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 and Early Career Framework (ITTECF) covers the training and induction periods at the start of a teacher’s career. It combines and replaces the previously separate Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) following a review. (Further detail on the review, and the important changes to the design and content of the frameworks and to delivery, has been published alongside the framework.) The ITTECF sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching, and to the mentoring and support from expert colleagues they should receive throughout the three or more years at the start of their career. ECTs will purposefully revisit the elements of teaching introduced in ITT to deepen their knowledge and understanding. The ITTECF remains designed to equip all trainees and ECTs with a shared body of knowledge and skills, irrespective of subject or phase. The ITTECF, as with its predecessors, is based on the best available evidence from this country and around the world, assured by the Education Endowment Foundation (EEF). The content of the framework has been updated based on a Call for Evidence in spring 2023, feedback from a broad range of experts across the education sector, and on what the department has learned from the first few years of CCF implementation and delivery of ECF-based induction. The changes include updates and enhancements regarding supporting pupils with special educational needs and disabilities (SEND), high quality oral language (sometimes known as oracy), early cognitive development, and social and emotional learning. The EEF have appraised all changes to ensure they reflect the evidence base.
The ITTECF sets out two types of content: ‘Learn that…’ and ‘Learn how to…’ statements. ‘Learn that…’ statements are informed by the best available educational research. This evidence includes practice guides, rigorous individual studies, high quality reviews and syntheses, including meta-analyses. ‘Learn how to…’ statements are drawn from the wider evidence base, including both academic research and guidance from expert practitioners.
The ITTECF is a minimum entitlement to training and not a full curriculum. It remains for accredited ITT providers and ECF lead providers to integrate additional analysis and critique of theory, research, and expert practice as they deem appropriate for their curriculum. The framework is designed to cover the content required by trainee teachers and ECTs irrespective of subject and phase. Therefore, it is for providers to ensure that they carefully craft coherently sequenced curricula that enable trainees and ECTs to apply evidence effectively in their phase, setting, and subject.
The university of Cumbria ITE programmes all derive from the CFF and exceed minimum content in all domains; not least our core golden thread of ‘Challenging disadvantage together’.
In using the ITTECF to develop their curricula, ITT providers determine the appropriate level of support required in the application of ‘Learn how to’ statements. As a minimum, it is expected that all trainees will be supported to develop their knowledge and practice through an appropriate selection of approaches as detailed in the previous CCF that must include:
- Observation of practice, discussing and analysing with expert colleagues*, to deconstruct what makes a particular approach successful or unsuccessful.
- Receiving clear, consistent and effective mentoring, through structured feedback from expert colleagues on a particular approach – using the best available evidence – to provide a structured process for improving practice.
- Opportunities to practise using approaches defined in the ‘Learn how to…’ column of the framework. Providers should ensure that trainees have multiple opportunities to rehearse and refine particular approaches throughout their training. This could include beginning outside the classroom before using approaches in classrooms.
- Receiving feedback on applying a particular approach or approaches. Working with expert colleagues to identify areas for and ways of improving practice, seeking challenge and critique from expert colleagues with trainees taking the lead in their own development.
*Expert colleagues are defined as: professional colleagues, including experienced and effective teachers, subject specialists, mentors, lecturers, and tutors.
Please see Target Setting Section for additional resource
Student: Placement Forms and Supporting Documentation
Students, these pages contain your placement documents that will allow you to document your development throughout your QTS journey. All the relevant documents are accessible to download.
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 January Cohort SPAR (PGCE Jan Students ONLY)
PGCE Jan Cohort Beginning SPAR
PGCE Jan Cohort Developing SPAR
PGCE Jan Cohort Extending SPAR
PGCE Supporting Documentation
Beginning and Developing Placement Documentation
Extending Placement Documentation
PGCE Assessment and Module Mapping
Three Year Degree SPAR
Three Year Supporting Documentation
Beginning and Developing Placement Documentation
Extending Placement Documentation
Three Year UG Degree Overview (Pre 21 Validation)
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
Curriculum Depth and Knowledge Organiser Documents
Understanding how to access the breadth and depth of our ITT curriculum along with their Knowledge Organisers:
Q3 Curriculum Depth (Pre 21 Validation)
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 22/23