SCHOOL DIRECT TRAINING SCHEDULE
Linwood Teaching School Alliance
Introduction to the
Curriculum 1
Learning outcomes
1. Develop an
understanding of
subject knowledge
relating to aspects of
the curriculum and
how children develop
as learners in these
areas
2. Explore classroom
based approaches in
teaching and learning
in a range of subjects
3. Reflect on emerging
identities as
practitioners engaging
with and operating
within the primary
curriculum
4. Engage with current
initiatives, research
and reports related to
the curriculum and
describe how they
influence professional
practice.
Professional Theory and
Practice 2
Learning outcomes
1.Develop secure subject
knowledge and
pedagogical knowledge
relating to the many
roles of the teacher
2.Become familiar with the
work of a range of
significant educational
theorists; reflecting
critically on their work
and relating this to
primary practice
3.Reflect on the role of
planning and assessment
in the teaching and
learning cycle
4.Know a range of
pedagogical strategies,
such as those related to
behaviour management
and assessment, and
reflect on how teachers
use these to enhance the
learning of individuals
5. Demonstrate an
informed, questioning
and evaluative
attitude to education
policy and practice,
showing an awareness
of current issues
related to education.
Exploring the Curriculum 3
Personalising Learning 4
School Experience 1 5
School Experience 2 6
Learning
1.
outcomes
Level 6
Learning outcomes
Level 6
1. Understand matters relating
to inclusion and inclusive
practice and take practical
account of individual needs
in their teaching
2. Develop their stance as a
respectful educator with the
skills and understanding to
foster an effective and
inclusive learning
environment
3. Understand how working
with parents, other adults
and agencies outside school
benefits children’s wellbeing and educational
outcomes
4. Engage with reading in order
to draw conclusions and
identify implications for
practice in creating an
inclusive learning
environment
5. effective differentiation
and overcoming barriers
to learning
6.effective communication…
communicating to learn
7.using IT to promote
achievement
8.ownership of challenging
behaviours
9.specific learning difficulties
and diagnostic assessments
Learning outcomes
1. Demonstrate evidence of
progression towards the
current requirements for
Qualified Teacher Status
2. Understand the
professional expectations
of teachers in relation to
relevant professional legal
frameworks
3. Develop practical and
theoretical understanding
of how to establish a
purposeful learning
environment
4. Know how to personalise
learning for individuals and
groups of learners
Learning outcomes
Level 6
1. Deepen understanding and
subject knowledge relating to
aspects of the curriculum and
how children develop as
learners in these areas
2. Investigate how
pedagogical choices impact
on children’s learning
3. Demonstrate skills of
professional enquiry to
develop their role as an
informed practitioner
4. Apply theoretical
understanding in order to
contextualise classroom
practice
5. the cognitive curriculum
and learning to learn
6. establishing early
core /functional
skills in reading,
writing , numerosity
7. school based
accelerated
learning
approaches
In addition, at Level 7
8. Synthesise theory and
practice in order to support
a coherent and wellstructured response to
curriculum developments
5. Reflect on their own
professional practice, set
targets and draw up action
plans for their professional
development.
6. equality of opportunity in
the learning environment
7. assessing attainment and
planning for progress ( link
to school based policies )
1. Demonstrate an understanding
of all aspects professional role
of the teacher in particular, the
legal responsibilities such as
those relating to health and
safety and child protection
2. Plan, deliver, evaluate and
assess pupil progress in whole
class lessons and sequences of
lessons across a range of
curriculum subjects
3. Keep accurate and effective
records and work alongside
other adults
students to maximise the
educational outcomes of their
pupils and promote the notion
of lifelong learning
4. Achieve evidence of
satisfactory progress against
the standards for Qualified
Teacher Status
5. Evaluate their own practice,
set targets and draw up
action plans for their
induction into the teaching
profession
In addition, at Level 7
6.
Achieve evidence of good or
outstanding progress against
the standards for newly
qualified teachers
7. Reflect critically on their own
practice and determine a
SCHOOL DIRECT TRAINING SCHEDULE
Linwood Teaching School Alliance
9. Make good connections
and explore key ideas in
order to justify approaches
to teaching and learning
across the curriculum.
10. engaging other
professionals
11. involving the family esp.
parents/carers
12. learning beyond the
classroom (generalisation
of skills + wider
opportunities for learning )
Disability to ability :
13. historical aspects of SEN,
moving from a medical
model to a social model
( including the
development of SEN
legislation)
14.
child development
and the implications of
atypical development
15.
special educational
needs & learning difficulties
( an introduction to
ASD,PMLD, Down Syndrome
etc)
In addition, at Level 7
16. Demonstrate insight into
the complexities inherent
in creating an inclusive
environment
17.
Critically engage with
subject knowledge
appropriate to the wider
context of inclusion to
support well-informed
practice.
rationale for establishing clear
targets for on-going
professional development
8. Demonstrate a critical insight
into their own professional
role as teachers by
synthesising theory and
practice
SCHOOL DIRECT TRAINING SCHEDULE
Linwood Teaching School Alliance
University led
Content
Nature and content of
the primary curriculum,
how teachers help
children learn within
subject areas
e.g. Early Reading
Portfolio, Arithmetic
Portfolio
University led
Content
Teachers’ Standards
Educational theorists,
learning environment,
planning, assessing,
reporting, how children
learn, behaviour
management.
School
10. / University led
Content
National Curriculum subjects
SLE inputs / shadowing
e.g. Early Reading Portfolio,
Arithmetic Portfolio
School / University led
Content
Planning, assessment,
behaviour management,
inclusion, additional needs,
safeguarding.
Support
Inputs by specialist
teachers
Tutorial support if
curriculum assignment
Assessment
Level 6 or Level 7
Assignment
e.g.
Support
PDT support
Support
Inputs by specialist teachers
Tutorial support if curriculum
assignment
Assessment
Level 6 only
Assignment
Assessment
Level 6 or Level 7
Individually designed schoolbased investigation linked to
a national curriculum subject
( possibly linked to SEF)
20 credits for PGCE
20 credits
Masters possible
20 credits
Masters possible
School led
Content
Assessed practice against the
Standards .Professional
responsibilities, school based
activities linked to other
modules
School led
Content
Extend responsibilities, teach a
class for extended period, plan
and deliver sequences of lessons
informed by assessment and
personalised to the needs of all
learners
Tutorial support if completing
assignment
Support
School Personal Development
Tutor and Teacher Tutor
UoW QA
Support
School Personal Development
Tutor and Teacher Tutor
UoW QA
Assessment
Level 6 or Level 7
Presentation on a case study
Assessment
Pass/fail in accordance with
Teachers’ Standards (2012)
Assessment
20 credits
Masters possible
20 credits for PGCE
Pass/fail in accordance with
Teachers’ Standards (2012)
+ optional Level 7 submission
20 credits
Masters possible