SE2 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 |
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 SE2 mentor report |
|
|
Interim Review Meetings Log (Appendix B) |
Example interim review PDFF highlighting |
EXAMPLE - End of SE2 mentor report |
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 ITTECF
|
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 |
|---|---|---|
| SE2 Weekly planning EXAMPLE - Maths | ||
| Trainee planning online feedback tool (for mentors) |
SE2 Weekly planning EXAMPLE - Other subjects |
Strand C (SCK): Subject Knowledge - Planning and Teaching Effective Lessons
Strand D (A): Assessment
| Supporting trainees to develop their assessment |
SE2 Weekly assessment tracking EXAMPLE - Maths SE2 Unit assessment tracking EXAMPLE - Art |
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 |
Primary PGCE Newsletter| Spring 2026 |
4 | SE2 training
ALL MENTORS (2 hours)
Thursday 12th, Friday 13th or Tuesday 17th March
- DOWNLOAD: SE2 Mentor Training PowerPoint Slides
NEW UoM MENTORS (additional 1.5 hours)
Thursday 12th, Friday 13th or Tuesday 17th March
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.
-
A | New to Mentoring (Primary)
Course◷ 1.5 hours
-
B | Equality, Diversity and Inclusion (Primary)
Course◷ 2 hours
-
C | Mentor Observations, Feedback and Target setting (Primary)
Course◷ 2.5 hours
-
D | Classroom Pedagogy in Practice (Primary)
Course◷ 2 hours
-
E | Trainee Planning, Teaching and Assessment (Primary)
Course◷ 2 hours