Primary and early years partnerships
- BA (Hons) with QTS
- PGCE Primary & Early Years
- Mentor Training
- Teachers' Standards
- Partnership Information
Q. How should my trainee be using the PDP?
A. Please see guidance relating to the Teachers' Standards and supporting trainees with their PDP within the Teachers' Standards section of this website. The PDP is the trainees' portfolio of evidence against the Teachers' Standards which shows the range of ways in which the Standards have been demonstrated through their university- and school-based training. There is no set way of using this, but it should be integrated into their routine of reflection and evaluation on a regular basis. It is not intended to be a retrospective document, but rather one that is organic, dynamic and ever-evolving as their training progresses.
Trainees should write concise reflective statements which highlight strengths/the ways in which the Standard has been demonstrated in any given context, the impact this has had on their professional learning and development, as well as the impact it had on children's learning. The reflective statement should end with a formative next step to show what could be done in future practice to enhance their demonstration of the Standard. By the end of their training this should give a good insight into the professional learning journey they have been on and will feed into on-going professional development to continually enhance their professional knowledge, skills and understanding.
Q. Does my trainee need to write a full lesson plan for everything they teach?
A. Trainees must produce a full lesson plan for all sessions during which they are responsible for leading children's learning, whether this be whole class, small group or one-to-one. It is important that trainees develop a comprehensive understanding of the planning process and understand that for all lessons, teachers need to consider: what the children already know, what the children need to learn, how all children can be enabled to learn effectively and how the children and the teacher will know about the learning that has taken place.
There is no set template, but trainees should use the school's planning templates as a starting point. Many trainees will adapt and extend these templates to meet their needs as less experienced practitioners. More detailed guidance on planning is available for school colleagues and trainees in the Primary and Early Years Partnership Handbook on page 41.
Q. Does my trainee need to be in lessons that they are not teaching?
A. Trainees should spend time working in the class when the Class Teacher is teaching to enable them to see the class from the perspective of an additional adult which will be useful in supporting their developing knowledge and understanding of the children. It also provides the opportunity to observe the Class Teacher's teaching practice. Having said this, there may be times when the trainee would be better deployed elsewhere in the school, for example, by observing other key members of staff such as subject leaders, people with particular areas of expertise or to gain a wider perspective on issues such as behaviour management or effective use of the plenary.
Generally trainees should not be given time when they are not teaching to plan lessons, apart from PPA, but time for this can be negotiated if appropriate. Exposing trainees to as wide-a-range of experiences that will support their development in relation to the Teachers' Standards is highly beneficial. Some of these may be negotiated independently by the trainee and others may arise as a result of professional discussions with relevant colleagues.