Form034 Road Map 2018

To summarise, the key principles of the tracker are as follows:

 Trainees have professional ownership
 Trainees should have a clear rationale for its set up and should make the

format work for them comfortably
 It resides eventually in the portfolio
 It is a public and assessment document which will be viewed by a range of

people
 Wording from Roadmap – it must be “comprehensively” filled in – however, in

the training year it would be almost impossible for trainees to teach every
aspect of their curriculum ; it is a document which has the potential to track
into the induction year and at the end of the training year gaps should
identify areas for further subject knowledge development to feed into the
‘Targets to consider for Induction Year’, which is completed at the end of
training
 Trainees should be able to discuss SK strengths and areas for development,
with reference to the tracker, with growing confidence as the year
progresses
 It should be updated on a regular basis – just before reviews and final
assessment is suggested as it is part of the review process. The updating will
take time so needs to be planned for.
 When you update the tracker, 1 or 2 pieces of the best evidence should be
cited; the evidence will become more sophisticated over the year.

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Your commitment to action is as follows:

When What
Induction week. Attend Taught session giving guidance on how to set up
and manage the Tracker. Reflect on your subject
Monday 17th knowledge development needs to support the timetable
September you are embarking on. Begin audit.
Attend the Induction progress meeting where you will
Before 1st review be able to discuss your SKDAT with your QAT.
At / after 1st review You will be able to show progress in the initial audit
Before 2nd review using highlighters to show current position – ready for
At / after 2nd review the completion of that process in time for QAT
induction visit.
Before 3rd review Revisit and self-assess
At / after 3rd review Identify SK strengths and development needs and
putting latter into your Training Plan
In time for final Revisit self-assessment
moderation Review progress against SK development needs from 1st
Completing ‘Targets to review
Consider for Induction Identify further SK development needs and put into
Year’ your Training Plan.
Bring SKDT to Peer Assessment activity on March 11th
Moving into Induction Formally revisit self-assessment
Review progress against SK development needs from
2nd review
Identify further SK development priorities for
Induction
Ensure trackers are complete and ready for scrutiny
Ensure Subject Knowledge file section for non-tracker
subjects is complete and easy to follow
Look again at your SK tracker and reflect on your
areas of strength and areas for continuing
development. Areas where you feel confidence is weak
and priority is high should become specific targets for
your Induction Year.
Your SK tracker has the potential for continuing to
support your SK development as you begin your career
in teaching.

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Section 3
Teaching and

Process of
Assessment

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Notes

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Teaching Timetable

Purpose:
To provide outline guidance on the amount of teaching that a Trainee Teacher
should be expected to deliver as appropriate to their training needs.

Overview:
Trainee Teachers should not be required to cover a full timetable.

The timetable is individual: constructed and re-adjusted as appropriate to meet
individual training needs.

The timetable may be significantly adjusted at each review point to meet a
revised Training Plan.

It is a statutory requirement that a Trainee Teacher should never cover more
than 90% of a classroom teacher’s timetable. The Consortium recommends that
this is a target for the end of the programme.

Trainee Teachers should be judged individually on their experience, and all should
be allowed time to focus on gathering evidence towards QTS.

The Trainee Teacher should be involved in a variety of activities: out of school,
preparation, observation, working with experienced professionals.

Trainee Teachers should be allowed time to explore other teaching areas, both in
school and in alternative school settings.

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.

The Consortium strongly recommends that an experienced teacher remains close
to hand at all times, especially during the early terms.

Although not prescriptive, the Consortium would expect the average Trainee
Teacher to be involved in teaching as follows:

Weeks 1 – 3 Induction Period. No teaching commitment

Weeks 4 – 7 Joint and Solo teaching with observation to a maximum of 30%
Weeks 7 - 15 timetable at the end of the half term
Joint and Solo teaching with observation. From maximum 30% at
start of half term to maximum 60% at end of term

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Weeks 16 – 21 Second placement. 6 weeks Joint and Solo teaching with
observation. Begin with 45% to 60% by end of placement
Weeks 26 - Increase teaching to 75% on return to lead school
28
Weeks 29 Extend teaching timetable to 90%
onwards

Trainees must be allowed at least half a day a week to gather and record
evidence towards QTS, and to fill gaps in their experience.

The Trainee’s timetable should ensure that a substantial amount of time is spent
with one age group to ensure the opportunity to monitor the development of the
children.

The length of teaching required should be clearly identified in the Training Plan
and confirmed within the Weekly Review.

Please note that the recommended percentage timetable includes Planning,
Preparation and Assessment (PPA) time.

Cover for other teachers’ PPA time should not be classed as part of the
trainee’s training programme.

Therefore maximum amount of contact time that a trainee should have is 81%
(90% - 10%).

Trainees must be allowed the opportunity to teach across the full age and ability
ranges of their training to provide evidence required to meet the QTS standards.

Trainees should also be allowed the opportunity to gain an enhanced experience of
the age ranges above and below the age ranges of their training, especially to
provide them with experience of the source and destinations of their children.

Trainees might engage with this enhanced experience in a variety of ways ; by
observing how the curriculum and learning is organised, looking at specific
teaching arrangements and strategies, visiting different sets and settings, the
observation of lessons, or by examining and analysing curriculum documents and
plans.

This requirement does not necessarily mean that trainees must teach lessons in
these prior and post age ranges

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Role of the Timetable

Purpose:

Your teaching timetable will be the major vehicle through which you will
demonstrate your subject competence throughout the year.

Overview:

The teaching timetable should offer sufficient and varied opportunities to teach
the required breadth and depth of the curriculum.

In addition to teaching there should be enough time for preparation, observation
and reflection.

The timetable should vary and change to enable a range of experiences with
increasing demands made with the passage of time.

Teaching in your second school can provide an ideal opportunity to complete the
range and coverage of experiences required to gain QTS.

More Information:

MC&GMTTC Form 060, Teaching Timetable Analysis
Road Map – Other sections on Timetable

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Teaching Timetable Analysis

Purpose:
The analysis form is provided to ensure that you can demonstrate a full coverage
of requirements to meet the Qualified Teacher Status standards.

Overview:
The requirements for QTS are that a trainee must teach in two consecutive Age
Ranges and be able to teach the full age and ability ranges that they are training
to teach.

A Half Termly Teaching Timetable Analysis is provided to ensure that trainees
can summarise their half-termly timetable in an accessible format, demonstrating
that they will cover the required Key Stages, age ranges, and curriculum
requirements for examination by School Based Tutors, Quality Assurance Tutors
and others.

The Teaching Timetable Analysis should be completed as part of the timetable
planning process, and then adjusted throughout the term for accuracy. Any gaps
(age related or curriculum) can then be clearly identified at the Termly Review
Point so that these can be accommodated for in the forthcoming term’s Training
Plan.

The Teaching Timetable Analysis also provides for a demonstration of
understanding of the linkage between each subject / area of learning to be
delivered, through medium and long terms plans to the National Curriculum

More Information:

MC&GMTTC Form 060, Teaching Timetable Analysis
Road Map – Other sections on Timetable

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Lesson Planning

Purpose:
Thorough planning is at the heart of all good teaching.

Overview:
The best lessons are structured through planning using a consistent planning pro-
forma. You must produce a lesson plan for every lesson taught. Until the
completion of Review 2 the Consortium Lesson Plan must be used for planning
all lessons.

If after Review 2, during the latter stages of programme you and your SBT are
confident in your planning skills different planning formats can be used eg. School
Planning Documentation as long as there is a focus on the Teachers’ Standards and
Pupil Progress

Lesson planning pro-formas can and will vary with age group, subject taught, your
experience, the advice of your school and your own personal preference, but all
will include the following:

 Topic, Theme, Subject with reference to National Curriculum
 Aims (Linkage with relevant Schemes of Work)
 Objectives/Outcomes (for the lesson)
 Standards to be addressed (a focus for the lesson)
 Resources required, together with Risk Assessment and contingency plans
 Subject Knowledge requirements, including sources of information
 Assessment for Learning
 A division between Teacher Activities and Pupil Activities, indicating an

approximate division of time
 Additional space for specific issues such as Differentiation, Special

Needs, EAL, Use of ICT. Use of other adults.

Strategy for Lesson Evaluation

 Every lesson should be followed up by a self-evaluation of your
effectiveness, identifying areas that went well, and areas for future
development with particular reference to the Standards. You need to
reflect on the impact on pupils learning – did the pupils learn what was
intended for the lesson? The progress made by pupils should be used as a
key indicator for how effective the lesson has been. You should also
identify issues for the next lesson, to be incorporated in the relevant
planning.

 Some Trainees have found that the careful annotation of lesson plans is an
efficient way of evaluating lessons.

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 Joint reflection on the lesson by the trainee and School Based Tutor may
inform a focus for the Weekly Review and future training needs.

.
For a formal observation the Consortium’s Lesson Plan must be used and a full
evaluation completed.

It is important that you learn and understand lesson planning and that during your
development you also learn to balance priorities for planning.

You must be able to plan units of work and be able to plan across the required
curriculum.

Ensure that you target different standards within different lesson plans
to ensure a steady progress towards QTS.

More Information:

MC&GMTTC Form 035, Consortium Lesson Plan

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Lesson Observations

Purpose:
The observation of your teaching by others to inform your progress and identify
future training needs.

Overview:
You will be observed by experienced teachers throughout the programme.

Observation of your delivery provides a third-person assessment of your live
performance.

At least 1 formally recorded lesson observation, linked to the standards, should
be conducted each week.

As an Early Years teacher, lesson observations should be conducted against the
areas of learning and across the daily routine.

As a Primary teacher, lesson observations should be conducted at least once
against each of the core and foundation subjects and in each of your 2 Age
Ranges. All primary trainees should be observed teaching phonics.

As a Secondary teacher, lesson observations should be conducted in a range of
topics and in each of your 2 Key Stages/Age Ranges.

Observations should continue to be conducted in your second school.

Observations should be conducted by appropriate staff. It is advisable that a
variety of staff are involved in observations, including senior staff and staff with
appropriate subject knowledge.

Your QA Tutor will jointly observe your delivery with your School Based Tutor
during your first, second and third terms. These observations will cover both age
ranges and will be graded using the Review Point Lesson Observation form (Form
010) in addition to the Consortium Observation form (Form 016)
In the third term Form 016a (Final Review Lesson Observation Form) which
focuses on pupil progress will be introduced and used instead of Form 016 at Final
Review

SBTs and Trainees have found that a more frequent use of Form 010 (eg on a
monthly basis) can provide a measure of progress against the Teachers’
Standards.

The External Quality Assurance Advisor who conducts your Final Moderation will
complete a solo observation of your teaching.

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The Consortium recommends a pro-forma for completion. QA Tutors will use this
form. Your School Based Tutor may use a suitable school form as long as it meets
the standards of the Consortium form.

More Information:

MC&GMTTC Form 016, Observation Schedule
MC&CMTTC Form 016a Final Review Lesson Observation Form
MC&GMTTC Form 017, Teachers Standards Checklist
MC&GMTTC Form 010, Review Point Lesson Observation Form
Programme Detail – Guidance for Focussed Observation.

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Weekly Reviews

Purpose:
The reflection on your progress against the Teachers’ Standards.
A formal review of your progress during the previous week, and a planning session
of activities for the forthcoming week.
A training activity.
The formal recording of outcomes of discussions between yourself and your
School Based Tutor.

Overview:
A formal review needs to take place on a weekly basis to record:

1. What you have done over the last week in relation to your training targets
and the relevant standards

2. What you will do during the next week in relation to your training needs
and how this relates to the standards

3. A one-to-one training activity to address specific issues, e.g. subject
knowledge development

The Weekly Review provides for a gradual monitoring of your progress towards
the QTS standards, and an opportunity to reflect on your training targets
(including Subject Knowledge Development) and how these relate to the
standards.

The Weekly Review should be in addition to any informal meetings that you have
with your SBT.

The Consortium recommends that the Weekly Review takes a minimum of 1 hour,
although some weeks may require a longer period for review and reflection.

More Information:

MC&GMTTC Form 005, Weekly Review.
MC&GMTTC Form 003, Subject Knowledge Development Audit/Tracker

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Grades and Grade/Standards Descriptors

Purpose:
A tool to support self-assessment and to provide an overview of trainee
performance.
Overview:
The aim of a trainee on the School Direct - Salaried Programme is to meet the
Qualified Teacher Status standards.

The Grade/Standard descriptors should be used formatively Comment [o5]: after comma insert
 To help track progress against the Standards and support assessment of to identify next steps targets, to enable...
the trainee both in terms of progress made and attainment reached at the
Review Point Comment [o6]: standards?
 To inform training needs for the future, to identify next steps targets, to
enable trainees to reach their full potential and to raise aspirations;
 To provide a tool for trainee self-assessment;
 To determine areas where additional development might need to be
observed,
 To identify areas where a trainee is already meeting the Standard
requirements at a ‘high level for QTS’.
 To stimulate discussion by Quality Assurance Tutors at the Moderation
Meeting;
 To compare trainee performance and standards across the Consortium for
moderation.

The Grade/Standard descriptors describe the standard that can reasonably
be expected of the trainee teacher at the point of recommendation for the
award of QTS.

At the First Review Point the Trainee and School Based Tutor grade as a joint
activity. For other Review Points trainees assesses their own performance and
then compare professional opinions with their School Based Tutor. Use of the
Grade/Standards Descriptors provides an overview of trainee performance at the
Review Points, and can indicate areas for development.
Grade/Standards Descriptors are based on Ofsted grades, as follows:

Grade 1 – Outstanding
Grade 2 – Good
Grade 3 – Requires Improvement
Grade 4 - Inadequate

N – Not Yet Met

Grades will be discussed by your Quality Assurance Tutor at each visit.

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Gradings are moderated after the First Review by Quality Assurance Tutors:
 To monitor the performance of trainees.
 To identify any trainee with the potential to complete early.
 To identify any trainee with potential areas of concern.
 To identify any school or SBT with specific requirements

More Information:
MC&GMTTC Form 058, Trainee Professional Development Record
MC&GMTTC Form 070, Grade Descriptors

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Being Organised

This Teacher Training Course is a self-led, work-based training programme.

Participation in the programme generates a lot of evidence. The Consortium has
explored evidence generation and has decided that it is impossible to provide
guidance for any trainee to differentiate between excellent and good evidence in
advance. Evidence can only be differentiated by the individual and much later in
the programme. It is therefore important that you organise your evidence from
the start of your training so that you can identify your exemplar evidence and
source any back-up evidence, if required.

The Consortium does not provide or expect any fixed format for the organisation
of evidence in files or for the presentation of a portfolio for final moderation,
and prefers to leave this to the individual’s preference and initiative.

Exemplar evidence need not be neat or word processed. It could be hand-written
and annotated. It needs to show that it is yours. It is the standards covered that
are important.

Some trainees may find the Teachers’ Standards checklist (017) useful
The collection of evidence is a process which should begin from the
commencement of your programme. It is advisable to be organised from the start,
collating evidence cross-referenced to the Teachers’ standards.

Primary:
 a Standards file split into sections and subsections covering the
Teachers’ standards for evidence
 a Planning File - one for each year group taught, including second school
 a Subject Knowledge/Taught Session File
 a School File - including school policies, notes on staff meetings, INSET,
etc
 Standards files

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Evidence

Purpose:
The purpose of providing evidence is integral to completing the course.

Overview:
Evidence can take many forms. To qualify as evidence it must comply with
certain ‘rules’:
Valid
The evidence must be teaching evidence and relate to the specified
standard. Substantial evidence will come from formal observations by
experienced practitioners.
Authentic
The evidence must be clearly shown as your evidence. A word-processed
document would be annotated in your writing, or contain your signature. A
witness statement would contain someone else’s signature and refer to you
by name.
To verify authenticity, ask yourself what shows that this piece of evidence
is yours?
Current
The evidence must be appropriate to the current Professional Standards
for Teachers, therefore should not be more than two years old.
Reliable
The evidence must demonstrate your consistent performance over a period
of time. The Consortium usually expects to see two pieces of evidence
that support competence, but this evidence will be supported by other
pieces of evidence collected over a period of time.
Sufficient
The evidence needs to demonstrate that you can meet the standards (or
sub-section within a standard) consistently. At least two pieces of
evidence are required in your portfolio to cover each sub section within a
Standard, although one piece of evidence may be cross-referenced against
more than one standard

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Portfolio for Final Moderation

Purpose:
 A collection of best evidence to support satisfactory attainment
against the standards, drawn from the wide range of evidence
collected during the programme
 The Portfolio will represent a synthesis of the evidence that has
been collected throughout the year. Many trainees begin their
portfolio in the early stages of the programme.
 At Final Moderation a member of the External Quality Assurance
Advisor team will need to be able to review your claim of competence
within a concise portfolio of evidence.

Process:
 Trainees will need to gather and collate evidence from day 1 of the
programme.
 Your exemplar evidence should be gathered into a concise portfolio,
cross-referenced to other evidence collected throughout the year,
to demonstrate the breadth and depth of your experience.
 Progression through the programme identifies best quality evidence,
and this is likely to be evidence of most recent activities. Such
evidence can be transferred to your Portfolio as you move through
the programme.
 There is no right or wrong format as long as the Portfolio is
easy to follow and meets the requirements of the course.
 Many Trainees use Form 80, Portfolio Checklist to keep track of
evidence and then transfer best evidence into the Portfolio
 At each review point you will identify exemplar evidence that clearly
demonstrates that you are operating to the Teachers’ Standards
and record it as part of the review, this can then be included in your
portfolio.
 Previous pieces of evidence within the portfolio can be replaced
or superseded by evidence that is produced of a higher quality

 You and your School Based Tutor will develop a relationship so that
you will both recognise your progress towards the standards, and will
be able to identify the point when you are ready for final
assessment

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Recommended structure of Portfolio
 Two items of evidence within the portfolio should be sufficient
evidence against each sub-section within a standard
 The evidence in each sub-section within a standard must be
representative of the Trainees’ work across two consecutive Age
Ranges.
 Quality evidence may be cross-referenced to different standards
(or a sub-section within a standard).

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Reflection

Purpose:
To provide opportunity to reflect on personal and professional values and
performance.
Overview:
The opportunity for reflection underpins many of the standards and is
integral to your development as a teacher

The Consortium provides a number of opportunities to reflect:
 The Initial Identification of Strengths provides opportunity to
reflect on your skills at the start of the programme.
 Lesson Plans provide for a post-lesson reflection on personal
performance and impact on pupils.
 Taught Sessions provide for a range of generic topics leading to
more specific exploration. Your research, findings and reflections
should be recorded in your personal development files.
 Some Taught Sessions will focus on discussions surrounding current
educational issues. Your thoughts should be recorded and included in
your personal development files.
 School Experience in Alternative Settings form provides opportunity
for you to reflect on your performance in a second school and other
settings.
 Your portfolio should contain an overall Reflective Statement of
your evidence against the Teachers’ Standards.
 Weekly meetings with your School Based Tutor provide an
opportunity to reflect on performance and progress.
 A dialogue with your School Based Tutor about specific training and
Taught Sessions provides an opportunity to reflect on the
effectiveness of these sessions and specific implementation in your
school.
 Self-assessment at each review point provides you with an
opportunity to reflect professionally on your performance.
 Self-assessment when completing your Final Review provides you
with an opportunity to reflect on important areas of development
for your entry into teaching.

More Information: Road Map – Portfolio
A programme of Reflective Tasks will be linked to the Taught programme

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Reflective Statement for Final Moderation

The Reflective Statement is in addition to Part two of the Standards
statements which are part of the Review Process.

It is written in preparation for the Final Review. It is a holistic view of the
Trainee’s journey through the course. Links to the Teachers’ Standards
provide a structure.

The Reflective Statement should highlight the particular features and
achievements that support the claim for QTS, based on the exemplar
evidence contained in the Portfolio.

The reflective statement should be written in the first person and be in
such terms to convince the reader that the Trainee is eligible for QTS and
is worthy to enter the teaching profession. Also, there may be links to the
NQT year and the further progression as a teacher

Process for Agreeing QTS and Programme Moderation

1. Consortium appoints Final Moderator. Trainee and Final Moderator
notified.

2. Final Moderator contacts Trainee and agrees date for Final
Moderation. (Note: The date for Final Moderation must be at least
10 days before the end of term.)

3. Trainee notifies QAT of date for Final Moderation so that the
fourth QAT visit can be conducted during Final Review.

4. Trainee and School Based Tutor will meet for Final Review.

5. School Based Tutor will agree all standards have been met, and will
sign Recommendation Form.

6. QAT will endorse agreement.

7. School Based Tutor sends a scanned copy or original of
Recommendation form (signed & dated) to Consortium
Administration.

8. Consortium Administration sends copy of Recommendation form to
Final Moderator.

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9. Final Moderator (EQAA and/or QAT and/or different QAT) visit
school to observe trainee solo teaching, sample evidence and confirm
recommendation. (Note: Observation may take place on a different
day in advance of the Final Moderation visit)

10. Visitor completes Moderation Form agreeing recommendation.

11. Visitor sends form to Consortium Administration.

12. Consortium Administration enters details on DFE Database.

13. Database generates message direct to DFE

14. DFE send the certificate to the Trainee.

Sampling
The sample ratio is 100%. All schools will be visited by either an
independent QA Tutor (selected by the EQAA) or the External QA
Advisor. The External Examiner will sample 10% of randomly selected
trainees

Final Moderation

Final Moderation takes approximately half-a-day.

Once appointed, the Final Moderator will contact you to arrange a target date to
conduct Final Moderation. This will be a target date when your Third Review has been
conducted, your QAT has visited to conduct the Fourth QAT visit, you have completed
your portfolio with your Reflective Statements, your SBT has certified that you have
met the required standards for QTS and the Recommendation form has been
forwarded to the Consortium. If any problem with this date arises then the Final
Moderator must be contacted immediately, although a change of date to conduct Final
moderation cannot be guaranteed.

A quiet room containing all of your evidence must be provided for the Final Moderator
to review your evidence in peace, and conduct confidential discussions. You and your
SBT must be available. Please note that if the environment is not conducive, or the SBT
is not available, it is likely that Final Moderation cannot be completed before the end
of term, so it will be next term before we can recommend you for QTS. Your QAT may
also be invited for a discussion.

The opportunity for the Final Moderator to conduct an observation of your solo
teaching must be provided, although this may be arranged by the Final Moderator for a
different day.

To ensure that the environment is appropriate to conduct a lesson observation and
Final Moderation, the visit will take place at least 10 days before the end of term.

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An average programme for the Final Moderation visit would be as follows:

1. Introduction to key people 15 minutes

The Final Moderator would expect to be introduced to the trainee,

SBT, GTP Co-Coordinator, Head teacher and any other appropriate members

of staff.

2. Observation of solo teaching and discussion 1 hour 30 minutes

Discussion / review of lesson would normally take half the time of the

lesson.

3. Scrutiny of Files (at least) 1 hour

Final Moderator will review evidence for all standards and will explore

at least one standard in depth.

4. Final Moderator discussion with Trainee 45 minutes

Discussion to strengthen evidence and provide personal aspect.

5. Final Moderator discussion with SBT 15 minutes

To receive comments from SBT on overall trainee performance.

6 Targets to Consider for Induction Year 15 minutes

To review lessons learned from year and targets carried forward into

Induction year.

Career Entry and Development Profile

In order to keep in contact and help colleagues identify professional
development targets to take into their first year of QTS, and to assist the
Consortium to gauge the ongoing effectiveness of the training it provided
during your training year, the Consortium has devised a form entitled Career
Entry and Development Profile (Form 082)

Colleagues are requested to electronically submit a completed Part 1 of form
to the Consortium at the end of their training programme once Final
Moderation has taken place and details are known of the employing school for
the NQT year.

Part 2 which asks for colleagues to reflect on the impact of their School
Direct Training on their NQT year should be submitted as soon as possible
after February half term.

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Taught Sessions

Purpose:
To provide an opportunity to introduce and/or further develop significant
professional issues.

To provide opportunities to network with colleagues on the course.

Overview:
Following consultation with other trainees, the Consortium has developed
and continually reviews a programme of Taught Sessions.

The structure of the Taught programme for 2018-19 comprises:
A pre-course induction conference covering:

 Introduction to the programme, its processes and expectations
 The curriculum, planning and subject knowledge development
 Safeguarding
 How children learn
 Behaviour management
 SEND

Further sessions interspersed throughout the course covering:

 Assessment for Learning
 Technology in the Primary School
 EAL
 MFL
 Primary PE
 Science in the Primary School
 Foundation Subjects
 Preparing for the NQT year
 Primary Phonics, English and Numeracy
 Pedagogy and Practice

Sessions dedicated to supporting trainees in the completion of assessment
points:

 First Review
 Second Review
 Peer assessment activity

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 Final Review
 Final Moderation

Drop-in sessions at points to give networking and support opportunities.

Generally, the format will be a formal, taught session and an informal
discussion to reflect on related issues with an opportunity to network with
fellow Trainee Teachers.

Attendance at the Taught Sessions is central to the programme for the
academic input plus the opportunity to network and is a requirement of
the programme

Most taught sessions are linked to a Reflective Task.

Sessions will also include presentations on the requirements of the
programme and opportunities to ask questions.

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School Experience in Alternative Settings

Purpose:
Experience of schools in alternative settings is required to achieve QTS.
(See C2.3, 2.5 Initial Teacher Training Criteria)

Overview:
All trainees are strongly encouraged to take advantage of all opportunities
to enhance their training year by experiencing teaching in other settings.
At least one of these settings should be in an alternative school for an
extended period of time (a second school experience).

Experience of a second school must be substantial enough to allow you to
demonstrate that you can meet a range of standards at another school.
You are not expected to meet all of the Teachers’ standards at your
second school!

Teaching in a different school with contrasting circumstances helps to
provide a breadth of experience, and may broaden and deepen access to
the standards.

The Consortium normally requires that a minimum period of 6 weeks solo
teaching including a short induction up to 1 week is sufficient to satisfy the
requirement. The period may be shorter than 6 weeks if you have previous
evidenced teaching experience in another school.

Any model of experience is possible for the second school, although the
Consortium suggest that a block placement would be required to satisfy
the demonstration of standards.

Choosing a Second School Experience

1. It is the trainee’s responsibility, in consultation with the SBT and QAT,
to identify alternative school experiences, and to arrange the placement.
2. It is important that when choosing an alternative school experience
that the trainees training needs and requirements are paramount. An
important element to consider is the expectation that all trainees have
experience of teaching in a challenging school and this could well impact on
the choice of second school.
3. If a Trainee’s Employing School or Second School does not provide such
opportunities then a short experience in an appropriate school should be
organised.

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4. You training plan will identify the experience and requirement in
alternative schools and will inform the reasons why alternative schools are
selected.
5. A second school can be selected from:

a) A school with a current trainee
b) A school with previous experience of a trainee
c) A school that has registered an interest in the programme with the
Consortium
d) Another school

It is recommended that several preparatory visits are made prior to the
placement beginning, to ensure you get the maximum benefit from this
experience.

Once you have arranged your alternative experience, you should complete
Part 1 of the Second School Experience form, and return this to the
Consortium’s Administrator. This will ensure that the School Based Tutor
is included in any training programme. This form must be completed and
returned by the end of your first term.

Within the second school, your teaching will continue to be observed as a
minimum once a week either by the lead or second school SBT and other
members of staff. At least one observation should be conducted by
your Lead School SBT.

Weekly Reviews must continue whilst you are in your second school.

The Consortium expects that you continue to be supported by your Lead
School SBT with additional involvement by a nominated person as SBT in
the second school. The second school SBT will be supported by the Lead
School SBT.

Your QA Tutor will visit you in your second school, probably during the
third week of your placement. As well as meeting with you they will ensure
that your Second School, School Based Tutor has a good understanding of
the programme and your needs as a trainee as well as conducting a lesson
observation with them. The lesson will not be graded.

Once you have completed your experience in the second school, the Second
School Experience form must be completed to reflect on your experience,

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and returned to the Consortium’s Administrator as soon as possible. It is
not necessary to complete the form in great detail, as the evidence of this
experience should be included within your evidence files.

The form provides a record for the Consortium that:

[a] you have considered the requirements for a second school
experience;
[b] matched these requirements with a relevant school;
[c] planned the experience in terms of specific targets;
[d] considered these targets whilst within the second school;
[e] continued to have been supported by your SBT;
[f] reflected on the experience in terms of your targets.

Additional experiences of a shorter duration (for example, a single day
visit to another school) are strongly encouraged to maximise opportunities
for training. These visits should fulfil training needs identified in your
Training Plan and include experiences on either side of the age range of
your main teaching. A form is provided for trainees to prepare objectives
before the visit and to reflect on the visit afterwards.

More Information:

MC&GMTTC Form 044, Second School Experience
MC&GMTTC Form 057, School Experience in Alternative Settings – Short
Experience
Your school in consultation with your QA Tutor should help you to identify
a second school. If this is not possible, please notify the Consortium with
your requirements.

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Inclusion

Purpose:

To assist trainees to develop an advanced understanding of Inclusion and
Personalised Learning.

Overview:

As well as forming part of the Taught Programme, all trainees are strongly
encouraged to take part in at least one of the following activities to
further explore the impact of Inclusion and Personalised Learning on the
teaching profession:

 A visit to an Inclusion Centre
 A visit to a Children’s Centre
 Pupil tracking (case study) at a special school
 Tracking a Local Authority professional
 Tracking another Agency professional
 Involvement in another multi-Agency activity
 Pupil tracking (case study) at your own school, if available

Activities should be active and interactive, not just observation.

Advantages of involvement:

 Will broaden your experience of working with children
 Will allow you to experience multi-agency working
 Discover how teaching and non-teaching staff work together in

other settings
 Provides opportunities to address the Professional standards
 Puts you at a greater advantage in a competitive interview for future

employment

More Information:

Further information will be provided at Taught Sessions.
Contact your Local Authority representative to organise local visits.

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Section 4
Appendices

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Appendix 1 – Form002

Chapter 2 School Partner Agreement Stage 1

(Please complete for each trainee offered a placement)

Name of School: _____________________________________________________________

Name of Main Contact: _____________________________________________________________

Name of School Based Tutor:_____________________________________________________________

Name of Trainee Teacher: _____________________________________________________________

We are prepared to offer this trainee: (please tick) 
A main/substantial training placement as employer 
A secondary/short training placement

On behalf of the school, I confirm the following:

1. Training is recognised as a shared responsibility by the whole school.
2. The school, staff, and mentors offer suitable role models for trainees.
3. It is the main placement school’s responsibility (as the employer) to obtain a pre-employment

Health check and suitability checks from the Disclosure and Barring Service and to notify the
Consortium when this is complete.
4. Trainees will be released to attend all of the training opportunities provided by the Consortium, as
listed in the Consortium Calendar published in July each year.
5. Trainees will have adequate opportunity to teach, observe and learn from good and outstanding
practice across the four age groups of their age phases and to teach pupils with differing needs. (ITT
Criteria C2.2)
6. There is regular, sustained classroom observation of trainees with feedback (including weekly use
of Lesson Observation Schedules during the solo timetable period).
7. Trainees must be released to complete experience in alternative school settings, including a
substantial second placement, usually 30 school days in length. (ITT Criteria C2.5)
8. All trainees, irrespective of funding entitlement, are entitled to the same level of support and
training opportunities, as stated within the Trainee Entitlement overleaf. The individual training
programme provides all trainees with at least 60 days of training per year. (ITT Criteria C2.4) This
includes attendance at the central Taught Programme.
9. The school’s most recent Ofsted report does not identify significant weaknesses in key areas that
might affect training, including both whole school and departmental provision.
10. Suitable documentation, including medium and long term planning, is made available to trainees.
11. School Based Tutors will be released to undergo regular developmental training with the
Consortium, to support their role and the partnership training programme.
12. The school provides a programme of training (both school-led and subject specific) which supports
the development of each trainee and enables each trainee to meet all the standards for QTS. (ITT
Criteria C2.1)
13. The school has a functioning policy on Equality and Diversity.
14. The school shares its Safeguarding Policy and Training events with the trainee.
15. As a developmental programme, trainees are expected to increase their teaching duties throughout
the duration of the programme. No trainee will be required to perform more than 90 percent of the
teaching duties normally required of a full-time, qualified teacher. (ITT Criteria 4.3)

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16. The school authorise the Consortium to retain £5400.00 from the funding subsidy provided to
schools by the National College for Teaching and Leadership- to support the delivery of the agreed
programme, or will ensure the payment of the Fee should funding cease.

17. Where not covered above, the school agree to comply with all current legislation relevant to ITT.
(ITT Criteria 3.3)

Signed:_____________________________________________Headteacher

Signed:_____________________________________________Chair of Governors

Date: ______________________
Please note that this form MUST be signed by the Headteacher and Chair of Governors
Signing this form indicates your agreement to the School Partnership Agreement. Form 51a
Please return this form as soon as possible to:
Merseyside, Cheshire & Greater Manchester Teacher Training Consortium, Room A210, The Heath
Business & Technical Park, Runcorn, Cheshire, WA7 4QX

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Appendix 2

Policy on the Accreditation of Prior Experience and Learning

Purpose:

To determine if prior experience can replace some or all of the substantial School
Experience in Alternative Setting / Second School experience.

Overview:
As the Consortium requires experience as an entry qualification, all trainees will have
some experience to record as part of the Initial Identification of Strengths. This is
perfectly acceptable, although this evidence may be replaced with better quality
evidence during the programme. Please note that whilst Teaching Assistant experience
is useful to address some of the standards, only quality Teaching experience can
satisfactorily evidence the majority of the standards.

If a Trainee claims prior experience to replace all or part of the second school
experience.

1. The trainee must present substantial evidence of appropriate solo teaching
experience within:
 Two Age Ranges of training
 To cover a full range of ability
 Subject / phase specific

2. The evidence should take the form of documentary evidence from lessons taught:
 Lesson plans and evaluations
 Lesson observations by other professionals
 References and witness statements – signed and school stamped
 Any other appropriate forms of evidence

3. Experience should be for a minimum of one term, and should be recent.
4. The evidence must be acceptable to the School Based Tutor, validated by the

Quality Assurance Tutor and approved by the Lead External Quality Assurance
Tutor. The evidence may also be examined by a subject / phase specialist.
5. The presented evidence may not replace all of the requirements for a second
school experience, but may be judged to lead to a shortening of the period to
fulfil the requirements. The Lead External Quality Assurance Advisor’s
judgement is final.
6. All trainees are strongly advised to take the opportunity to work in second and
alternative school settings during their training year.

More Information:
Discuss with your School Based Tutor and Quality Assurance Tutor.

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Appendix 3

Evidencing Prior Experience and Learning

Purpose:
To assist in the identification of evidence to support Prior Experience.

Overview:
To claim prior experience for any part of the programme, the evidence must be
teaching experience as follows:

 Teaching Experiences
 Covering Age Range of Training
 Covering Subject area of training
 Lesson plans
 Evaluations
 Observations
 Information on Record Keeping and Assessment
 Witness Statements must be backed up with supporting evidence
 Course details (not just attendance records)

Evidence can take many forms. To qualify as evidence it must comply with certain ‘rules’:
Valid
The evidence must be teaching evidence and relate to the specified standard.
Authentic
The evidence must be clearly shown as your evidence. A word-processed document
would be annotated in your writing, or contain your signature. A witness statement
would contain someone else’s signature and refer to you by name.
To verify authenticity, ask yourself what shows that this piece of evidence is yours?
Current
The evidence must be appropriate to the current Teachers’ Standards therefore should
not be more than two years old.
Reliable
The evidence must demonstrate your consistent performance over a period of time. The
Consortium usually expects to see two pieces of evidence that support competence, but
this evidence will be supported by other pieces of evidence collected over a period of
time.
Sufficient
The evidence needs to demonstrate that you can meet the standards consistently. At
least two pieces of evidence are required in your portfolio to cover each standard (or
sub-section within a standard), although one piece of evidence may be cross-referenced
against more than one standard.
More Information:
Policy on the Accreditation of Prior Experience
.

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Appendix 4 Strategy for Dealing with Trainees in Special Schools

Issue: Trainees teaching in Special Schools may not have access to the full age and
ability range in two consecutive Key Stages.
Curriculum coverage may differ from mainstream Primary schools because of the
children’s IEPs.
Special School classes are usually smaller than mainstream with a higher adult: child
ratio.

To comply with Initial Teacher Training Criteria, a trainee must have evidence of
sustained teaching of National Curriculum across the subjects and across the age
and ability range in two /Age Ranges / Key Stages.
There is a requirement for QTS that a minimum of 12 weeks should be spent in a
mainstream setting.

Option 1 – The trainee has no prior mainstream teaching experience.
It is a requirement that the trainee works in partnership with at least 2 contrasting
Primary schools, and spends a minimum of 6 weeks at each school, to total 12 weeks
mainstream teaching.

Option 2 – The trainee has some prior mainstream teaching experience that can be
evidenced
The trainee builds a portfolio of evidence for judgement against the QTS standards.
The Lead EQAA examines the portfolio and provides a judgement of the amount of
mainstream experience that can be replaced. A second school experience in mainstream
will still be required, for a minimum of 6 weeks.

Each case must be reviewed on an individual basis to ensure that the trainee can
demonstrate sufficient expertise to be able to manage the different demands of year
groups.
The time within a mainstream school need not be in a solid block, but could take place
over an extended period.
All trainees will be visited and observed teaching in mainstream by a member of the
EQAA team.

Points to consider:
 The link between the age of pupils and the Key Stages taught
 Classroom management experience with higher numbers of children
 Subject knowledge for work with higher ability children in mainstream
 Breadth of curriculum coverage
 Coverage of two consecutive Age Ranges

More information:
Policy on the Accreditation of Prior Experience and Learning
School Experience in Alternative Setting

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Appendix 5

Criteria for Additional Support

Purpose:
To identify the criteria for a trainee who requires additional support.

Overview:
There are many circumstances that could lead to a trainee requiring additional support,
from a simple misunderstanding of the requirements of the programme to more serious
causes deriving from a failure to meet the demands of the programme and making
insufficient progress against the standards.
The structure of the programme is such that a process of assessment takes place at
regular intervals, both internally in the school and externally by the QA Tutor. The
External Quality Assurance Advisors also visit schools on a regular basis to ensure that
the process is operating as we expect.
Unfortunately, circumstances can arise where:

 A trainee is experiencing real difficulties or heading for failure due to not
understanding the level of demand in some of the standards

 The school is not supporting the trainee
 The Consortium is not supporting the school
 Other circumstances
In each case, any issues can be raised with the QA Tutor or through the Consortium’s
Administrative Support and the appropriate action will be taken.
In most cases, the QA Tutor and/or the External Quality Assurance Advisor will visit
the trainee and the school, discuss and identify the relevant circumstances and
recommend a suitable course of action, such as through the provision of a time-bound
Action Plan.
Additional support means that you will receive additional constructive support, when
required, on your road to achieving QTS.

More Information:

Address any initial problems to your School Based Tutor or a senior member of the
school staff.
If the situation is such that it cannot be resolved internally, discuss with your QA
Tutor.
If that stage is inappropriate, refer the matter to the Consortium’s Administrative
Support for help or advice.
Remember that it is easier to correct minor problems early before they can be allowed
to grow and affect your experience.

MC&GMTTC Form 055, Procedure for the Identification of Cause for Concern
MC&GMTTC Form 041, Process for Handling Disputes / Grievances

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Appendix 6

Procedure for the Identification of “Cause for Concern”

The following procedure should normally be applied to trainees who are deemed to be a cause
for concern. However, the procedure is subject to flexibility to take account of individual
circumstances.

1. Identification
A Trainee’s progress should be tracked and monitored through the Weekly Review
process. Trainees who begin to show a lack of progress should be supported through
specific target setting using the Weekly Review Sheets.

2. Definition
If a trainee continues to make insufficient progress and is considered to be at risk of
not achieving the QTS Standards by the end of the programme, then the trainee is
considered to be a ‘Cause for Concern’. The ‘cause for concern’ can be raised by the
partnership school but should be agreed by the assigned Quality Assurance Tutor.

3. First Supporting Steps
The school, with the QA Tutor, should complete a Cause for Concern pro-forma
(MandC Form 55). This form identifies both the issues which have led to the cause for
concern and the targets to be addressed to overcome the causes for concern against
an agreed timescale. The QA Tutor will forward a fully signed copy of this form to the
Consortium Administrator with the visit form. The Consortium Administrator will
formalise the change of status in writing to the trainee, copied to the School Based
Tutor, QA Tutor and External Quality Assurance Advisor.

4. On-Going Support
During the period of ‘cause for concern’, the weekly meetings and Weekly Review
sheets should continue to be used. (M&C Form 05) However, the causes for concern
targets will normally become the weekly targets (using the left hand column) at the
weekly review led and recorded by the School Based Tutor (see right hand column)

5. Cause for Concern Review
After the agreed period of time, a formal review of the progress made by the trainee
against the causes for concern targets should be undertaken by the School Based
Tutor with the QA Tutor. This may lead to three outcomes:
a. Targets Achieved:
The trainee has achieved the targets and be taken off cause for concern. The
QA Tutor should notify the Consortium Administrator on the appropriate visit
form. The Consortium Administrator will formalise the change of status in
writing to the trainee, copied to the School Based Tutor, QA Tutor and
External Quality Assurance Advisor. The trainee and School Based tutor will
revert to normal use of Weekly Review sheets.
b. Progress Made:
The trainee has made some progress within the allotted timescale, but it is not
sufficient to remove the trainee from cause for concern. It should be clear to
the School Based Tutor and QA Tutor that definite efforts have been made

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and that an extension is appropriate. There should be a further refinement of
the targets and an extension of the agreed timescale for review. This extension
of the period of cause for concern can normally only be used once and will lead
to (a) above or (c) below.
c. Targets not Achieved:
If a trainee has not made sufficient progress within the allotted timescale, and
is judged by the School Based Tutor and QA Tutor to still be failing QTS, then
this will lead to a review by an External Quality Assurance Advisor. The QA
Tutor should notify the Consortium Administrator on the appropriate visit form.
In such a circumstance an EQAA will undertake a review of the trainee’s
progress and judge whether they can achieve QTS within the time available.
The EQAA may attend the formal review meeting with the trainee, School
Based Tutor and QA Tutor, or may conduct the review independently.
The EQAA’s judgement will arrive at one of the following outcomes:

i. The trainee is making sufficient progress to achieve QTS within the time
allowed, and the cause for concern will be removed. (point (a) above)

ii. The trainee’s training to be suspended for a short period whilst additional
appropriate experience is gained.

iii. The trainee is advised to withdraw from the GTP programme to allow
them to gain further experience and training before making a future
application for teacher training.

iv. The trainee is deemed to have failed QTS, is not a suitable recruit to the
teaching profession, and is removed from the programme.

6. A trainee or school may appeal against the decision of the External Quality Assurance
Advisor (see MC&GMTTC Form 041 – point 7 onwards)

© MC&GMTTC Form034/07/2017 89/92

Appendix 7

Disputes

Purpose:
A process for handling disputes.
Overview:
Unfortunately, there may be times during the programme where disputes may arise.
It is hoped that all disputes and grievances can be settled amicably without recourse to
official procedures.
The following is a guide to possible areas of dispute, and a guide to resolution.
A dispute between the trainee and school
The trainee and school should attempt to resolve any dispute privately between them by
professional discussion.
Please refer to Process for Handling Disputes / Grievances, Form 041.
Either party may contact the Consortium Training Manager for informal and
confidential advice.
Unless the relationship irrevocably breaks down, it is unlikely that the Consortium will
recommend an alternative Lead School. In such cases the Process for Handling Disputes
/ Grievances must be followed, with details of the dispute lodged in writing with the
Consortium.
School in Special Measures / under Notice to Improve
A school in Special Measures or under Notice to Improve may not be eligible to train a
trainee.
Should a school be put in Special Measures during a training year, the Consortium must
be notified immediately, and will work with the trainee and school to explore alternative
arrangements.
QA Visits
The Consortium ensures that Quality Assurance Tutors, External Quality Assurance
Advisors, External Examiner, etc. are selected on professionalism, and they work under
a Code of Practice.
Should a complaint arise about the professional conduct of a Consortium representative
during a visit, then the nature of the complaint should be put in writing to the
Consortium’s Training Manager, and the Process for Handling Disputes / Grievances will
be actioned.
The Consortium’s Training Manager may be contacted for informal and confidential
advice.

All Other Matters
For any other areas of dispute, please refer to the appropriate School or Local
Authority policy.

More Information:

MC&GMTTC Form 041, Process for Handling Disputes / Grievances

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Appendix 8

GUIDANCE ON TIME TO BE SPENT IN EACH AGE RANGE?

School Direct Salaried Programme is a twelve-month programme,
The training programme runs from 1 August to 31 July, whilst your Contract of Employment
should be from 1 September to 31 August.
The actual school-based programme lasts for a school year, 195 days or 39 weeks. Assuming
the year breaks down equally, that is 3 terms of 13 weeks each.

Each programme must cover two consecutive Age Ranges (ITT Criteria 2.2 Age Range
Requirement) and engage with the expectations, curricula, strategies and teaching
arrangements in the age ranges immediately before and after.

Each two consecutive Primary Age Ranges contains 4 School Years:
Ages 3 – 7, or Foundation / Key Stage 1 = Nursery, Reception, Year 1, Year 2
Ages 5 – 9, or Key Stage 1 / Lower Key Stage 2 = Year 1, Year 2, Year 3, Year 4
Ages 7 – 11, or Lower Key Stage 2 / Upper Key Stage 2 – Year 3, Year 4, Year 5, and
Year 6

Each two consecutive Secondary Age Ranges contain 5 School Years:
Ages 11 – 16, or Key Stage 3 / Key Stage 4 = Years 7 – 11
Ages 14 – 19, or Key Stage 4 / Key Stage 5 = Years 10 – 13

If the first and last half terms of the programme are discounted as these are likely to be
used for induction activities and the preparation for completion of the programme
respectively, a typical, balanced programme would contain teaching each of the School Years
for approximately 6 weeks, or half-a-term, per Year group across the ability range.
Ideally, these age ranges would be followed chronologically to gain a full understanding of
cognitive development and pedagogy of subject knowledge.

Each trainee’s programme is individual and school circumstances vary and so it may not be
possible to achieve the exact balance detailed in the paragraph above and there may be some
small variation in number of weeks teaching in each specific school year across the age range.
There should not, however be a major imbalance in the teaching undertaken over the two
consecutive age ranges.

By the end of the programme, the trainee must be able to demonstrate the ability to teach
across the full age and ability range of their chosen two consecutive Age Ranges.

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