Training at PLS is split into Professional Studies and Subject/Phase Development. Professional Studies is centralised training for all PLS teachers that explores broad and transferable pedagogy. Subject/Phase Development is training specifically for subject/phase groups. Centralised training takes place each week on a Wednesday afternoon.
Our ambitious professional studies and subject development curriculum aims to provide a solid platform for PLS teachers to become confident and competent early career teachers. Through our curriculum PLS provides PLS teachers with access to research, strategies and a collegial experience to consider how to best meet the emotional and intellectual needs of their learners.
PLS focuses on maximising progress for the PLS teacher and their learners through embedding the core principles of teaching and learning in our professional studies curriculum. Our core principles of teaching and learning are focused on planning and teaching, managing behaviour, assessment of pupils, differentiation of teaching and learning, development of subject and curriculum knowledge for teaching and an exploration of meta-cognition and critical reflection.
Our subject development curriculum aims to complement our professional studies curriculum, while exploring the subject specific principles that are unique to each discipline. It focuses on the development of the subject knowledge, the expectations of the curriculum and the pedagogical methods to teach the subject.
All PLS curriculum facilitators have been recruited and selected based on their subject and curriculum knowledge, pedagogical knowledge and their experience in education and wider influencing institutions.
Our PLS partner schools are committed to our vision and support the realisation of our vision through the day to day practices in schools.
Our vision supports PLS teachers to secure employment as early career teachers to inspire today’s learners to be tomorrow’s leaders.
Please see below the titles of Professional Studies sessions for the training year 2020-21.
Primary and Secondary Professional Studies Curriculum 2020-21
Autumn Term
| Wk 1 | Induction Curriculum 2 | |
| Wk 2 | Lesson Planning Workshops / Components to a Lesson Plan planning for progress - drop down day |
|
| Wk 3 | PGCE: Introduction to the PGCE and Using Educational research | |
| Professional Conduct: Teacher and the Law / Wellbeing part one | ||
| Wk 4 | Creating a Conducive Learning Environment: Establishing Routines / Behaviour Management | Creating a Conducive Learning Environment: Establishing routines / Behaviour Management |
| Wk 5 | Safeguarding Workshops / Prevent Online Training - drop down day | |
| Wk 6 | PGCE: Writing the Literature Review | |
| Assessment for Learning: Mini-Plenaries and Evidencing Progress | Assessment for Learning: Mini-Plenaries and Evidencing Progress | |
| Wk 7 | Behaviour for Learning Strategies: ‘Teach Like A Champion’ | |
| Wk 8 | Planning for Inclusion: Supporting the SEND Student Planning for Inclusion: Working with a LSA / TA | Planning for Inclusion: Supporting the SEND Student Planning for Inclusion: Working with a LSA / TA |
| AUTUMN HALF-TERM | ||
| Wk 9 | Planning for Inclusion: Supporting EAL Learners | Planning for Inclusion: Supporting EAL Learners |
| Wk 10 | PGCE: Turning your Reading into Lesson Strategies and Activities | |
| Planning for Inclusion: Stretch and Challenge | Planning for Inclusion: Stretch and Challenge | |
| Wk 11 | Planning for Inclusion: Differentiation for the Less Able | Planning for Inclusion: Differentiation for the Less Able |
| Wk 12 | Progress and Assessment Workshops - drop down day: Learner Progress and Development Questioning for Deep Thinking Assessment for Learning: Marking & Feedback and Feed-Forward |
|
| Wk 13 | Use of Data: Tracking and Monitoring Learner Progress | Use of Data: Tracking and Monitoring Learner Progress |
| Wk 14 | Effective Intervention Strategies to Maximise Progress | Effective Intervention Strategies to Maximise Progress |
| Wk 15 | Planning Ahead: Securing NQT Employment | Planning Ahead: Securing NQT Employment |
Spring Term
| Wk 16 | Making the Most of Placement B / Managing the Teacher’s Workload & Wellbeing part two | |
| Wk 17 | PGCE: Writing Evaluations and Introduction to the RPK | |
| The Importance of Literacy / Numeracy Across the Curriculum / Early Reading and Systematic Synthetic Phonics / Early Mathematics | The Importance of Literacy / Numeracy Across the Curriculum | |
| Wk 18 | Curriculum Workshops | Curriculum Workshops |
| Wk 19 | Meta Cognition / How Learners Learn? | Meta Cognition / How Learners Learn? |
| Wk 20 | Shallow, Deep and Profound Learning | Shallow, Deep and Profound Learning |
| Wk 21 | Building Learning Power / Growth Mindset | Building Learning Power / Growth Mindset |
| SPRING HALF-TERM | ||
| Wk 22 | Over to You: Sharing Best Practice; Teaching & Learning strategies, Behaviour Management strategies, Differentiation strategies | Over to You: Sharing Best Practice; Teaching & Learning strategies, Behaviour Management strategies, Differentiation strategies |
| Wk 23 | Wellbeing: self efficacy training part three (Tai Chi) | |
| Wk 24 | PGCE: How to Prepare for the RPK and How to Submit your APK | |
| Strategies for Collaboration in the Classroom | Strategies for Collaboration in the Classroom | |
| Wk 25 | Learners and Problem Solving | Learners and Problem Solving |
| Wk 26 | Key Stage Transitions and Milestones | Key Stage Transitions and Milestones |
| Wk 27 | Curriculum Reading Week | |
Summer Term
| Wk 28 | Curriculum Workshops | Curriculum Workshops |
| Wk 29 | PGCE: Completing your RPK Preparation | |
| Wider Role of the Teacher: Form Tutor, Extra Curricular and Parent/Carer Engagement | Wider Role of the Teacher: Pastoral Responsibility, Extra Curricular and Parent/Carer Engagement | |
| Wk 30 | Strategies to Promote Independence and Interdependence | Strategies to Promote Independence and Interdependence |
| Wk 31 | SMSC & British Values | SMSC & British Values |
| Wk 32 | Final Assessment Procedures and Preparing for the NQT Career Entry Passport Analysing professional gaps and setting targets for the NQT year | |
| Wk 33 | Over to You: Sharing Best Practice; Teaching & Learning strategies, Assessment strategies (AFL/Feedback/Marking) | Over to You: Sharing Best Practice; Teaching & Learning strategies, Assessment strategies (AFL/Feedback/Marking) |
| SUMMER HALF TERM | ||
| Wk 34 | Curriculum Reading Week | |
| Wk 35 | Reflecting on the Training Year | Reflecting on the Training Year |
| Wk 36 | ‘The End’ of the Initial Teacher Training Year | |
Each subject/phase has its own Handbook which outlines the bespoke curriculum for that discipline.
Assessment Procedures
PLS teachers are consistently assessed during their training year. PLS uses both formative and summative assessments to support PLS teachers to make and evidence progress to the award of QTS.
Please see below an outline of the methods PLS uses for formative and summative assessment;
PLS Formative Assessment procedures
- Weekly observations by PLS mentor
- Half termly observations by PCM
- Half termly observations by PLS tutor
- Half termly online portfolio reviews*
- Progress reports – Autumn HT1, Spring HT1, Summer HT1
PLS Summative Assessment procedures
- Progress reports – Autumn HT2, Spring HT2, Summer HT2
- Academic assignment marking
- Final online portfolio assessment*
- Final assessment interview
* please see further information on online portfolio below
Online Portfolio
A PLS teacher’s Online Portfolio consists of 10 core strands that the PLS teacher develops throughout the training programme. The PLS Online Portfolio is monitored by the PLS mentor and/or PCM and the PLS tutor.
Each half term, PLS tutors will assess these strands and provide feedback to the PLS teacher and/or the PLS mentor to aid further progress.
At the end of the training programme, PLS tutors will make a summative assessment of these strands in order to make the recommendation for the award of QTS.
The ten core strands are:
- Lesson plans
- Lesson observations of the PLS teacher
- Focused observation reflections
- Individual Training Plan and weekly evidence bundles
- Curriculum Evidence Portfolio
- Subject Knowledge Audit
- Professional studies and subject development reflections
- Pre and post phase experience and reflections
- Academic assignments
- Progress reports (performance, professionalism and attendance)
Post Graduate Certificate in Education (PGCE)
All PLS tuition teachers are automatically opted in for the PGCE, however PLS salaried teachers must make a request to opt in for the PGCE qualification.
Those PLS teachers who are embarking on the PGCE, as well as the award of QTS, will be completing this through the University of Sussex. PLS aims to merge the PGCE seamlessly into the training programme. The PGCE consists of two assignments, the APK and the RPK.
Applying Professional Knowledge (APK)
The Applying Professional Knowledge is a 6000 word essay evaluating the impact of pedagogy on the PLS teacher’s professional practice.
Reflecting on Professional Knowledge (RPK)
The Reflecting on Professional Knowledge assignment is a 45 minute interview in which the PLS teacher shares anecdotes and evidence to discuss the development of their practice in relation to the Teachers’ Standards. The discussions have to be informed by pedagogical reading and show critical insight when reflecting on their individual progress over the course of the training year.
Lucy Harknett is the PGCE Lead at the University of Sussex and her email is l.harknett@sussex.ac.uk.
For all information on the PGCE please visit the University of Sussex website.