Curriculum
The UCL programme components draw on multiple pedagogies of teacher education to effectively develop teachers as skilled professionals. Learning activities are targeted to the developmental needs of the early career teachers and the nature of content in each module. Mentors are fully prepared for their role in the programme through targeted training which addresses both the content of the Early Career Framework and the highly skilled practice of mentoring.
The programme will be delivered through a blended learning approach to create flexible and social learning environments that support early career teachers’ development.
A flexible programme that works with your timetable
- Early career teacher self-study sessions can be completed at any time, as a single block of study or broken up across a number of days.
- Modules within the programme are presented in a suggested sequence, which can be adapted to suit local needs where appropriate. Modules are sufficiently bounded that they can be completed in any order.
- Module summary guides provide a clear overview of sessions in each module, including preparation required and key learning activities. Mentors and early career teachers can use this to target session selection and sequencing to early career teachers learning needs, their school calendar and other commitments with which the programme must dovetail.
- Mentors and early career teacher complete module content audits at the start of each module, which clearly indicate where to target and personalise activity within and across sessions so that it best addresses each early career teacher learning needs.
Please scroll down for full details of the curriculum and programme structure.
Assessment
The in-school induction tutor or lead is responsible for the ECT assessment in conjunction with your chosen appropriate body service. They will assess the ECT against the Teachers’ Standards. This will involve completing observations, progress reviews and formal reports. They will also oversee support for all ECTs within school and monitor engagement of mentors and ECTs with the ECF programme.
Key assessment points:
- Progress reviews at the end of term 1, term 2, term 4 and term 5
- Formal assessments at the end of term 3 and term 6
Our teaching school hubs offer a full appropriate body service.
Dates, times & locations of training sessions
The session dates and times for each ECT or mentor cohort are shared with participants directly.
Year 1: Compulsory Training
Early career teachers: Each half term there will be a compulsory 2-hour online training session and one 1-hour online learning community session.
Mentors: Each term there will be a compulsory 1-hour online learning community session.
It is important that all sessions are attended by participants.
Year 1: Themed modules
|
Autumn 1 Module 1: |
Mentor Online Learning Community 1 hour w/c 19th September 2022ECT Training – 2 hours w/c 26th September 2022ECT Online Learning Community – 1 hour w/c 17th October 2022 |
| Autumn 2
Module 2: (Teachers’ Standards 2 and 3)
|
ECT Training – 2 hours w/c 31st October 2022ECT Online Learning Community – 1 hour w/c 12th December 2022 |
| Spring 1
Module 3: Developing quality (Teachers’ Standards 4 and 5)
|
ECT Training – 2 hours w/c 3rd January 2023ECT Online Learning Community – 1 hour w/c 6th February 2023 |
| Spring 2
Module 3: (Teachers’ Standards 4 and 5)
|
Mentor Online Learning Community – 1 hour w/c 6th March 2023ECT Training – 2 hours w/c 20th February 2023ECT Online Learning Community – 1 hour w/c 27th March 2023 |
| Summer 1
Module 4: (Teachers’ Standard 6)
|
ECT Training – 2 hours w/c 24th April 2023ECT Online Learning Community – 1 hour w/c 22nd May 2023 |
| Summer 2
Module 5:
|
Mentor Online Learning Community – 1 hour w/c 12th June 2023ECT Training – 2 hours w/c 24th April 2023ECT Online Learning Community – w/c 22nd May 2023 |
Year 2: Compulsory Training
Early career teachers: In term 1 and term 2 there are two compulsory 2-hour online training sessions and in term 3 ECTs will undertake two external school visits to complement their enquiry-based learning.
Mentors: Each term there will be a compulsory 1-hour online learning community session.
It is important that all sessions are attended by participants.
Year 2: Inquiry based learning
| Autumn 1
Module 6: Inquiry into enabling pupil learning
|
Revisiting learning from Module 1. Investigating one area of practice, from Standards 1 and 7, and conducting a rapid exploratory inquiry into the impact of the ECT’s existing practice. |
| Autumn 2
Module 7: Inquiry into engaging pupils in learning
|
Revisiting learning from Module 2. Using the audit to identify one area of practice, drawn from Standards 2 and 3, to focus a second exploratory inquiry into the impact of the ECT’s existing practice, and to identify useful changes to practice. |
| Spring term and Summer 1
Module 8: Inquiry into developing quality pedagogy and making productive use of assessment |
Revisiting learning from Modules 3 and 4. From an audit of Standards 4, 5 and 6, conducting a more extended inquiry, evaluating the impact on pupils of an alteration to the ECT’s practice. Sharing the findings of this inquiry with colleagues. |
| Summer 2
Module 9: Fulfilling professional responsibilities
|
Revisiting Module 5 content, reflecting on progress across the programme, exploring and preparing for how the ECT’s professional role may evolve as their career develops.
|
