The Core Content Framework (CCF) is a statutory requirement for all providers of teacher training and is a minimum requirement for the curriculum that is provided by the University including the partnership with schools. This document was originally published by the DfE in November 2019 but now has updates and can be found at: https://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework. It is important that all members of the Primary PGCE partnership are aware of this document and how this informs the support for students. Key elements of the CCF will be included in the relevant mentor training for Teacher Mentors.
The structure of the CCF reflects the structure of the Early Career Framework listing, for each if the Teachers’ Standards, ‘Learn that’ statements and ‘Learn how to’ statements. We would like to bring to your attention this extract from page 5 of the CCF to highlight the key phrases that are used repeatedly across the document:
‘Throughout the ITT Core Content Framework, key phrases are used repeatedly. Understanding how these terms are defined by the Expert Advisory Group is key to understanding the entitlement defined by the ITT Core Content Framework:
- Expert colleagues: Professional colleagues, including experienced and effective teachers, subject specialists, mentors, lecturers and tutors.
- Practise: Opportunities to use approaches defined in the ‘Learn how to…’ column of the ITT Core Content Framework. Throughout their training, trainees should expect multiple opportunities to rehearse and refine particular approaches, possibly beginning outside the classroom before using approaches in classrooms.
- Discussing and analysing with expert colleagues: Interrogate with an expert colleague – using the best available evidence – what makes a particular approach successful or unsuccessful, reflecting on how this approach might be integrated into the trainee’s own practice.
- Observing how expert colleagues … and deconstructing this approach: Working with expert colleagues – using the best available evidence – to critique a particular approach – whether using in-class observation, modelling or analysis of video – to understand what might make it successful or unsuccessful.
- Receiving clear consistent and effective mentoring: Receiving structured feedback from expert colleagues on a particular approach – using the best available evidence – to provide a structured process for improving the trainee’s practice.’
DfE, 2019 (p5)