Information for Primary Students, Schools and Settings
On this page, you will find the most up to date policies, guidance and forms relating to the Primary Partnership.
Student: QTS CPD Resources
QTS CPD Resources
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
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
Core Content Framework
Student Core Content Framework
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
Student: Placement Forms and Supporting Documentation
Placement Handbook, SPAR Folder and Subject Knowledge
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 SPAR for Beginning, Developing and Extending phases Download the Handbook
SPAR Folder and Supporting Documentation
This record comprises all of the documentation that is completed during the placement phase of initial teacher education. The record belongs to the student teacher and, for the duration of the placement, should be kept in the front of the student’s file for the student, associate tutor and partnership tutor to refer to and use as relevant. Original versions of all of the forms in the record should be returned to it so that the student retains a comprehensive record of their ‘assessed journey’ whilst on placement.
PGCE SPAR
PGCE Supporting Documentation
Beginning and Developing Placement Documentation
Extending Placement Documentation
PGCE Assessment and Module Mapping
PGCE January Cohort SPAR and Documentation (PGCE Jan Students ONLY)
PGCE Jan Cohort Beginning SPAR
PGCE Jan Cohort Developing SPAR
PGCE Jan Cohort Extending SPAR
Download Student Completion Forms
Three Year Degree SPAR
Three Year Supporting Documentation
Beginning and Developing Placement Documentation
Extending Placement Documentation
Four Year Degree SPAR
Four Year Supporting Documentation
Beginning and Developing Placement Documentation
Extending Placement Documentation
Tracking Pupil Progress (TPP) and Lesson Proformas
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
Effective Target Setting for ITE Trainees
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
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).
Cumbria Teacher of Reading
Download: Cumbria Teacher of Reading 21/22
Mentors Core Content Framework
Mentors Core Content Framework
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
Mentor Update October 2021
University of Cumbria Initial Teacher Training Mentor update - October 2021
ITT mentor update. Current ITT assessment changes in our EYFS & Primary ITE Partnership.
Get your head around Partnership Assessment Guidance updates.
Get your head around Partnership Assessment Guidance updates.
School/ Mentor: Placement Forms and Supporting Documentation
Placement Forms, SPAR and Supplements
Placement Forms
Download End of Placement Report B and D Placements (Beginning and Developing Placements)
Download End of Placement Report E Placements (Extending Placements)
Download Intervention Plan Guidance and-Forms 2021-22
Download Termination of Placement 2021-22
Download Lesson Observation Pro Forma B&D Placements
Download Lesson Observation Pro Forma E Placements
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
Placement Suporting Documentation
Beginning and Developing Placement Documentation
Extending Placement Documentation
PGCE SPAR
Three Year SPAR
Four Year SPAR
Placement Handbook, School Embedded Learning (SEL) and Subject Knowledge
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.
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.
Effective Target Setting for ITE Trainees
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).
Quality Assurance Recording
Download QA visit of Student Form
Download Mentor QA Form
Working in Partnership with us
Working In Partnership and Placement Offers
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
Mentor and Further Training
Mentor Training
There are three versions of our Mentor Training Provision:
- Initial Mentor Training - full day (or equivalent) for new mentors
- Update Mentor Training - for trained mentors with three or more years’ experience or
- 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.
Mentor Training Booklet and booking: Mentor Training Booklet
If you would like to discuss local training, please contact your University Partnership Tutor (UPT) or Linda Muir (Primary Mentor Training Administrator) on linda.muir@cumbria.ac.uk.
University of Cumbria
Placement Unit
Bowerham Road
Lancaster
LA1 3JD
Mentor Qualifications at the University of Cumbria
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
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
School, Mentor and Student Policies and Guidance
Confidentiality Statement
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.
DBS and Safeguarding
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.
Partnership Agreement and General Data Protection Regulation (GDPR)
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
Student Placement and Travel Policy
Please visit our Placement and Travel Policy page for more information.