In The Guide:

• Background & Context
• Standards & QA
• The Process
  • Benefits & Objectives
  • Initiating Partnerships
  • Induction & Mentoring
  • Setting a Work Plan
  • Agreeing a Timetable
• Monitoring & Feedback
• Provider Checklist
• Mla Checklist
• Trainee Checklist

Downloads

Partnership Models 1 and 2 [50.7kb]

How can Mla Placements Meet the QTT Standards? [64.2kb]

Activities for ITT Students in Mlas [51.4kb]

Yorkshire Sculpture Park - Unit of Work [68.5kb]

© Richmondshire District Council

Each of the partners may already have an idea of an area of work they would like to develop. It's likely that for the trainee and the school a placement will be much more successful if it is embedded in a unit of work, including learning in the classroom, rather than the single focus of a school visit. Remember that valuable placements can take place where the focus is solely on developing learning material for the classroom - a school visit is not necessarily a prerequisite.

Before fixing on an area of work it might be valuable to review the two models recommended by our research, Partnership Models 1 and 2 [50.7kb], and take a look at another two documents:

• Activities for ITT Students in Mlas [51.4kb]
• How can Mla Placements Meet the QTT Standards? [64.2kb]

You may be surprised at the range and scope of potential activities and how well you are able to match your ideas for placements to the QTT standards. As part of this process don't forget to commit each partner to agreeing some aims and objectives. They can be different but make sure they're realistic and compatible: see the benefits and objectives page.

Here is an example of a particularly detailed work plan which embeds a visit into a whole unit of work in school: Yorkshire Sculpture Park - Unit of Work [69KB]