MMU

1.1 Meet our Head of The School of Education, Karen Meanwell: Introduction to Changes in ITE from 2024

1.2 Welcome from Karen Meanwell, Head of The School of Education: The MMU Curriculum and Core Content Framework.

1.3 Equality Statement

1.4 The Research Underpinning the Core Content Framework

1.5 Pre and Post-Course CCF Audit Tool

1.5 Reflection following Pre - Course CCF Audit

1.6 Meet the Programme Leadership Team: Introduction to the MMU Curriculum Additional Themes

1.7 MMU Additional Themes Introduction

1.7 MMU Additional Themes: Learning Outcome (LO) 6 Research Informed Practice

1.7 MMU Additional Themes: LO 6 Research Informed Practice

1.7 MMU Additional Themes: LO 7 Teaching for the Community

1.7 MMU Additional Themes: LO 7 Teaching for the Community

1.7 MMU Additional Themes: LO 8 Subject and Age Phase Expertise

1.7 MMU Additional Themes: LO 8 Subject and Age Phase Expertise

1.7 MMU Additional Theme: LO 9 Professional Behaviours

1.7 MMU Additional Theme: LO 9 Professional Behaviours

1.8 Mentor Implementation Task: LO5, 7 and 9

1.8 Mentor Implementation Task: LO5, 7 and 9

1.8 Mentor Implementation Task: Case Study Questions

1.8 Mentor Implementation Task: LO5, 7 and 9

1.8 Mentor Implementation Task: Action Plan

1.9 Intensive Training and Practice (ITaP)

1.10 Key Processes, Policies and Documentation

1.11 Student Entitlement and Quality Requirements

1.12 Pre-Placement A and B Lead, Class and Subject Mentor Live Training Video Links

2.1 Welcome from our Head of ITE Partnerships

2.2 What makes a good mentor?

2.3 Mentor Roles and Responsibilities

2.4 Class / Subject Mentor Checklist

2.5 Supporting Student Teacher Progress Through Effective Feedback and Mentoring Conversations

2.6 Setting SHARP Targets

2.7 Difficult Conversations

2.7 Preparation for the Mentor Meeting

2.7 Planning

2.7 Student Scenario Task 1

2.7 Scenario Questions

2.7 Student Scenario Task 2

2.7 Student Scenario Questions

2.7 Some questions to consider.

2.8 Signposts

2.9 Mental Health and Well-Being

2.9 Mental Health and Well-Being

2.10 Takeaway Task

3.1 Primary Class Mentors only: Developing subject and age-phase expertise

3.2 Primary Class Mentors only: Case Study Activity

3.3 Secondary Subject Mentors only: Developing Subject Knowlege Expertise

3.4 Secondary Subject Mentors only: Reflecting on developing subject knowledge in student teachers

3.5 Reading activity for All

3.6 Reflection task to follow reading activity

3.7 Secondary Subject Mentors only: Specialist Subject Mentor Training - links to 'live' training videos

3.8 Secondary Subject Mentors only: Additional support for secondary maths subject mentors - optional

4.1 Self-Study Reading Task

4.2 Assessment: Understanding Progression through the MMU Learning Outcomes

4.3 Assessment Journey Overview - Student Teacher Making Expected Progress

4.4 Assessment Journey - Student Teacher Not Making Expected Progress

4.5 Reflection and Actions on Learning

4.6 Assessment: Interim and Final PAD

4.7 The Big MMU Assessment Quiz - some questions have more than one correct answer

4.8 Post-Course CCF Audit Tool

5.1 Rationale and Purpose of Quality Assurance at MMU

5.2 Role of the Lead Mentor Introduction

5.2 Role of the Lead Mentor

5.3 School Quality Assurance Process: Pre-Placement Preparation

5.3 Suggested Pre-Placement Activities

5.4 Placement: Lead Mentor Quick Checklist

5.5 Placement Induction Programme

5.5 A Good Induction Programme

5.5 Induction Guide

5.6 During Placement: Professional Development Programme

5.6 Secondary Lead Mentors Only: Professional Development Programme Ideas

5.7 During Placement: Joint Observation with Class / Subject Mentor

5.7 During Placement: Joint Observation with Class / Subject Mentor Suggested Questions

5.8 At the end of Placement

5.9 What is the Quality Development (QD) Process?

5.9 Quality Development: Reflection and Action Plan

5.10 Lead Mentor Scenarios

5.10 Scenario 1

5.10 Scenario 2

5.11 Links to 'Live' Lead Mentor Training

6.1 Effective Teacher Professional Development

6.2 Characteristics of an Effective Class/Subject Mentor in your setting.

6.3 Lead (Professional) Mentors supporting Class / Subject Mentors: Potential Challenges

6.3 Lead Mentors supporting Class/Subject Mentors: Suggestions of Potential Challenges

6.3 Lead Mentors supporting Class/Subject Mentors: Responsibilities and Suggested Actions

6.4 Lead Mentors supporting New Class / Subject Mentors

6.4 Lead Mentors supporting New Class / Subject Mentors: Suggestions

6.4 Lead Mentors supporting New Class / Subject Mentors: Scenarios

6.5 Building a Mentor Team

6.5 Suggestions for Selecting your Mentor Team

6.6 Next Steps and Thinking Ahead

6.7 Working with Mentors to Evaluate Placement Quality

6.8 Leading a Team of Class / Subject Mentors