Consortium

Trainee Responsibilities:

The Trainee is the driving force behind managing the training programme.
Training is mainly school-based, and can be formal or informal. Examples are:

Formal training:
 Attending all Consortium-led training programmes
 Taking advantage of any training available in school
 Attending any LA-led and HEI-led Courses identified in Training Plan
 Identify and attend specific subject-based training and booster courses
 Formal weekly meetings with SBT.

On-going school based training:
 Meetings with all relevant school staff as identified within Training Plan
 Ensure trainee participation throughout the whole school
 Subject Development and broader reading on subject
 Feedback from lesson observers
 Informal chats with other school professionals

School Responsibilities:

The School is responsible for delivery of the core of the work-based training, and
should:

 Provide a suitable School Based Tutor to work closely with the trainee
 Provide appropriate timetable to meet training needs
 Provide continuous advice through informal discussions and formal weekly

reviews
 Provide the Consortium with updates from weekly reviews
 Provide training opportunities to fulfil the requirements identified in the

trainee’s Initial Identification of Strengths and Training Plan
 Involve the trainee in existing training for PGCE and NQTs
 Involve the trainee within the full spectrum of school life
 Work towards creating a development plan making use of a variety of resources
 Assess trainee against the standards at relevant points

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Consortium Responsibilities:

The Consortium is responsible for overseeing the delivery of the programme, by:
 The provision of a programme induction
 The provision of on-going support through QA Tutors
 The provision of pastoral support through a central administration
 The provision of a programme framework and core training activities

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Teachers’ Standards

Purpose:

The Teachers’ Standards are outcome statements that set out what a trainee
teacher must know, understand and be able to do to be awarded Qualified Teacher
Status.

Teachers’ Standards are organised under two headings:
Part One – Teaching
Part Two – Personal & Professional Development

The Teachers’ Standards are a set of expectations which list the characteristics of
any good teacher.
The foundation of trainee teacher assessment, the detail of Teachers’ Standards
provides the substance of the termly reviews used to monitor trainee progress.

In teaching, trainee teachers are faced with a two-fold task:
 they have to teach the children and young people in their care

and
 they have to learn how to teach
The aims and objectives of each lesson will deal with pupil learning. The identification
of teaching standards for the lesson will provide a focus for trainee development
encouraging the organisation of planned activities and ensuring a progression in the
acquisition of skills.

Overview:
The standards form the basis against which trainee competences are assessed.
The standards infiltrate everything that trainees do, and provide a linkage between
the various processes of the programme

From

Initial Identification of Strengths/Areas for Development

To

Training Plan

To

Weekly Review (including lesson planning, observation & self-evaluation)

To

Termly Reviews

To

Qualified Teacher Status
Ask yourself: What do I need to do? What am I doing, and which standards does it
address?

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Documentation

Purpose:

To provide an administrative framework for the programme.

Overview:

The use of a variety of documentation forms an integral part of the programme.

The documentation provided by the Consortium provides a recommended basis,
although your own or school documentation may be used as long as it satisfies the
basic criteria required by the Consortium.

Correct completion of all documentation ensures that you pursue appropriate
processes in your training and provides part of the evidence necessary for the
satisfactory attainment of Qualified Teacher Status.

Documentation that must be completed includes:

 Training Plan (Form 004)
 Subject Knowledge Development Audit/Tracker (Form 003)
 EYFS Subject Knowledge Audit/Tracker (Form 107) - if applicable
 Weekly Review (Form 005)
 Teaching Timetable Analysis (Form 060)
 First Review (Form 058a)
 Second Review (Form 058b)
 Peer Assessment (Form 097)
 Keeping Touch ( Form 101)
 Final (Third) Review (Form 058c)
 Career Entry and Development Profile (Form 082)

(Copies of all Documentation can be found via the Trainee portal on the
Consortium’s website)

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Documentation Cycle - Term 1

Induction Completion of Initial Identification of Strengths

Form098 Training Plan Worksheet - Identifies areas for
development

Discussion with SBT Identifies evidence
sources
Identifies targets for Induction Plan

Training Input Weekly Reviews Generates Evidence

Form004 - Weekly planning and review

By week 3 Completion of Training Plan

Form004 - An overview of your training year

Training Input Weekly Reviews Generates Evidence

Form004 - Weekly planning and review

Discussion with SBT

Identifies targets for Induction Plan

First Visit * End of Induction

The QAT ensures that both the trainee and SBT fully
understand the programme requirements.

Second Visit First Review Documents to return
to admin at 1st Review:
End of term overview of your current evidence. Form058a (which is also
pages 5-7 of PDR)
Revision of Training Plan All sections of form need
to be completed.
Form004 -Identification of revised activities after first
term. 17/92

* 'Visit' refers to a QAT visit.

© MC&GMTTC Form034/06/2018

Documentation Cycle - Term 2

Training Input Weekly Reviews Generates Evidence

Form004 - Weekly planning and review

Third Visit Second School Placement

The QAT will visit to support the SBT and check up on Documents to return
you. They will also conduct a joint observation of a lesson. to admin at 2nd Review:
Form058b (which is also pages
Second Review 8-11 of PDR)
All sections of form need to be
No QAT visit. This will be conducted by you and your SBT completed, including peer
as an end of term overview of your current evidence. assessment activity which will
be completed at a taught
Revision of Training Plan session on 10th March.
Forms completed by SBT but
Form004 -Identification of revised activities after second returned by you:
term. Form010 - Review Point
Lesson Observation
Form016 - Observation
Schedule
Form015 - SBT Checklist

Documentation Cycle - Term 3

Training Input Weekly Reviews Generates Evidence

Form004 - Weekly planning and review

Fourth Visit Third / Final Review Documents to return
to admin at Final Review:
18/92 Confirmation that all evidence is in place covering all Form058c (which is also pages
standards. 12-14 of PDR)
All sections of form need to be
Career Entry & Development Profile completed.
Form058d (which is also page
Form082 - Complete form prior to Final Moderation. 15 of PDR) - Confirmation of
Final Review & Assessment.
Final Moderation Please send scan of this page.
These two forms must be sent
Confirmation that all evidence is in place covering all in prior to your Final
standards. Moderation.

NQT Year Documents to return
to admin after Final
Moderation:
Form082 - Career Entry &
Development Profile

MC&GMTTC Form034/07/2018

Gateways

Purpose:
To track progress via specific measure points.

Overview:
The programme has four key points, or Gateways, where progress can be effectively
measured.

Gateway Activity Measure Point
See 50 Steps to QTS
1. Completion of Initial Identification of By end of week 3
Strengths and Development of Training Plan
Weeks 11/16
2. Completion of First Review

3. Completion of Second Review Weeks 29/31

4. Completion of Final (Third) Review Weeks 38/42

You must complete each Gateway before you can move to the next. All targets
relevant to a specific Gateway must be met. For example, to complete Gateway 2,
second school experience must be identified and notified to the Consortium.

Confirmation of the completion of the Gateways is conducted as follows:

Gateway 1 – examined by the Quality Assurance Tutor during the Induction visit
Gateway 2 – submission of First Review Grades to Consortium Administrator
Gateway 3 – Submission of Second Review Grades to Consortium Administrator
Gateway 4 – Submission of Third Review Grades to Consortium Administrator

Failure to complete a Gateway on time could lead to a delay to the completion of your
programme and a Cause for Concern.

More Information:
Road Map – Criteria for Additional Support

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Assessment and Review Points

Purpose:
A point for review and reflection.
A point to monitor progress and to ensure development towards QTS.
A time to inform and amend your future Training Plan

Overview:
The programme provides for 4 formal Assessment Points to judge your progress:

 Initial Identification of Strengths assesses the skills that you bring to
teaching and helps to identify your training needs as part of an on-going
process

 First Review assesses the progress that you have made during your first term
 Second Review assesses the progress that you have made during your second

term
 Third (Final) Review provides a final review to confirm your acceptability at

QTS standard level.

Lesson Observations and Weekly Reviews provide for shorter term assessment of
progress. Formal Review Points allow you to explore and reflect on the wider picture
over a full term.

Judgements on your performance are made by you and your School Based Tutor, so a
close relationship is required to ensure that this process is completed efficiently and
fairly.

The method of judging your performance is by the completion of the Trainee
Professional Development Record which provides clear information of how your
evidence for each Standard is assessed against the Grade Descriptors.

Your Quality Assurance Tutor will visit to monitor your progress at the First and
Final Reviews to ensure that the Standards are being interpreted correctly by
discussing grades and the evidence and experience gained during the term.

The Second Review will be completed by you and your SBT. The quality of your
Portfolio evidence will then be assessed by a Peer Assessment activity which will take
place at the Heath on March 11th This activity provides an opportunity to share best
practice.

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The External Quality Assurance Advisor will visit to ensure that Standards are
interpreted to the same level throughout the Consortium, and that each part of the
quality process is being met.

Judgement for your Final Review is made by you, your School Based Tutor and Quality
Assurance Tutor, and is confirmed by a Final Moderation visit from an External
Quality Assurance Advisor.
Satisfactory completion of your Final Moderation is required for you to be
recommended for QTS.

As part of your Final Review you need to complete Targets for your Induction Year in
the Trainee Professional Development Record

More Information:
MC&GMTTC Form 058. Trainee Professional Development Record
MC&GMTTC Form 024. Moderation of Final Assessment
Programme Detail – Grade Descriptors
Programme Detail – Process for Agreeing QTS and Programme Moderation

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Consortium Quality Assurance Processes

Purpose: The Consortium operates a three tier system to ensure the quality of
the programme.

Tier 1 QAT [Quality Assurance Tutors]

The Quality Assurance Tutor’s role is to ensure that the appropriate training is
taking place within the school that will lead to the trainee achieving QTS within the
year.

The QA Tutor will visit the school to monitor the progress of the trainee, address
any issues arising with the training or school activities and to advise on the
recommendation of the achievement of Qualified Teacher Status. During the visit
the QAT will discuss the termly grades and conduct an examination of some evidence
and experience gained during the term. It is therefore necessary that all evidence is
available for the visit. The QAT will also conduct a joint lesson observation with the
SBT on visits 2, 3 and 4.

The QA Tutor will provide additional support to the trainee and School Based Tutor
where appropriate.

Tier 2 EQAA [External Quality Assurance Assessors]

The External Quality Assurance Advisor’s role is to ensure that the standard of
training is consistent throughout the Consortium.

The External Quality Assurance Advisor will visit a trainee when potential issues of
concern have been raised.

The External Quality Assurance Advisor will visit a trainee when a potential to
complete early has been identified.

The External Quality Assurance Advisor may visit any trainee to ensure that the
standard of training is consistent throughout the Consortium.

Tier 3 [External Examiner]

An External Examiner appointed by the Consortium may visit any trainee to ensure
that the standard of training delivered through the Consortium compares favourably
with training conducted in other areas of the country.

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Section 2
Induction and Beyond

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Induction

Purpose:

Orientation to school and programme
Integration into school
Identification of Strengths
Identification of Areas of Development
Completion of Initial Training Plan
Inform Subject Development Tracker

Overview:
The Induction process is an essential part of the programme.

The process falls into two separate but interrelated stages:

1. Consortium led Induction

Induction Week – 13th – 17th August 2018

2. School Based Induction

3rd – 24th September 2018 (wks. 1-3)

The Induction period is your introduction to the skills, knowledge and understanding
required for teaching and as such is a vital part of the programme.

The Induction period should be used to familiarise yourself with the relevant School
Curriculum, Teachers’ Standards , relevant Statutory documents including
Safeguarding, school routines, timetable and key contacts.

During the Induction period you will assess your Strengths and Areas for
Development including Subject Knowledge, using the Initial Identification of
Strengths document and Subject Knowledge Development Tracker. This will then
inform your Training Plan

The Subject knowledge Development Tracker and Training Plan should be
considered as active documents which will develop as your training progresses

Programme Detail – Process for Initial Identification of Strengths - see page 34
Programme Detail – Induction. - see following pages

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1. Consortium Led Induction

Induction Week

Purpose:

 Opportunity to gain an overview of the programme
 Introduction to the 51 Steps to achieving QTS
 Further develop understanding the Teachers’ Standards
 Further development of Training Plan based on Initial Identification of Strengths
 Development of Reflective practice
 Introduction to Subject Knowledge Development and the Curriculum to identify

Subject Knowledge requirements
 Introduction to assessment and target setting processes and presentation of

evidence for QTS
 Opportunity to network with other Trainees

Attendance at Induction Week is a requirement of the programme, unless, in
exceptional circumstances, agreed with the Consortium and on the undewrstanding
that a bespoke catch-up programme is carried out.

Overview

The Induction Week will consist of Workshop and Training activities led by Consortium and
external trainers

Opportunity will be provided at the end of each day for you to undertake a Reflective
activity on their knowledge and understanding gained during the daily sessions

Opportunity will be provided for trainees to network with other colleagues in and across
Key Stages

Opportunity will be provided for trainees to begin to develop their initial Training Plan and
Subject Knowledge Tracker from their Initial Identification of Strengths analysis

Programme Detail – Form 069 Pre Induction Briefing 25/92

© MC&GMTTC Form034/06/2018

2. School Based Induction

Purpose:

Establish contact with SBT and key school staff
Confirm timetable arrangements including Trainee Development time
Confirm Key Stages/classes
Introduction to school routines
Review Training Plan with SBT and arrangements for weekly reviews
Begin observations of effective teaching and reflect on these
Review Subject Knowledge Tracker to identify key elements for Teaching
Continue to deepen knowledge of Teaching through research and reading
To build a structure for evidence collection

N.B: This is a period of Induction and it is not appropriate that trainees should take
on a teaching role.

Overview:

The success of the School based Induction is largely dependent on the analysis provided
by the Initial Identification of Strengths and Areas for Development to benchmark
trainees starting point and inform a robust training plan.

The SBT has a key role in ensuring that the Trainees’ Training Entitlement is met and that
trainees are provided with all the opportunities required to address the identified training
needs

During the School based Induction period it is important that trainees have the
opportunity to observe and reflect on effective teaching in a range of classes.

The trainee may also wish to observe and reflect on practice in other settings during this
period,

During the School based Induction trainee should begin to develop the Subject Knowledge
Tracker to audit strengths and gaps in Subject Knowledge for Teaching. These will be
addressed in the Training Plan.

Detail

School-based Induction is weeks 1-3 of school-based training; the purpose of this period is
to give trainees time to become orientated to the school setting.

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Trainees who have been employed in the school need to take stock and view the setting
from their new perspective as trainee teachers.

An Induction Programme is vital to ensure a flying start to the programme. The induction
should be appropriate to the trainees` background and prior experience.

Induction Activities:

1. Establish contact with the SBT:

 Benchmark trainee starting point in relation to prior experience.
 Discussion of Initial Needs Assessment and Training plan to prioritise training

activity and define a timescale. What activities does trainee need to prioritise
in relation to past experience and starting point? What are trainee`s Subject
Knowledge development needs?
 Discussion of expectations of trainee
 Establish arrangements for observation of trainee teaching and weekly reviews
 Familiarisation with Teachers` Standards
 Confirm timetable arrangements
 Confirm trainee development time
 Confirm Key Stages / classes

2. Getting Organised:

 Begin to define a structure for evidence collection – set up files
 Start an activity log to record training activities

3. Orientation to school:

 Make contact with key school staff
 Introduction to management and teaching staff responsibilities – chains of

referral
 Overview of school day and school practices and routines
 Gain Awareness of school policies – e.g. Safeguarding / EO, Inclusion, SEND/

Behaviour/ Health and Safety / Prevent / British Values
 Research the organisation of the school`s curriculum – overview – curriculum

map

4. Begin observations of expert teaching and reflect on these
5. Arrange the Induction visit from your QA Tutor.

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The following suggested activities are adapted from an actual Induction programme
and form a recommendation for a basic induction programme. The activities can be
incorporated into an appropriate school induction timetable, allowing time for the
trainee to address paperwork as necessary.

Orientation AM PM
Activities
Week 1 – Day 1 Introduction to senior Meet with SBT
Week 1 – Day 2 staff.
Observe classes at main Familiarisation with
Week 1 – Day 3 Age Range school practice and
Week 1 – Day 4 procedures. Discuss
Week 1 – Day 5 Observe classes in main staff handbook and key
Week 2 – Day 1 Age Range policies. Discuss Health
Week 2 – Day 2 & Safety policies
Week 2 – Day 3 Observe classes in an Familiarisation with
Week 2 – Day 4 alternative Age Range Standards.
Week 2 – Day 5 Plan focused observation.
Meet with SENCO Organise evidence
Week 3 collection.
Plan focused observation.
28/92 Study latest Ofsted
report. Note key issues.

Shadow a teacher(s) Shadow a teacher(s)

Observe classes in main Organise evidence

Age Range collection

Shadow a pupil(s) Shadow a pupil(s)

Observe classes in an Plan Initial Training

alternative Age Range Activities.

Meet with SBT. Plan for week 3

Review training plan Arrange induction visit

Arrange Initial Training with your QA tutor

Activities.

Work with a teacher in your main Age Range,

supporting teacher planned activities.

Observe the use of ICT in the classroom.

Observe how children learn.

Observe classroom organisation and management

focusing on strategies for maintaining a purposeful

MC&GMTTC Form034/07/2018

atmosphere.
Primary: observations should include all core
subjects and as many foundation subjects as
possible.
Arrange a meeting with a subject or curriculum co-
ordinator.
Continue Subject Knowledge development.
Attend an out-of-school-hours club.
Gather, record and file evidence.
Plan week ahead.
Meet with SBT.

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Continuing Training Activities matched to individual needs

Menu:

 Plan and deliver group activities.
 Meet with subject or curriculum co-ordinator.
 Spend a morning looking at resources
 Focused observation of experienced teachers within your main Age Range.
 Focused observation of teachers for half day in another age range. (Note key points

regarding differences between the age ranges observed. Identify targets for
future visits.)

 Gather, record and file evidence.
 Discussion with subject co-ordinator.
 Continue Subject Knowledge development.
 Devise Subject Knowledge development plan
 Choose reflective training activities (see page 26 in Pre-Induction Briefing

Document) to support your continuing development.

 Arrange a visit to a special school.
 Attend feeder primary or destination secondary school.
 Arrange for at least a day in a feeder primary or destination secondary school
 Arrange meetings with key staff to further develop understanding of safeguarding ,

Special Needs, Gifted and Talented, key curriculum areas in which you wish to
develop your expertise

 Take opportunities for engagement with the wider life of the school

Focused observations of expert teachers to support reflection on own knowledge
and skills should continue throughout the training year.

Identify a focus for observation to support trainee next step progress needs, ideally
followed by trainee / SBT or class teacher discussion (see Guidance overpage)

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Guidance for Focused Observation of Teaching and Learning.

Observation of expert teaching should continue throughout the training year.
Observation of teaching is difficult, as there are so many subtle interactions taking
place. You should remember that you are a guest in the classroom and focus on
positive issues.

The following suggestions may help you to focus on key areas and lead to a better
understanding of classroom interactions. You may choose to observe different
aspects in different lessons, or select specific criteria from the overall list.

Possible focuses:

These focuses overlap, the overarching focuses are broad and give an overview, the
individual bullets can be focuses in their own right to move trainees on in need-
identified, specific skills

Management of learning:

 Deployment and management of resources
 Classroom routines
 How the beginning and end of lessons are managed.
 Establishing a purposeful working atmosphere (entry routines, introduction etc.)
 Teacher expectations of pupils.
 Teacher`s use of voice / body language
 Use of language to promote cooperative behaviour
 Use of praise, rewards and sanctions
 Developing learner self esteem
 Application of school behaviour policy
 Organisation, movement – health and safety issues.
 Teaching position, circulation, location of resources.
 Intervention to ensure discipline and learning.
 Teacher-pupil and pupil-pupil relationships.

Planning /Structure of lesson

 Different structures in different age phases
 Intro/ starter / setting them to learn
 Learning objectives /planned outcomes and links to tasks
 Explicit learning objectives and progression from previous lesson.
 Matching approaches for whole class / individuals / groups to subject matter.
 Generating pupils’ enthusiasm.

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 How variety / pace used to engage
 Transitions
 Teacher confidence and competence in their own subject knowledge
 Use of subject specific vocabulary
 Strategies to make explanations clear – use of vocabulary, illustrations,

demonstrations, examples
 Consolidation of knowledge for whole class / group / individual.
 Opportunities for spiritual, moral, social and cultural development
 Opportunities for the development of core skills articulacy, literacy and numeracy
 Use of resources.
 Teacher awareness of and response to pupils’ common errors and misconceptions.
 Strategies to remedy common errors / misconceptions.
 Teacher questioning – how teachers encourage learners to develop their answers and

how they tell learners answers are wrong
 How lessons rounded off / are brought to a close

Assessment for learning

 The variety of ways that teachers assess learners` progress during the lesson and
give feedback

 How teachers respond to assessment information during the lesson e.g. what do
they do when the learners are not “getting it”

 How assessment has informed the lesson plan
 Plenaries

Meeting learners` needs

 The variety of needs in the class
 How the teacher addresses individual needs – how learners with special needs cope

with the lesson and how more able children are extended.
 Deployment of additional adults
 Range of differentiation strategies and the impact on resources
 Resources used – how resources are adapted to meet learners` needs

The learners` experience

 View the lesson from the learners` point of view – focus on a small group (subtly)
 Observe learner responses
 Concentrate on learner misconceptions – what kind of thing do they misunderstand
 How teachers deal with misconceptions
 Chart learner engagement through the lesson
 Can you make a deduction about the learning styles of your focus learners?

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Etiquette for Classroom Observation:

Preparation:

 Decide why you are observing.
 Decide on a focus for the observation (i.e. your focus as a trainee – what you

want to learn from the observation).
 Discuss with the teacher the focus for your observation.
 Show the teacher your observation schedule and ask permission to take notes.

During the observation:

 Bear in mind your own inexperience when observing. Consider reasons why
situations may occur, or why a teacher may allow them to occur.

 Look for positives.
 Try not to be judgemental.
 Take care not to identify particular individuals – staff or pupils.
 You are a guest in the classroom. Only join in if invited.
 Ask the teacher for permission to assist pupils if required.

Following the Observation:

 Be prepared to discuss the lesson with the teacher.
 Be prepared to share your notes and observations with the teacher.
 Thank the teacher for allowing you to observe.

All teachers have their own style of delivering a lesson. It helps to observe as many
styles as possible. Tracking a variety of teaching during the year as part of your
Training Plan will broaden your knowledge and understanding of what makes an
effective teacher.

It will strengthen your observation experience to discuss your findings with someone
else. It therefore helps if you can observe alongside another member of staff or
trainee.

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Moving on from Induction

Initial Identification of Strengths and Areas for Development leading to
first draft of Training Plan

Purpose:

Audit of Personal Strengths and Identification of Areas for Development against the
Teachers’ Standards
Informing the Training Plan
Familiarisation with Teachers’ Standards

Overview;

The Initial Identification of Strengths will build on feedback from your application form
and from your Audit of Experience

The process will look at where you have come from, using your personal statement and
school experience audit, your current status, and identify areas for development in
relation to the Teachers’ Standards

You will be guided by your SBT and Consortium training activity to translate your Areas
for Development into targets for your Training Plan.

The process will begin during the Induction week and continue with professional discussion
with your SBT during School based Induction

At the end of the Induction period i.e. Wk 3 you will have developed a draft Training Plan,
linked to the Teachers’ Standards, which will identify your Training needs in detail for the
first term and in outline for your subsequent training.

Process and links to the rest of the programme:

1. Starting Point
Start by looking at the feedback from the interview. This may indicate areas which
require training input from the outset of the course.
2. Complete Initial Identification of Strengths activity as directed on July 11th.
This activity is set against the Teachers’ Standards.
This will enable a clear understanding of where Trainees are at the beginning of the
course in terms of addressing the Teachers’ Standards.

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The Teachers’ Standards are organised in two parts:
Part One - Teaching:

1. Set high expectations which inspire, motivate and challenge pupils
2. Promote good progress and outcomes by pupils
3. Demonstrate good subject and curriculum knowledge
4. Plan and teach well-structured lessons
5. Adapt teaching to respond to the strengths and needs of all pupils
6. Make accurate and productive use of assessment
7. Manage behaviour effectively to ensure a good and safe learning environment
8. Fulfil wider professional responsibilities

Part Two – Personal and Professional Conduct:
a) Uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school.

b) Have proper and professional regard for the ethos, policies and practices of
the school in which they teach, and maintain high standards in their own
attendance and punctuality.

c) Have an understanding of, and always act within, the statutory frameworks
which set out their professional duties and responsibilities.

The exercise has no restrictions or requirements on length, only honesty.
The aim is understand the journey ahead in terms of creating an overview of
strengths and how they relate to the Standards. In creating an overview of
strengths, the identification of areas of development will also become apparent.
The outcome of this exercise is to develop these areas of development into a
personalised Training Plan.

3. Training Plan (see pg 39)

The Training Plan is a work in progress document which reflects personalised training.
The aim is to look forward over a period of the first two terms and plan how each
Standard may be addressed. The skill is to understand the strengths and limitations
of the lead school and plan accordingly. Consideration of which areas of the Teachers’
Standards will be difficult to address in the lead school is essential. Trainees should
work with the SBT to identify exactly what the lead school can offer and how these
opportunities can be met. Therefore, the need to identify a second placement
school as early as possible which can fill the gaps of the lead school is essential.
Discussion with the SBT and the QAT ensure robust thinking and the planning
required to ensure the right outcomes. Form 044 Part A, requires the Trainee to
identify targets to be covered in the second Placement.

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Also reference to the Timetable Analysis, Form 60 is important as the breadth
of teaching required to satisfy the course requirements may only be covered by
the combination of both placements. Please ensure that the relevant points of
the discussion are recorded for future reference.

4. Subject Knowledge
Another task for the Consortium Induction Period is to begin to analyse the subject
knowledge and to identify areas where this can be developed, and what the immediate
priorities for development are. This largely covers Standard 3.
The understanding and the development of Subject Knowledge for Teaching can be a
complex process, so the Consortium has developed an Audit/ Tracker to assist you.
The Subject Knowledge Audit/ Tracker will be formally introduced during the
Consortium Induction week, 13th – 17th August.
To prepare for this session you will need to obtain a copy of the National Curriculum
for your subject/phase and familiarise yourself with it.
The assessment and development of your Subject Knowledge for Teaching is on-
going throughout your career.

5. Weekly Reviews and the First Term
Weekly reviews are the weekly meetings with SBTs. Discussions should focus on
specific areas related to the Teachers’ Standards as Identified in the Training Plan.
There may be other targets identified by the SBT but ultimately the weekly
meetings support training outcomes.
Lesson observations will be taking place.

6. First Review
The First Review is the first formal point where you compare your activities and
evidence to date against the Standards. This formal review is orchestrated by the
completion of the Professional Development Record.
Your focus should be to identify the areas where you have generated evidence and to
identify areas for future development. The collation of this evidence into establishing
a Portfolio of best evidence linked to the Teachers Standards is key to completing a
successful Review 1.
Areas for future development should be identified into the Training Plan for the
following term.
The QAT will visit the Trainee to guide and support in terms to ensure every
aspect of the course is on track. This will include a joint observation with the
SBT.
The completion of your First Review is the target for Gateway 2.

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7. Term Two Comment [o2]: Third week of second
Second School Experience begins. school experience
During the third week of Second School Experience a QAT visit will take place. One Comment [BC3]:
of the key purposes of this visit is to support the second placement School Based
Tutor. A joint lesson observation by the QAT and SBT will take place using the Comment [o4]: Lesson
consortium’s lesson observation form, Form 16a. The lesson will not be graded.
The process of Weekly Meetings, linked to activities within the Training Plan, will
continue.
Activities from the previous week will be discussed, areas of specific training
requirements will be delivered by the SBT, and activities for the following week will
be agreed.
Observations will continue of the Trainee, identifying specific Teachers’ Standards.
You should continue to visit your Subject Knowledge Audit/ Tracker and re-assess
your competence and confidence levels
During Term 2 you should be reviewing, consolidating and broadening your
experience and Subject Knowledge for Teaching.

8. Second Review
This is the second formal point for assessing your progress and evidence against the
Standards.
Again the Professional Development Record is completed.
Areas for development should feed into your Training Plan for the third term.
QATs do not visit the Trainee during the Second Review. A Centre Based Peer
Assessment activity will take place on March 11th which will assist you and your SBT
during the process.
The completion of your Second Review is the target for Gateway 3

9. Term Three
The process of Weekly Meetings, linked to activities within your Training Plan, will
continue.
Activities from the previous week will be discussed, areas of specific training
requirements will be delivered by your SBT, and activities for the following week will
be agreed.
It is important that you constantly examine your Training Plan, Teaching
Timetable Analysis and Subject Knowledge Audit/Tracker to ensure that evidence
gaps are being filled and existing areas of evidence are being strengthened. The
review of evidence is to ensure that there are no gaps outstanding, or any evidence
requirements can be filled as soon as possible.

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10. Final (Third) Review
As soon as the trainee, in conjunction with the SBT, agrees that all the course
requirements have been completed, the Third and Final Review can take place. This
will ensure that all aspects of the Standards have been met, and the process for Final
Moderation can commence. The QAT will confirm if Final Moderation is appropriate.
The completion of your Third Review is the target for Gateway 4.

11. Reflective Statement and Career Entry and Development Profile
The reflective statement outlines an overview of the year and makes links to the
NQT year.
You cannot know everything after just one training year, so you then need to devise
targets for the NQT Induction year.
These targets may specifically relate to subject areas that you have been unable to
address in depth, as identified from your Subject Knowledge Audit/Tracker.
The review of your training year and targets for your NQT year should be discussed
with the SBT and then drafted onto Form 082 (CEDP) Career Entry and Development
Profile. Both your Reflective Statement and your CEDP should be ready for Final
Moderation

12. Final Moderation takes place. See Road Map Pg 72

13. Electronic version of Form 082 Career Entry Development Profile sent to the
Consortium.

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Training Plan

Purpose:

The Training Plan is a dynamic document which is an overview of your training
requirements within the context of the Teachers’ Standards.

The Training Plan drives the course and forms a personalised training structure.

Overview:

The Training Plan is constantly amended from your experiences.

The first step to set up your Training Plan is to look at your Initial Identification of
Strengths set against the Standards. This will give you the necessary information to
starting your Training Plan.

The Training Plan is then formally reviewed after each Review Point, and amended
accordingly.

The Training Plan forms an integral part of the weekly meetings with your SBT, and
should be referred to when setting weekly targets.
Therefore, to maximise the effectiveness of these weekly meetings, it is essential
that you spend some time ensuring your Training Plan is fit for purpose. The Training
Plan will be modified on at review points.

When completing the Training Plan it is important to reflect on the school year ahead,
and ensure that the key elements of your Plan match the key events within the school
year. Therefore, planning ahead is the key to a successful Training Plan. For example,
you may leave a specific Standard until after your Second Review because it fits into
the school year and is matched with your Initial Identification of Strengths and
Review 1.
However, Standards 4 and 5 are seen to be essential in terms of becoming an
effective teacher and therefore should be included from the outset.

The Consortium provides a recommended template for a Training Plan. This can be
amended to suit your personal taste, but should be a termly training plan, and should
contain details of your planned activities linked to the Teachers’ Standards.

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The Training Plan may include areas such as The Consortium’s Taught Sessions and
your school’s INSET programme.
A key area of your Training Plan are the targets identified in your Second School
Placement (Form 044).These targets may be based on experiencing a different
setting and therefore some Standards may only be adequately addressed during your
second placement. This requires carefully planning.

Perhaps the greatest skill required to set up and manage a successful Training Plan is
the ability to transfer Review Point ‘Targets for Development’ into meaningful
training.

For example, Standard 5a;

Know when and how to differentiate appropriately, using approaches which enable
pupils to be taught effectively.

The use of SMART targets may be helpful to producing an effective Training Plan.

Specific - what do you mean by differentiation within a specific group?
Measurable - how will you know you have reached the target? Are the Grade
Descriptors being used?
Actions - what are the necessary steps?
Realistic/Relative - is the target achievable within your working environment? Will
the target provide suitable evidence which can be used in your Portfolio?
Time - is there a clear time line which fits into the overall picture?

The Subject Knowledge Audit/ Tracker is seen as a fundamental part of the Training
Plan especially with regard to Standard 3. Therefore, references to subject
knowledge development will be found throughout your Training Plan.

More Information:

MC&GMTTC Form 004, Training Plan.
Programme Detail - Suggested Activities to General Evidence

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Subject Knowledge for Teaching

Purpose:
On-going development of subject knowledge throughout your career.
Excellence in Subject Knowledge should be a constant target.

Introduction:
Successful teaching requires expertise in and a commitment to subject material.
All good teachers are characterised by an enthusiasm for their subject areas.

Whatever your qualification or expertise, there will be areas of the Statutory
Curricula where your subject knowledge will require improvement.

You need to check your subject knowledge on an on-going basis against what you need
to know to deliver the school curriculum.

Each trainee has a personal responsibility to track subject knowledge progress.

It is important that you assess your subject knowledge to at least one Key Stage
in advance of the level that you will be teaching. You should read extensively and
record reflections of your reading in your subject knowledge file.

Subject Knowledge for Teaching does not just consist of knowledge of your subjects,
but includes your enthusiasm for them, how you teach them, how children learn them,
possible constraints to learning and how to overcome these.

You should consult regularly with the Subject Leader(s) within your school to ensure
that your knowledge is up-to-date.

Strive to expand the boundaries of your subject knowledge.

You need to keep excellence in subject knowledge as a constant target.

The best teachers will always be ambassadors for their areas of expertise.

Check what you know against what you need to know.

More Information:
Form003 Subject Knowledge Development Audit/Tracker
Form 107 EYFS Subject Knowledge Development Audit/Tracker

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Developing your Subject Knowledge for Teaching

Overview:

Developing subject knowledge is a key characteristic of all trainee teachers and
remains an area of development throughout a teacher’s career. Whatever your
qualification or expertise, there will be areas of the statutory curricula where your
subject knowledge will require improvement. It is important that you assess your
subject

Developing subject knowledge for teaching is a key characteristic of all trainee
teachers and remains an area of development throughout a teacher’s career.

What constitutes Subject Knowledge for Teaching?

The Consortium considers Subject Knowledge for Teaching to consist of the following
components:

This is Subject Knowledge

SUBJECT
KNOWLEDGE

PER SE

PEDAGOGY PUPILS’
DEVELOPMENT

ATTITUDE

Careful study of Standard 3 and related standards will reveal that subject knowledge
is broader than specific knowledge of your subject. You must also be equipped with
the skills that enable you to teach effective lessons and the tools to help you to
expand your knowledge.

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Attitude

Heading Explanation
Commitment to the inclusion, achievement Values the learning and achievement of all
and well being of all pupils, valuing their pupils, however small the steps of progress.
cultures when planning and teaching. Aware of community values and aspirations
and the challenges they face.
Enthusiasm for subject / curriculum area Recognises these will impact upon pupils.
and for teaching it. A passion for the subject and the ability to
communicate this to pupils.
Willingness to be creative in developing Willingness to act as part of a professional
learning opportunities. team.
Commitment to continuing professional Aware of the national context and
development within the subject / developments in the subject
curriculum area. The ability to use innovation and inspiration
in one’s own teaching.
Willingness to work as part of a team, to Interest in the subject for its own sake.
learn from others and to contribute to the Aware of limitations in own subject
learning community. knowledge and that they too are learners.
Prepared to research where necessary.
The ability to reflect on performance and Reflects on own practice.
target areas for development Sees the need for professional
development and updating.
Confidence in your own ability Identifies areas of weakness and is
committed to addressing them.
Responds well to professional targets.
See themselves as part of a team of
professionals, including teaching assistants,
with responsibility for improving standards.
Values all members of the team.
Respect pupils’ views.
Constructive criticism of own performance.
Ability to identify what has been
successful and to self-praise the success,
and ability to identify areas of weakness
and use as targets for development.
The confidence in yourself as a teacher and
your ability to transmit learning to pupils in
an effective manner.

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Subject Knowledge Per Se

Heading Explanation
The content, topics, ideas, concepts and The subject knowledge as established in
skills of the subject / curriculum area. the National Curriculum Programmes of
Study, frameworks, schemes of work,
Why aspects of the subject / exam syllabi, National strategies, etc.
curriculum area are taught. Being able to identify why particular
The social, ethical and cultural topics are important and relevant.
relevance of the subject / curriculum The application of the subject in ‘the
area. real world’.
Awareness of both the specific and
The language of the subject. wider cultural context in which they
teach and of the opportunities and
The connections across subject / challenges these bring.
curriculum areas. Knowledge of the way that key concepts
within each subject are expressed.
The key concepts in the subject / The technical or specialist use of
curriculum area that are derived from a language.
range of ideas. The language for talking about the
The interrelated concepts within the subject itself
subject / curriculum area. Understanding how the required
knowledge, skills and understanding
The criteria for assessing pupils’ which are characteristic of a subject
achievement in the subject / curriculum are developed through specific units of
area. work
The ability to draw conclusions from
examples, identifying patterns for
pupils, helping pupils to distinguish key
ideas from specific examples.
Can see how specific skills or concepts,
e.g. the understanding of notion of a
fair test in science, run through all
aspects of the subject
Understanding of the various levels of
attainment within the subject area.

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Pedagogy: Subject Theory and Practice

Heading Explanation
The range of teaching skills and strategies Confident use of teaching approaches
including those proposed by the National suggested by the strategies and of other
Strategies to promote pupils’ learning in teaching approaches.
the subject. Drawing on agreed notions of good practice.
Remaining open to alternative ways of
Assessment of pupils’ learning and the use teaching and organising classes.
of the information to plan for teaching Ability to adapt strategies to the objective
which meets pupils’ needs. for the lesson being taught
How to make a subject accessible to pupils Responding to pupils’ strengths and styles
at different stages in their learning / of learning.
development. Making teaching support learning so that all
The links between theory and practice. pupils make good progress and achieve well
Drawing on a range of teaching strategies,
How to overcome barriers to learning. methods and approaches and knowing which
are the most appropriate to the range of
Capacity to ask pupils appropriate questions pupils they are teaching
Able to take ideas suggested through
Ability to respond to unexpected questions research, inspection evidence, reading or
from training, reflect on them and modify
teaching approaches where appropriate or
necessary
Understanding of pupils’ current level of
understanding and relating this to
expectations of attainment.
Acting upon this information to plan
appropriate next steps in their learning.
Providing challenge by going beyond
questions requiring literal recall of
information.
Finding alternative approaches to always
asking questions.
Asking questions which are differentiated
according to need and ability.
Appropriate use of open and closed
questions.
Use of questions for assessment.
Sees pupils’ questions as a learning
opportunity.
Encouraging pupils to ask questions.

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Pupils’ Development

Heading Explanation
How pupils’ cognitive, social, emotional Taking an inclusive approach to teaching
and cultural development affects their and learning so that all pupils make good
learning. progress and achieve well.
How pupils develop as learners. Understanding the progression in
development of skills, knowledge and
The range of ways in which pupils learn. understanding.
Recognising the current stage of pupils’
How pupils learn the subject. physical, emotional and cognitive
development against expected or age-
Pupils’ cognitive development within the related development.
subject. Taking account of pupils’ different
strengths and styles of learning.
The ability to challenge pupils Providing a range of learning
Assessment of pupils learning opportunities and different ways of
The celebration of success responding to materials.
Awareness of how developmental stages
impact upon learning in the subject.
The development of subject specific
knowledge, skills and understanding to
age and ability.
Able to use misconceptions and
misunderstandings to develop
understanding of the subject.
Seeing errors as learning opportunities.
Predicting difficulties and planning to
overcome them.
Ensuring that all pupils are stretched to
maximise their developmental potential
Assessing the differing progression
from a variety of ability starting points
How to praise to encourage future
enthusiasm and development in pupils
attainment.

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Using ‘Knowledge and Confidence’, your Subject Knowledge
Development Audit and Tracker (SKDAT)

NB: During the induction period, as you are developing your timetable and identifying what you are going
to teach, you will be thinking about your subject knowledge and what your immediate priorities for
development are.

The Subject Knowledge Development Audit and Tracker is a tool to assist you to map the development
of your Subject Knowledge for Teaching not just during your training year but on-going throughout the
early years of your teaching career.

Requirements by Phase:

FOUNDATION:
Your EYFS Subject Knowledge Development Tracker/Audit outlines how you can develop Positive
Relationships and an Enabling Environment to promote children’s learning in the Prime and
Specific Areas of Learning in the EYFS Statutory Framework.
It will track your development of subject knowledge and enable you to identify further areas
for development
The EYFS Tracker should be updated on a weekly basis
To obtain a copy of The EYFS Statutory Framework google Early Years Statutory Framework
2014 – you will go right to it. Make sure you put 2014 in the search – there is an out-of-
date 2012 edition still on the web.

To obtain a copy of Development Matters (EYFS) go to
http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-
AMENDED.pdf

PRIMARY:
You’re Subject Knowledge Development Audit and Tracker covers each Key Stage of your
training in English, Maths and Science and is populated by the subject knowledge required in the
National Curriculum for those subjects.

For the rest of the subjects in the Primary curriculum you should keep a subject knowledge
development file with evidence of your subject knowledge development in Art and Design,
Citizenship, Computing, Design and Technology, Geography, History, MFL, Music, PE, PSHE, RE.

To download a copy of the National Curriculum:
http://www.gov.uk/government/collections/national-curriculum

or better still type National Curriculum 2014 into google search – it will take you right to the NC
page. You can get the curriculum as a compendium with all subjects in, or you can get separate
subjects for KS1-3 if you prefer.
Warning: For English, make sure you also get:

 English glossary;
 Appendix1: Spelling;
 Appendix 2: Vocabulary, grammar and punctuation.

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How ‘Knowledge and Confidence’ works as your SKDAT
Guidance on setting up and using this dynamic document will be provided during the
Induction Week. There is a detailed explanation of its use in the Introduction to the
document and this guides you through the process across and beyond the programme.
There will also be support and input during the week to enable you to conduct your
audit of English subject knowledge. See the comments below on the document’s
rationale and details of the how it works.

Knowledge and Confidence also contains references to recommended published sources
of subject knowledge that illuminate the issue referencing both the National
Curriculum programmes of study and the Teachers’ Standards.

On-line audits. Each section of Knowledge and Confidence has a link to an on-line core
subject knowledge audit – this is free to access and whilst it is not a demand of the
programme to use it, you may find it an interesting starting point.

Knowledge and Confidence has been set up to provide a means of your finding out what
SK you need in the core and, by implication, what your current SK targets are at any
given point on the programme. It is expressed in terms of ‘can-do’ statements –
statements which allow you to show graduated achievement over time.

It should be seen as being integrated with your Training Plan – where targets
identified in the SKDAT will be addressed.

Rationale
Important in the development of your Subject Knowledge for Teaching is to learn
how to teach, developing your Pedagogical skills and your knowledge of Learner
Development.

You should speak to the subject leader within your school, specifically asking:
”What do I need to know to teach this aspect of the subject / topic?”, and
“How do I develop this knowledge?”

You will also need to reflect within your own practice as to why the subject / topic
forms part of the curriculum. Ask yourself:
“Why do we teach this subject?”
“What is its place in the curriculum?”
“What does it achieve?”

This will develop a greater understanding about the subject and its place in the
curriculum. Knowing the rationale for the subject will help you to develop your
attitude and enthusiasm for the subject / topic.

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Operation
As your teaching increases, so will the demands on your Subject Knowledge for
Teaching increase. The Subject Knowledge Development Audit and Tracker will reveal
areas that you need to develop. Your teaching programme will dictate the priority of
that development.

When you plan a lesson, you should record on the Lesson Plan (Form 035) within
Subject Knowledge box the areas of Subject Knowledge for Teaching that you have
researched, how and where this research has taken place. This forms a permanent
record as a background for your development and a reference point for future times
when you need to deliver a similar lesson.

Your personal strategy for developing your Subject Knowledge for Teaching is far
more important than what you actually know, as topics and curricula change over the
years.

You are advised to maintain a Subject Knowledge for Teaching file to form a record
of your development, to store details of your development strategies and information
on research areas that you have used for your development. This can be the same file
that you use for recording SK development in the non-audit/tracker subjects.

By the way there is no expectation that you should put in this file copies of lesson
plans etc. This is a resource file.

By Terms 2 and 3 you should be continually planning lessons, thereby researching and
developing your Subject Knowledge for Teaching.

You should explore the latest developments by engaging with subject leaders in your
school, external subject experts and subject associations.

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Please remember that the Subject Knowledge Development Audit and
Tracker is your document and your tool to guide the development of your
Subject Knowledge.

It will form the basis of discussions with your School Based Tutor and it
will help to identify priorities when you plan lessons. The level of your
Subject Knowledge will not be checked by anyone by referring to the form,
only by observing your delivery.

Your Quality Assurance Tutor and Final Moderator will check that you have
completed your Subject Knowledge Development Audit and Tracker and
that you are using the form as a tool for your development.

Towards the end of the programme
As you finalise your Portfolio for Third Review and Final Moderation, you should
formally revisit your Subject Knowledge Development Audit and Tracker and re-
analyse your confidence levels.
It is most unlikely that you will have high levels of competence confidence levels in all
areas.

Areas where you feel competence and confidence is weak and priority is high can be
marked in the NQT Target box and transferred into your ‘Career Entry and
Development Profile’.

Into the NQT Year
The Subject Knowledge Development Audit and Tracker is designed to provide an
excellent tool for continuing to record your development in your subject. You are
advised to maintain a Subject Knowledge for Teaching file to form a record of your
development, to store details of your development strategies and information on
research areas that you have used for your development.

Please note that the Subject Knowledge Development Audit/Tracker (Form 003) and
the Teaching Timetable Analysis (Form 060) serve different purposes.

The Subject Knowledge Development Tracker provides an overview of the range of
subjects that you should teach.

The Teaching Timetable Analysis provides an overview of your actual teaching across
two Key Stages and across the full age and ability range. Both documents should be
comprehensively completed.

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