Information for Primary Students, Schools and Settings

We have developed a suite of professional CPD activities here- released on Monday 30th March 2020; for students to engage in with the support of their University Partnership Tutor/Primary Programme Leader and Personal Tutor. 

Resources

• Beginning CPD Resources 2020/21

• Developing Placement CPD Resources 2020/21

• Extending CPD Resources 2020/21

Remote Teaching Help

• Remote Teaching Help

Individual Documents 

• Action Plan Pro-Forma
• Activity Tracker
• Covid-19 and the Classroom
• Effective-Target-Setting-for-ITE-Trainees
• Guided Writing Materials  
• Initial Teacher Training Core Content Framework READING ONLY
• Knowledge maps in maths CPD
• Sensory Impairments 20 v2
• Yr 4 Science Teeth, eating and digestion Knowledge organiserPDF CPD
• Yr2 The Best Salad in the World DT Knowledge organiserPDF CPD

Please download a copy of the: Initial Teacher Training Core Content Framework

The initial teacher training (ITT) core content framework defines in detail the minimum entitlement of all trainee teachers. Drawing on the best available evidence, it sets out the content that ITT providers and their partnerships must draw upon when designing and delivering their ITT programmes.

It focusses on 2 key evidence statements used across the ITE curriculum for trainee teachers : ‘ Learn that...’ & ‘Learn how to…’; using these two foci it expects trainee teachers to learn from Expert colleagues (School mentors & University / SD lecturers/staff) to help them link the understanding behind practise and enactment of that practise.

See definitions below.

-Expert colleagues: Professional colleagues, including experienced and effective teachers, subject specialists, mentors, lecturers and tutors.

-Practise: Opportunities to use approaches defined in the ‘Learn how to...’ column of the ITT Core Content Framework. Throughout their training, trainees should expect multiple opportunities to rehearse and refine particular approaches, possibly beginning outside the classroom before using approaches in classrooms

-Discussing and analysing with expert colleagues: Interrogate with an expert colleague – using the best available evidence –what makes a particular approach successful or unsuccessful, reflecting on how this approach might be integrated into the trainee’s own practice.

-Observing how expert colleagues ... and deconstructing this approach: Working with expert colleagues – using the best available evidence – to critique a particular approach – whether using in-class observation, modelling or analysis of video –to understand what might make it successful or unsuccessful.

-Receiving clear consistent and effective mentoring: Receiving structured feedback from expert colleagues on a particular approach – using the best available evidence – to provide a structured process for improving the trainee’s practice

The ITT core content framework aligns with the Early Career Framework to establish an entitlement to a 3 or more year structured package of support for all new teachers at the start of their careers.

While the ITT Core Content Framework is presented around the Teachers’ Standards for clarity, the ITT Core Content Framework is not, and should not be used, as an assessment framework. Trainee teachers will not be expected to collect evidence against the ITT Core Content Framework, and they will continue to be assessed against the Teachers’ Standards only.

Plesase see Target Setting Section for additional resource 

Guidance for Pupil Profiling and Tracking

Planning for children’s learning is an active process. It is an activity that involves discussion and collaboration with other adults responsible for the progress of the children.  To support this process a number of documents must be completed to document how you successfully planned and tracked pupil progress whilst on placement.

Download the: Planning for Learning and Tracking Pupil Progress - Primary

Download the: Planning for Learning and Tracking Pupil Progress - Early Years

Students can view an exemplar of a tracking pupil progress here

Tracking Pupil Progress Documents Including Lesson Proformas

Individual documents that make up the Tracking Pupil Progress (TPP) folder including Lesson Proformas can be downloaded as a .zipfolder by clicking Here

The Common Assessment Framework

The Common Framework is intended to enable all school and university trainers and Cumbria Trainee Teachers to discuss and track progress over time against the Teachers’ Standards and provide a formal recording mechanism for Cumbria Trainee Teachers’ progress and the impact of their teaching on pupil progress. 

Understanding Placement Supplements

The placement supplements provides a summary of each of the three placement phases (beginning, developing and extending) the supplements provide students with the placement expectations whilst putting into context placement progression. For our Placement Supplement tutorial video, please click here or alternatively view the Word Version here

Planning For Trainee Teachers

To view our guide to Planning for Trainee Teachers, please click here or alternatively view the Word Version here

Tracking Pupil Progress

Planning for children’s learning is an active process. It is an activity that involves discussion and collaboration with other adults responsible for the progress of the children.  To support this process a number of documents must be completed to document how you successfully planned and tracked pupil progress whilst on placement. For our Tracking Pupil progress tutorial, please click here

Central to our trainees’ progress and success is their achievement of developmental targets. It is important that targets specifically address improving the quality of the trainees’ teaching and pupils’ learning over time.

Effective Target Setting for ITE Document

Effective Target Setting Video

Core Content Framework for Mentors - Setting Targets

This document (Initial Teacher Training Core Content Framework - Reading Only) includes amongst other elements a range of current literature mapped directly to each of the national teacher standards.

Mentors (Expert colleagues) should utilise this resource to support the setting of ongoing targets; As part of the weekly meeting with their assigned student to review and set new targets. It would be excellent to see the students being signalled not only to the practical elements they need to demonstrate but how they can locate or access further thinking / reading on each target set.

Students have a direct library link to this reading list via their learning support platform ‘Onelist’

Additional CCF resources for trainee teachers and their mentors

Please also see the linked resources below This selection of CCF Exemplification Resources has been produced ‘by the sector’ and ‘for the sector.’ It provides links to resources which support each of the ‘learn how to’ emboldened statements in the ITT Core Content Framework (CCF).

https://v3.pebblepad.co.uk/spa/#/public/94jgbwqyzpr8kZdfm6xbqpHGzy?historyId=1ZEtAsPa1K&pageId=94jgbwqyzpr8mdH3kfrHp5w5RM

Download: Cumbria Teacher of Reading 2020/21

Please download a copy of the: Initial Teacher Training Core Content Framework

The initial teacher training (ITT) core content framework defines in detail the minimum entitlement of all trainee teachers. Drawing on the best available evidence, it sets out the content that ITT providers and their partnerships must draw upon when designing and delivering their ITT programmes.

It focusses on 2 key evidence statements used across the ITE curriculum for trainee teachers : ‘ Learn that...’ & ‘Learn how to…’; using these two foci it expects trainee teachers to learn from Expert colleagues (School mentors & University / SD lecturers/staff) to help them link the understanding behind practise and enactment of that practise.

See definitions below.

-Expert colleagues: Professional colleagues, including experienced and effective teachers, subject specialists, mentors, lecturers and tutors.

-Practise: Opportunities to use approaches defined in the ‘Learn how to...’ column of the ITT Core Content Framework. Throughout their training, trainees should expect multiple opportunities to rehearse and refine particular approaches, possibly beginning outside the classroom before using approaches in classrooms

-Discussing and analysing with expert colleagues: Interrogate with an expert colleague – using the best available evidence –what makes a particular approach successful or unsuccessful, reflecting on how this approach might be integrated into the trainee’s own practice.

-Observing how expert colleagues ... and deconstructing this approach: Working with expert colleagues – using the best available evidence – to critique a particular approach – whether using in-class observation, modelling or analysis of video –to understand what might make it successful or unsuccessful.

-Receiving clear consistent and effective mentoring: Receiving structured feedback from expert colleagues on a particular approach – using the best available evidence – to provide a structured process for improving the trainee’s practice

The ITT core content framework aligns with the Early Career Framework to establish an entitlement to a 3 or more year structured package of support for all new teachers at the start of their careers.

While the ITT Core Content Framework is presented around the Teachers’ Standards for clarity, the ITT Core Content Framework is not, and should not be used, as an assessment framework. Trainee teachers will not be expected to collect evidence against the ITT Core Content Framework, and they will continue to be assessed against the Teachers’ Standards only.

Plesase see Effective Target Setting Section for additional resource 

Programme Structures:

Download: BA Hons Primary Education with QTS (3 -11) / Year 3 Orientation Placement

Download: BA (Hons) Primary Education: Inclusion with SEND (with QTS)

Download: PGCE Lower Primary with QTS (3-7 Years) and PGCE General Primary with QTS (5-11 Years)

Placement Handbook

This handbook serves as a reference document to support school placements for all QTS primary courses in the university. It contains generic guidance for placement activities and requirements. The handbook should be used in conjunction with the specific supplements for Beginning, Developing and Extending phases which provide placement-specific information.

Download the Handbook

School Embedded Learning (SEL) September Cohort 

PGCE September Cohort SEL Beginning Booklet 2021 

PGCE September Cohort SEL Developing Booklet 2021

School Embedded Learning (SEL) January Cohort 

PGCE January Cohort SEL Booklet 2021

Subject Knowledge

All our University of Cumbria ITT programmes ensure that students are prepared to teach the full range of National Curriculum Subjects. The amount of time allocated to teaching a particular subject is weighted to reflect the time spent teaching these subjects in the classroom. All programmes spend a higher proportion of time supporting students developing knowledge and understanding of English, Phonics and Maths. The university is very proud of the success of its Cumbria Teaching of Reading programme. All programmes have tracked subject teaching through their programmes and programme handbooks are available to show where and when this learning happens.

Subject Knowledge Booklet

Central to our trainees’ progress and success is their achievement of developmental targets. It is important that targets specifically address improving the quality of the trainees’ teaching and pupils’ learning over time.

Effective Target Setting for ITE Document

Effective Target Setting Video

Core Content Framework for mentors setting targets

This document (Initial Teacher Training Core Content Framework - Reading Only) includes amongst other elements a range of current literature mapped directly to each of the national teacher standards.

Mentors (Expert colleagues) should utilise this resource to support the setting of ongoing targets; As part of the weekly meeting with their assigned student to review and set new targets. It would be excellent to see the students being signalled not only to the practical elements they need to demonstrate but how they can locate or access further thinking / reading on each target set.

Students have a direct library link to this reading list via their learning support platform ‘Onelist’

Additional CCF resources for trainee teachers and their mentors

Please also see the linked resources below This selection of CCF Exemplification Resources has been produced ‘by the sector’ and ‘for the sector.’ It provides links to resources which support each of the ‘learn how to’ emboldened statements in the ITT Core Content Framework (CCF).

https://v3.pebblepad.co.uk/spa/#/public/94jgbwqyzpr8kZdfm6xbqpHGzy?historyId=1ZEtAsPa1K&pageId=94jgbwqyzpr8mdH3kfrHp5w5RM

Placement Forms

Download End of Placement Report 2020.21 (all students)

Download Cause for Concern Guidance and Forms 2020.21

Download Termination of Placement 2020.21

Download Lesson Observation Pro Forma 2020.21

Please see our new lesson observation recording sheet - We have redesigned this to allow sharp focus on student teachers focus area and impact on pupil progress 

Download Worked Example Lesson Observation Record

Supplements

Download Beginning Supplement 2020.21

Download Developing Supplement 2020.21

Download Extending Supplement 2020.21

Common Assessment Framework

Download Common Assessment Framework 2020.21

SPAR Supporting Documents

Individual documents that make up the SPAR folder can be downloaded as a .zipfolder by clicking Student Completion Forms. 

Download QA visit of Student Form

Download Mentor QA Form

Placements are an integral part of the learning experience that enables students to apply theory to practice and develop core competencies and transferable skills. Through the support of qualified Mentors in a variety of placement settings across the North West of England and beyond. For more information about our Partnership, and Placement offers please visit our Working In Partnership Page

There are three versions of our Mentor Training Provision:

1. Initial Mentor Training - full day (or equivalent) for new mentors
2. Update Mentor Training - for trained mentors with three or more years’ experience or
3. The Experienced Mentor Online training programme for trained mentors with three or more years’ experience. For further information please email Linda Muir from your school/workplace email account and include your full name.

Dates and a booking form for university-based sessions can be found Here.

If you would like to discuss local training, please contact your University Partnership Tutor (UPT) or Linda Muir (Primary Mentor Training Administrator) on 01524 385697 or linda.muir@cumbria.ac.uk.

University of Cumbria
Placement Unit
Bowerham Road
Lancaster
LA1 3JD

Based on the DfE’s National Standards for school-based Initial Teacher Training Mentors the University of Cumbria are offering two levels of Qualification - Qualified Mentor Status (QMS) and Qualified Lead Mentor Status (QLMS). Further details can be obtained here

National Award for SEN Coordination | University of Cumbria This masters-level programme (60 credits) enables new and experienced SENCOs to enhance provision and outcomes for all children, especially those with special educational needs and/or disability, and develop themselves as a leader of change within their setting. Since 2009, all newly appointed SENCOs must attain this qualification within three years of appointment. Schools can obtain more information by visiting our SENCO Page

Statement regarding the confidentiality of material and information gathered and/or used by Institute of Education students whilst engaged in placement learning.

For attention:

• students following programmes with placement learning
• placement providers for such programmes
• tutors on such programmes

Students

It is understandably and rightly the case that students engaged in professional placements as a part of Institute of Education programmes (eg. ITE and Teaching Assistant programmes) will need to collect material that might be categorised as specific to individuals or relating to the activities of identifiable organisations and workplaces.  Such organisations and workplaces might typically include early-years settings, schools, colleges and other educational settings.

For students in the Institute of Education it is expressly the case that materials such as class lists, case notes on pupils, pupil case study notes and similar information should not leave the school premises or be copied without the formal agreement of the professional managing the placement (in any case of uncertainty, the headteacher/ setting manager) – and only then if the student can guarantee security of the information and its ultimate return or destruction.

Work produced by learners in schools etc, may be incorporated in professional files and assignments only with the express permission of the placement setting and students must ensure the security of such material at all times.

Where a student needs to cite or refer to individuals or to the activities of organisations and workplaces in academic work, the student must anonymise references or seek the written permission of the relevant headteacher/ setting manager as appropriate.

Placement Providers

By entering into partnership with the university, placement providers recognise the need for students to professionally engage with material that might be categorised as specific to individuals or relating to the activities of identifiable organisations and workplaces.  This is often essential to enable appropriate training and assessment to take place.  Placement providers have the right to expect that such material is kept secure and that only the student and those professionally engaged in the student’s training and assessment (eg. tutors and External Assessors / Examiners) will have sight of it.  At all occasions such material / information will be kept secure and will ultimately be returned to the placement setting or destroyed.

• Disclosure and Barring Service (DBS) policy
• DBS Frequently Asked Questions

Please also note that we will send you all DBS numbers via a secure email before the commencement of a student's placement. This can then be added to your Single Central Record.

Partneraship Agreement

Read our Partnership Agreement for information on becoming one of our education partners.

General Data Protection Regulation (GDPR)

Details regarding the General Data Protection Regulation (GDPR) can be obtained Here

Please visit our Placement and Travel Policy page for more information.