PLS Curriculum Overview

Professional Studies Rationale and Curriculum Overview

PLS develops the pedagogical knowledge (general and subject-specific) of its trainees (PLS teachers) through Professional Studies (PS) and Subject Knowledge for Teaching sessions (SKfT). 

Our ambitious PS curriculum aims to provide a solid platform for PLS teachers to become confident and competent early career teachers. Sessions are structured to provide PLS teachers with access to research, strategies, practise opportunities and a collegial experience to consider how to best meet the emotional and intellectual needs of their learners. 

The structure of our professional studies curriculum takes inspiration from the work of Kennedy (2015) and our own reflective practice to prioritize PLS teacher learning based on need and impact. Therefore, each half term has a particular focus/foci that is broken down into individual but holistic sessions;

Our PLS society which encompasses PLS and its partner schools are committed to our vision and support the realization of our vision through the day-to-day practices in schools, which educates and assesses the PLS teacher.

Subject Knowledge for Teaching Rationale and Curriculum Overview

Our subject knowledge for teaching curricula complements our professional studies curriculum, while exploring the subject specific principles that are unique to each discipline. It focuses on the development of subject mastery, the expectations of the subject curriculum, the pedagogical methods to teach the subject and reflective practice. See subject specific curriculum maps for more information.

The structure of the subject knowledge for teaching curricula prioritises PLS teacher learning based on need and impact. Therefore, subject leads have created their curriculum utilising the National Curriculum, Ofqual and their teaching and learning expertise. These inform the content, structure and form of the subject development sessions and the core curriculum observations.

Our subject leads act as a bridge between PLS and subject expert colleagues ensuring our vision is disseminated to all expert colleagues who work with PLS.   

Our subject leads have been recruited and selected based on their subject and curriculum knowledge, pedagogical knowledge and their experience in education and wider influencing institutions.

Pre learning tasks allow PLS teachers to revise subject content to be explored, deepened and contextualised in education in subject knowledge for teaching sessions.  

Post learning tasks create a learning thread between subject knowledge for teaching sessions and classroom practice and when relevant, form the focus of the weekly professional dialogue between the PLS teacher and general mentor.

Central Training (Professional Studies and Subject Knowledge for Teaching) Curriculum Overview