SE1 resources
Primary PGCE
1 | Mentoring skills and the role
Understanding the role of the mentor
| Mentor role and responsibilities | Styles of Mentoring | Top tips for week 1 |
Weekly feedback and target setting
(quality observations, deconstructing practice and providing effective feedback)
| Weekly feedback form | Observation, feedback and target setting | Trainee Portfolio |
|---|---|---|
| Mentor Feedback Form (Appendix C) | Feedback and target setting bookmark | Trainee Portfolio 2025-26 |
| Mentor Feedback Form - EXAMPLE (Appendix D) | Giving quality written feedback | Preparing for SE1 & the Trainee Portfolio (guidance) |
Interim and final review points
(assessing trainee progress)
| Review points | Key documents | Review points | Further support | Mentor report |
|---|---|---|
| Professional Development Formative Framework (Appendix A) | End of SE1 mentor report (available Dec 2025) | |
|
Interim Review Meetings Log (Appendix B) |
Example interim review PDFF highlighting |
End of SE1 mentor report - EXAMPLE (available Dec 2025) |
Pastoral and wellbeing support
| Safeguarding and concerns | Trainee wellbeing | Websites |
|---|---|---|
|
Sharing information about trainees and safeguarding Concerns about a trainee |
Supporting trainee wellbeing |
Student Support Counselling Services |
2 | Supporting trainee progress across our curriculum
Our ITT curriculum and the Core Content Framework (CCF)
|
Primary PGCE Curriculum |
ITTECF (Initial Teacher Training and Early Career Framework) |
Strand A (BM): Setting high expectations and behaviour for learning
Strand B (PP): Pedagogy and Planning
| How children learn | Planning support | Lesson planning examples |
|---|---|---|
|
English plan EXAMPLE Maths plan EXAMPLE Science plan EXAMPLE Geography plan EXAMPLE Phonics plan EXAMPLE |
||
| Trainee planning feedback comment tool (for mentors) |
Weekly plan (from WEEK 4) EXAMPLE TA and additional adult briefing sheet EXAMPLE |
Strand C (SCK): Subject Knowledge - Planning and Teaching Effective Lessons
Strand D (A): Assessment
| Supporting trainees to develop their assessment | Example lesson assessment (within daily planning) |
Strand E (PB): Professional Behaviours
| High expectations | Support | Difficult conversations |
|---|---|---|
|
Teachers' Standards Bookmark |
Supporting a struggling trainee |
Managing a difficult conversation |
|
Deploying teaching assistants effectively TA and additional adult briefing sheet EXAMPLE |
Cause for concern flowchart |
|
|
Challenging a higher attaining trainee |
Please make contact with your professional tutor/alliance lead if you have any concerns. |
3 | Our school partners
The University of Manchester offers a range of resources for teachers, ranging from conferences, to resources developed by researchers from the institution.
|
Primary Partnership agreement (from September 2025) |
Teacher events and resources |
Primary PGCE newsletters
|
Primary PGCE Newsletter | Autumn 2025 |
4 | SE1 training
ALL MENTORS (2 hours)
Thursday 9th, Friday 10th or Tuesday 14th October
NEW UoM MENTORS (additional 1.5 hours)
Thursday 9th, Friday 10th or Tuesday 14th October
If you are a NEW UoM MENTOR, you will have accessed Course A as part of your additional 1.5 hours of training, with opportunities to access any further courses (B to E) to support your CPD.
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A | New to Mentoring (Primary)
Course◷ 1.5 hours
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B | Equality, Diversity and Inclusion (Primary)
Course◷ 2 hours
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C | Mentor Observations, Feedback and Target setting (Primary)
Course◷ 2.5 hours
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D | Classroom Pedagogy in Practice (Primary)
Course◷ 2 hours
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E | Trainee Planning, Teaching and Assessment (Primary)
Course◷ 2 hours