We recognise that your early career induction matters – as your professional development continues during this two- year period. This section of BGU’s website has been designed to support early career teachers. It offers guidance, together with useful links to sites and documents.
Below are key sections to support your development as a teacher covering:
- Early Career Teacher Advice and Support
- Useful Resources and Websites
- National Teaching Priorities
- Continued Professional Development and Further Study
As stressed in BGU teaching sessions, we are not qualified to support you with legal matters and would strongly advise that you join a Teachers’ Union.
BGU is committed to supporting you as you transition to the school workplace; we want to continue to work with you during these formative years. Your school mentor and tutor will provide guidance and support, including coaching and mentoring, for your professional development. However, remember that as early career teachers, BGU is still here to support you with aspects of your teaching activity. For example, advice on behaviour management or subject knowledge and pedagogy. The recently developed Early Career Framework offers a structured programme of development, support, and professional dialogue. This programme provides a set of materials which cover the five core areas of the ECF. These are Behaviour Management, Pedagogy, Curriculum, Assessment and Professional Behaviours.
Please email us at beyondite@bishopg.ac.uk.
Your communication will be forwarded to the appropriate member of staff.
ECT Advice and Support
The ECF has been designed to build on high-quality Initial Teacher Training (ITT) and support ECTs during their 2-year induction period. This provides key evidence statements ('learn that') and practical guidance ('learn how to') to help ECTs to both reflect and improve their practice.
Early career framework reforms: overview
The Government has reformed the way that early career teachers are supported during their first two years in schools. (This replaces the former 1-year induction for NQTs.) As part of this induction, the Government is funding an entitlement for you to access high-quality professional development.
Induction for Early Career Teachers (England)- updated April 2023
This statutory guidance has been compiled by the DfE and is essential reading for all early career teachers. It outlines the duties for appropriate bodies, headteachers, school staff and governing bodies. This includes: how ECTs are monitored, supported and assessed, and how concerns can be raised.
2021 - Supporting Early Careers Teachers
The DfE are developing a 2-year package to support the professional development of new teachers at the start of their career, based on the Early Career Framework. This is planned to be implemented in 2021.
Useful sites to join and generic websites |
Description |
Offers a wide range of activities, resources, plans and suggestions. The vast majority of these are free. |
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This site offers a range of activities, lesson plans and resources for you to edit and adapt. |
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A great free website for creative and unique resources and classroom decorations. |
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Great for science. These are small prompts for discussion and investigation, using high-quality images and videos. |
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This is a useful website to join for the latest educational news and advice. |
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This offers links to other websites. It is divided into subjects and offers a range of free and paid resources. |
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Has a range of free resources that could be implemented in your classroom, planning, learning environment or set as homework. |
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A great, fun and interactive way to for formative assessment evidence. |
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Another great website to create quizzes and surveys to assess progress and attainment. |
Consider Joining the Below Publications for Updates and Newsletters
*Please note BGU does not specifically endorse the content of external Twitter accounts and websites. They may, however, prove useful sources of insight and information. Content on external sites is subject to change.
Most questions that ECTs pose are answered in the DfE’s Statutory Guidance. This document should always be your primary source of information. During our teaching inputs there are some regularly asked questions. These include:
How can I prepare for my ECT induction period?
Ensure that you are clear of your role and responsibilities as an ECT and those of others, for example, your ECT mentor and tutor, headteacher and appropriate body. Read and understand the statutory guidance. This details subjects such as: monitoring, support and assessment during your induction, early career framework-based training, determining the length of the induction period, how to raise concerns and ensuring a reduced timetable.
On gaining employment, where possible, visit the school and communicate with your mentor and tutor on a regular basis. Familiarise yourself with the school’s key policies and procedures (especially safeguarding) and establish how you will record activity against the Teachers’ Standards. During one of your first meetings with your mentor and tutor, share the data in your Career Entry Passport (CEP). This will inform the nature of the school support provided for you, as well as how you can maximise your use of CPD time. Remember, you also have an entitlement to Early Career Framework based training.
How am I assessed during my ECT induction period?
A suitable monitoring and support programme is essential for ECTs. The monitoring, support and assessment processes will be similar to those provided during your three school placements within your time at BGU; you will continue to be assessed against the Teachers’ Standards during the 2-year statutory induction period. Your teaching will be observed with follow-up discussion and there will be regular professional reviews of your progress. By the end of this induction period, you must demonstrate consistent acceptable activity against each standard. (Remember, these standards provide a minimum requirement when assessing both trainees and teachers.)
A recent reform is your entitlement to programme of training. This will support you to both understand and apply the knowledge and skills set out in the Early Career Framework's evidence ('learn that') statements and practice ('learn how to') statements.
The school and appropriate body will outline how you should record this data - your progress will be reviewed at frequent intervals throughout the induction period. As was expected whilst you were at BGU, use your tutor/mentor meetings to identify and discuss areas for development, and, actively, use your CPD period (and the ECT programme of training) as a means of improvement.
What can I do to help myself during this ECT induction period?
As stressed in your teaching sessions at BGU, it is crucial that you bridge any gaps in your Teachers’ Standard activity and performance, and are familiar with the Early Career Framework. We believe there to be four key learning behaviours which support ECTs. These are:
- Reflection – continue that ongoing reflective process to achieve a high level of self-awareness.
- Proactivity – think for yourself and consider solutions. Your mentor doesn’t want to establish all your solutions. If your practice is challenged, don’t wait - seek immediate support; you will be respected for this pro-active behaviour.
- Resilience- you must develop strategies to recover quickly when you have set-backs. This will impact positively on your stress levels and combat attrition. Remember, adversity is something all teachers experience. Sometimes it’s not what happened but how you faced these challenges. It is crucial that you seek support immediately and consider solutions.
- Organisation and Personal Management- effective personal management will impact on your self-confidence and personal health and well-being. Determine how others in the school manage their time to ensure that they meet expected deadlines. Make efficient use of your PPA entitlement - don’t waste this valuable time.
Can I complete my statutory induction period in more than one school?
It is not uncommon for ECTs to complete their induction period in more than one school. For example, you may complete your first term in one school, then the next five terms in another. A minimum of one full term is required to provide ECTs with the breadth of experience, support and assessment necessary to enable them to demonstrate that their performance against the relevant standards is satisfactory. Each school must register the ECT and agree that your activity will be assessed as part of your statutory induction period.
Has the induction period changed?
Yes. From September 2021, all schools will follow the Early Career Framework (ECF) and the induction period will be extended from one to two years. The ECF is a framework of standards to help early career teachers succeed at the start of their careers. This includes additional support, funding and training. For example, a guarantee of 5% off- timetable in the second year of teaching and freely available ECF curricula and training materials. Training themes include: behaviour management; pedagogy; curriculum; assessment and professional behaviours.
From September, 2021, schools are funded for mentor time and training. This ECF was piloted in eligible schools in the North East, Greater Manchester, Bradford and Doncaster last year. Your school has an entitlement to a funded 2-year package of structured support for their early career teachers, alongside funded time off timetable in the second year of teaching and support for mentors.
If I completed part of the induction period in the previous academic year (Sept 2020- August 2021), what happens now the ECF is in place? Will my remaining induction period be extended?
You need to check for any updates on the DfE website. Our understanding is that the new ECF is for teachers who BEGIN their induction in September 2021 (if not employed in an ECF pilot area).
If you have already started an NQT induction, then you have until 1st September 2023 to complete this under the old system.
What action do I take if my tutor and mentor are not providing adequate support and advice?
We would always advise that you talk directly to your tutor and mentor first; he/she may be unaware of your concerns. The roles and responsibilities of the tutor and mentor are outlined in the statutory guidance (p.20). However, don’t forget that your ECT roles and responsibilities are also defined within this document. Can you do more to help yourself? If you still have concerns, you can approach your headteacher or your appropriate body. Both must ensure that they are meeting their responsibilities in respect to the induction of ECTs.
How do I plan and assess now?
It is quite normal for ECTs to find this activity daunting. Spend time looking through the school’s planning and assessment policies and procedures. Ask to see some examples yet be mindful that most won’t be as detailed as those you produced whilst training.
As discussed in your teaching sessions at BGU, one way of improving your planning is to have confident subject knowledge and pedagogy. This will develop your ability to establish clear learning objectives and success criteria, address misconceptions, ask the right questions, promote the right subject vocabulary etc. Wherever possible, plan with others. Schools are asked to involve their ECTs in similar planning, teaching and assessment processes to those in which other teachers working in similar substantive posts are engaged.
Don’t forget that subject leaders are also there to support you.
How should I use my CPD entitlement?
Schools are expected to deliver an induction period that is underpinned by the ECF. A headteacher must ensure an ECT has a reduced timetable of no more than 90% of the timetable of the school’s existing teachers. (This is in addition to the timetable reduction in respect of planning, preparation and assessment time (PPA)). The DfE recognise that a dedicated period (usually weekly) can help ECTs to bridge gaps in the skills and knowledge required to meet the Teachers’ Standards. Do not waste this valuable time- be proactive and work with your ECT tutor and mentor to maximise the use of this time. Your CEP data will help you to establish your initial developmental needs.
In your second year, you are entitled to 5% timetable reduction.
Providers, including appropriate bodies and local authorities, often provide programmes of support. This is something to ask at interview or during your first few days as an ECT. The power of observing the practices of others within your setting, academy trust or school community is strongly endorsed by staff at BGU. This includes observing the roles and responsibilities of support staff.
Do I need to join a Teachers’ Union?
We strongly advise you to join a Teaching Union. A union will provide you with legal and financial advice, and insurance. Many offer ECTs significant membership discounts during their first year. Some also provide money-saving benefits and services, as well as professional development opportunities. If you experience substantial challenges during your ECT induction, it is your Teaching Union that can offer you legal advice. They can also determine whether you have been provided with effective support and completed your expected roles and responsibilities as an ECT.
How can BGU support me during my statutory ECT induction period?
Your ECT tutor and mentor will provide guidance and support, including coaching and mentoring, for your professional development. However, remember that BGU is still here to support you. For example, this could include advice on behaviour management or particular subject knowledge and pedagogy.
If you email beyondite@bishopg.ac.uk, your communication will be forwarded to the appropriate member of staff.
Have I still got access to the data within my eRPD?
Irrespective of whether or not you have secured employment, it is crucial that you complete the ‘employment’ tab on your eRPD. This is important in either case. This will generate a facility to establish a new user name and password for your eRPD. It will also mean that we can keep in touch with you during your ECT induction. You will have limited ‘read- only’ access to this electronic record. As advised in ‘Preparing for your ECT induction teaching sessions’, we recommend that you download key documents for future reference (For example, your Extending Standards Review data). Continue to use the same rigorous target setting processes throughout your induction.
As an ECT, ensure that you make the most of the recently published Early Career Framework. As an early career teacher, this comprehensive programme will support you to both understand and meet the Teachers’ Standards. Four providers: Ambition Institute, Education Development Trust, Teach First and UCL Early Career Teacher Consortium have each provided a set of materials which cover the five core areas of the ECF. These are ‘Behaviour Management’, ‘Pedagogy’, ‘Curriculum’, ‘Assessment’ and ‘Professional Behaviours’.
You can access all four provider’s self-directed study programmes and teacher materials for free and work through these at your own pace. If you are struggling with an aspect of the Teachers’ Standards, this programme will support your professional development. For example, there is guidance on Assessment and Feedback (TS6) and Subject knowledge and Pedagogy (TS3 and TS4).
Top Tips from the Staff at BGU
For Well-Being:
- Use the staff room – it will help you to get to know your colleagues and make you feel part of the team.
- Keep up your hobbies and personal interests, even if it is only at weekends or in school holidays – this will give you a break and motivate you to keep a work-life balance.
- Belong to a club or group that involves meeting up once per week. You need to maintain a life outside of school and knowing that you are going to be out that night makes you think carefully about the work you set that day and what marking it might involve.
- Don’t be afraid to ask for help and say you don’t know – be proactive and ask someone when you need help.
- Don’t be afraid to say ‘no’. ECTs have a habit of saying ‘yes’ to everything to show their willingness. Very soon you will end up a nervous wreck with too much to do and no time to do it. Saying ‘no’ is okay.
- Ask for help, don’t worry if you need to know and can’t find out what to do.
- If you arrive early, leave early, make sure you have a balance between work and life.
- Really work on your personal organisation – the most organised people are usually the happiest. They give themselves/plan time to relax.
- Be kind to yourself-remember to do the things that make you relaxed and happy. (5 a day card you got early in the programme. What helps-singing, reading, walking the dog, cooking, running, Sudoku etc!).
For Supply Teaching:
- Just in case, prepare yourself with a set of activities for different age groups for a range of subjects. For example:
- Work based on a poem / fairy tale / short story / short excerpt where you can read the work to them and then work together as a class to write something in a similar style.
- An open-ended maths investigation, especially a low threshold / high ceiling one from nrich.maths.org
- An art activity that uses basic equipment e.g. a drawing of what you see through the window on half the page and what you might see 100 years from now / have seen 500 years ago.
- A song that you can teach them that has actions.
- A PE game.
- Have your teaching bag packed ready to go in case you get a last-minute call. Make sure you bring your PE kit.
- Have a list of questions ready for a new school:
- How and when are registers taken?
- What is the timetable?
- Has any work been set?
- Will I have a TA? Who and when? Do they have a specific role?
- Are there any children with SEND or EAL in this class?
- What happens if there’s a fire drill?
- Who should I contact if there’s a problem and how?
- Where are the staff toilets?
- Do I need to put money in a kitty for tea / coffee?
- Which mug can I use at break time?
- Prepare to arrive to teach one class and end up with another.
- Spend time talking to the children before lessons start – establish a positive relationship. What makes their class special?
For Job Seekers:
- Make sure you know where and how relevant jobs are advertised.
- Consider doing voluntary work in the field as a way of getting your face known and making sure you have up-to -date relevant skills (and someone to provide a reference).
- Get someone to check your application letter if you find you are not getting called for interviews [your personal tutor can do this if you email them].
- Sign up to LinkedIn, look at Guardian Jobs and email schools. Don’t hassle schools but make them aware that you are available.
- Think about moving area and how far you would really like to travel. A 5-mile radius might stop you getting a job, be prepared to drive or ride up to an hour. The journey is great for planning and headspace after school.
- Don’t give up – there is a job out there for you. Make full use of BG Futures. They are there to support you with all aspects of the application process - they can also provide a supportive chat during these uncertain times. (bgfutures@bishopg.ac.uk)
For ECTs:
- Join professional associations e.g. a union (NEU or NASUWT etc. - some are on the list on BB – pe334)
- Join subject organisations and/or follow websites (or social media pages) with teaching tips and ideas either subject specific or more general
- e.g. UKLA which has support materials for teaching English.
- e.g. Primary Science Teaching Trust
- Consider using Twitter to contact other ECTs and find teaching advice and ideas e.g. #EduNQTconnect, @ecawemma, #OURfp
- Join the Chartered College Teaching. They have an Early Career Hub and this is free now as you are still a student!
- Use BGU ECT website which has links to teaching resources (these are in the process of being improved)
- Offer to run or help out with a school club. You get to build different sorts of relationships with the children, get to know a wider group of children and get to share your enthusiasm for something you enjoy.
- Remember that you will need to write reports for the children at the end of the year. Make sure you know something about every child for every subject.
- At parents’ evenings make sure you talk about subjects beyond maths and English (my advice from a parent viewpoint!)
- Make sure you know if any of the parents of your children are teachers or ITE lecturers!
- Remember you cannot do everything in your first year – pace yourself.
- Make friends with the cleaners, caretakers, TAs and lunchtime supervisors.
- Use verbal feedback to support learning.
- Technology can support your planning – use PLICKERS to get feedback on progress
- Show the parents/carers that you know their children. What hobbies/interests have they got? What do they like reading at home? Who do they play with out of school?
- Be sensitive to the fact that everyone has been in lockdown. These parents may not have had the IT or time to support their child with their learning at home. They may have been disadvantaged.
Do I need to join a Teachers’ Union?
We strongly advise you to join a Teaching Union. A union will provide you with legal and financial advice, and insurance. Many offer ECTs significant membership discounts during your induction period. Some also provide money-saving benefits and services, as well as professional development opportunities. If you experience substantial challenges during your ECT induction, it is your Teaching Union that can offer you legal advice. They can also determine whether you have been provided with effective support and completed your expected roles and responsibilities as a ECT.
Choosing the right union is an important first step for ECTs. Make sure you take the time to look at the different unions and what they can provide you with:
Unison For Early years teachers and non-teaching staff
TES This TES article offers practical advice and suggestions for each union.*
*Please note BGU does not specifically endorse the content of external Twitter accounts and websites. They may, however, prove useful sources of insight and information. Content on external sites is subject to change.
Applying for Jobs – BG Futures is still here for you
As an early career teacher, BG Futures, your Careers, Employability and Enterprise Team, is still here to help you with all aspects of the recruitment process. We appreciate that when you graduate from BGU you may still be seeking employment. Alternatively, your first employment contract may be for a temporary position (one or two full terms) and you may need to complete the rest of your statutory induction period in another school.
As outlined in your ECT inputs at BGU, BG Futures can support you with:
- Writing a personal statement.
- Understanding the school’s advert, job description and other requirements.
- Completing the application form.
- Developing your interview skills; you can also request a mock interview.
- Developing your confidence with on-line interviews.
- Planning your ongoing career development.
- General careers advice and support.
- Browse through ‘Opportunities’. These are vacancies posted by employers, including schools, who are specifically seeking to recruit BGU students and graduates.
- Book an appointment with a member of the team. This can be face- to- face (after lockdown) or via Zoom, Skype, Teams etc, or just a phone call.
- Book a place on one of our careers and enterprise related events, such as Interview skills, Planning your Career, Working with Businesses and many other themes.
- Upload your CV, application or personal statement for one of the team to check and comment upon.
You can contact them in two ways: via e-mail bgfutures@bishoppg.ac.uk or on 01522 583900.
The BG Futures team would be delighted to hear from you. You can continue to use our online services by registering for a graduate account. Just visit https://bgfuturesonline.bishopg.ac.uk/ and select ‘Alumni Sign-In’. From there click the link to Register an account. Once approved, you will be able to continue using their services.
Government Teaching Vacancy Service
For any of you seeking employment during your ECT induction period, you may find this site useful. After completing the data required, you will be sent alerts about ECT vacancies in your specified area.
Useful ECT Resources and Websites
** Updated July 2022
English |
Description |
This is a very useful Padlet for a range of high-quality texts for use in English, as well as for cross-curricular subjects. The books have suggested year groups as well as additional planning possibilities. |
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An online resource containing lots of stimulating videos for teaching English creatively using videos. The videos are split into a variety of genres and some have accompanying lesson ideas to captivate the class. Many teachers report the value of using ideas from this site. |
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A website that is rich in the latest research and pedagogical approaches for teaching English. The website offers ideas for planning, as well as some great suggestions for books and visual literacies. |
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The planning format used on this website will be particularly useful for you. The ideas are broken down into year groups, but you can easily adapt the plans to suit your needs. |
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Great for CPD opportunities. Additionally, they have free resources for practitioners. |
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A useful website that provides resources, training and CPD to support your teaching of English. |
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This website makes suggestions for texts by year group and by topic so you can find a great book to link curriculum subjects. |
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This website publishes case studies from teachers and student teachers who have developed practical classroom strategies for developing reading for pleasure. Lots of great ideas to use. There is also a helpful newsletter to sign up for. |
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This site will help you to expand your knowledge of contemporary children’s books and understand reading for pleasure pedagogy. |
Grammar | Description |
The home of quality resources made by practising teachers and writing moderators, all closely aligned to the National Curriculum. | |
Phonics |
Description |
The link to the Letters and Sounds activity centre. |
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Useful basic information for parents/carers from Oxford owl. |
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A very useful resource based on letters and sounds phases for use in the classroom. |
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This short video is a useful pronunciation guide. |
Mathematics |
Description |
Is a useful website for developing and refining subject knowledge. Content is presented as revision videos and short tests. |
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There is a strong focus on Mastery, with lesson ideas and resources as well as opportunities for CPD. There are some useful video clips to support aspects of your teaching and learning (fractions, number, decimals etc). |
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Another useful site for resources, ideas and pedagogical approaches to teaching mathematics. |
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Plenty of resources and possible teaching sequences across the primary age phase. There are step-by-step teaching sequences for all year groups. |
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Expertise in local areas. Register with your local MathsHub to access local CPD opportunities and expertise in delivering maths content. |
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Plenty of free resources. These include possible schemes of work, summative assessment opportunities and CPD. |
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This is extremely useful for learning about the mastery approach. There are some very useful CPD presentations and resources for your development in this area. |
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You can download a range of weekly plans for Mathematics. Access with caution – your planning will be unique to meet the needs of your children. |
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The paid membership offers a source of support and inspiration for ECTs. |
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This website has a selection of storybooks that can be used to teach different aspects of maths. |
Science |
Description |
This is the largest subject association in the UK. There are plenty of resources that are free to download across the primary age-phase. It is highly possible that your school has registered with ASE, so make sure you check. |
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A useful bank of resources available to you, especially for working scientifically opportunities. There is also guidance and lesson plans available for you to adapt for your own classroom practice. |
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This is a free online CPD website. The resources have been mapped to curricula for England, Scotland, Wales and Northern Ireland. It covers over 25 courses, 24 of which cover specific science content knowledge. |
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This has some useful resources and guides to help you and ranges from support on teaching science and health to using puppets in the classroom. |
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You can download a range of weekly plans for Science. Access with caution – your planning will be unique to meet the needs of your children. |
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This provides Primary resources and ideas for scientific focus. There are also some competitions which are open to Primary-aged children. |
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Humanities |
Description |
This offers practical teaching resources, to high-quality, termly journals. These are produced by leading geographical experts in geography education For an ECT, there are lower rates for subscriptions. |
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This offers practical teaching resources, to high-quality, termly journals. These are produced by leading historical experts in primary history education. For an ECT, there are lower subscription rates. |
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There are some free resources for both history and geography on this website. It offers possible activities to conduct with your class, as well as activity packs, posters and presentations. |
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This site offers imaginative history teaching ideas. There is an opportunity to subscribe your school, or you may want to make use of the free resources. |
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A resource for you to develop your geographical knowledge. Resources are curated and many are available for free! | |
Streetview is a useful tool within Google maps that allows you to tour remote areas safely from your classroom. |
Physical Education |
Description |
This website offers you access to over 500 lesson plans and ideas. Make sure you register for a free trial to see if it worth your school investing in it. |
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The free content section gives a selection of free lesson plans for you to adapt for your own practice. The blog also gives you the latest news and developments in PE education. |
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This website offers free webinars for your CPD. |
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The sample materials section offers you a scheme of work for a particular aspect of PE. Again, it is a possible website for a whole-school subscription, so check to see if your school has already subscribed to it, or would be willing to. |
Music |
Description |
Offers lots of resources, CPD opportunities, toolkits and advice to help you to plan and teach primary music. |
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Plenty of school resources, lesson plans, guidance, advice and ideas. A useful website that offers discounted rates for ECTs. |
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These are KS2 music resources from the BBC. | |
Complete scheme of work with songs, topics, instrument courses, CPD, support for assessment and much more. It offers a free 30 day trial. |
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This website gives links to free browser-based music software as well as ideas for planning and slides. |
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This provides ideas for inspiring music with some theme overviews and case studies. |
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Take Ten Pieces looks at ten pieces of classical music and explores how they can be used in teaching children of different ages. A great collection of resources and ideas. | |
These are resources from the BBC for EYFS and KS1 music. |
Computing |
Description |
Offers a free blog for creative ideas for teaching computing, as well as the option to purchase lesson plans for computer networks and programming. |
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Offers CPD opportunities as well as a range of lesson plans, resources and possible activities for your class. |
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Offers some free lesson plans, but also discounted rates for ECTs. |
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Free resources and game-based learning for coding. From Minecraft to Star Wars, children will be hooked into learning with this site. |
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A fun and innovative way to hook children into the world of coding, programming and science. These can be used in a cross-curricular approach, or simply as a computing scheme of work. |
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Offers a wide range of resources to help children become creative, confident and safe online. |
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A useful website for coding with children. There are ample of resources, schemes of work and plans for all ages. |
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Offers a range of resources, ideas, podcasts, webinars to develop computing in your school. |
Languages |
Description |
Offers a discounted ECT rate for all learners. There are resources, guides, advice, example lesson plans and reviews of evidence-based research for your continued development in teaching modern languages. |
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A research-based website offering resources, ideas, assessment opportunities and much more. |
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Offers over 6,000 resources made by teachers in a range of languages. |
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Subscription-based, but offers schemes of work, networking opportunities and CPD. |
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This includes some primary resources and PowerPoint for the older children. |
Art and Design |
Description |
This site offers examples of planning across the primary age-phase. In addition, you can register your school to gain access to CPD opportunities, as well as schemes of work. |
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This website offers some units of work, CPD opportunities and creative approaches to teaching art, although there is a cost. In addition, this website has a detailed section on research on action. |
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This website offers you the chance to a free trial, in which you will be able to access a range of lesson plans and schemes of work. |
Design and Technology |
Description |
This website that includes a variety of free resources, CPD videos and tutorials. For £15 a year, it gives you access to lesson ideas, further resources and special offers. There are whole-school subscriptions available too. |
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Offers a wide range of resources and CPD opportunities for you. Also enrichment activities and suggested STEM ambassadors to visit your school. |
Business Studies |
Description |
Offers a wealth of free resources including presentations, quizzes, news blogs, links to CPD for Business teachers, book reviews and teaching vacancies. |
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GCSE Business resources particularly useful for revision but also with links to current business news and podcasts. A great resource to recap and assess students. A great resource for working remotely. |
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Twitter feeds |
There are many of them! Here are a few to try. |
Newspaper Articles |
Up-to-date business and economic news are vital for teaching Business Studies. |
Hopefully your school will also subscribe to the Business Review Magazine but Hodder education also offer some free resources. |
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Basic finance and budgeting information for both GCSE and A level students, opportunities for students to learn with videos, info graphics and games. |
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Has some excellent free resources and activities to allow students to put theory into practice, for example, customer care and marketing. |
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A series of You Tube videos, revision guides and podcasts suitable for the entire range of A level topics, suitable for plenaries and remote learning. |
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This site has some excellent teaching ideas, lesson plans, videos and worksheets. They are all produced by UK companies, charities, museums and art galleries. |
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A series of videos, particularly accessible for key stage 4, covering all topics including mini-quizzes and tests. |
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A free revision website for students studying GCSE and A level. S-cool provides free revision guides, question banks and revision timetables. S-cool have also launched a new product called ‘Mojo’, an image based memory tool using elaborate encoding, choreographed testing and spaced repetition which can help students prepare for examinations. |
Religious Education |
Description |
For ECTs, this is discounted to £55 a year and gives you access to over 1000 online teaching resources, discount on RE Today publications, termly primary curriculum book with lesson planning activities and ideas and other products. There are some free resources available too. |
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Free, quality teaching resources for you to use in the classroom. There is also a leadership section with some good links. |
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This is a useful short-course design for ECTs and HLTAs. |
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Offers guidance and resources across the education sector. |
Social Sciences |
Description |
Offers a wealth of free resources including presentations, quizzes, news blogs, links to CPD for Psychology and Sociology teachers, book reviews and teaching vacancies. |
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Hopefully your school will also subscribe to the Psychology Review and/or the Sociology Review |
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In Psychology and Sociology offers YouTube videos to help flipped classroom learning or for revision purposes |
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A free revision website for students studying GCSE and A level. S-cool provides free revision guides, question banks and revision timetables. S-cool have also launched a new product called ‘Mojo’, an image based memory tool using elaborate encoding, choreographed testing and spaced repetition which can help students prepare for examinations. |
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Free revision guides for Sociology and Psychology. |
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A wealth of resources for Psychology teaching at this website. |
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Hectic teacher provides a wealth of resources for Sociology in particular. |
EAL |
Description |
Research, information, resources (all ages). |
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School and teacher resources (all ages). |
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Research, programmes, CPD (all ages). |
SEND |
Description |
Support for children’s mental health. |
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Gives current information and advice about Admissions, Attendance, Bullying, Exclusions and Special Educational Needs. |
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A useful website with information about dyslexia, assessment and identification, exam concessions etc. |
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A resource for children with SEND. |
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A website with videos of singing with Makaton. |
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This is the UK’s most comprehensive directory of services and support. |
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Resources and advice for teaching children with reading difficulties. |
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A useful website for teaching children with dyspraxia. |
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This section gives you information and guidance for supporting children with SEND. |
*Please note BGU does not specifically endorse the content of external Twitter accounts and websites. They may, however, prove useful sources of insight and information. Content on external sites is subject to change.
Useful sites to join and generic websites | Description |
Offers a wide range of activities, resources, plans and suggestions. The vast majority of these are free. | |
This site offers a range of activities, lesson plans and resources for you to edit and adapt. Remember to take into consideration the NC/EYFS statutory guidance. | |
| Foundation Years (EYFS) ** | The Foundation Years website provides EYFS information and support for those engaged in EYFS provision. This includes key resources and guidance on areas of learning. |
| Oak National Academy ** | Resources and ideas for planning across the curriculum. These need to be modified according to the developmental needs and interests of the children in your class. |
A free website for creative and unique resources and classroom decorations. | |
These are small prompts for discussion and investigation, using high-quality images and videos. | |
This is a useful website to join for the latest educational news and advice. | |
This offers links to other websites. It is divided into subjects and offers a range of free and paid resources. | |
Has a range of free resources that could be implemented in your classroom, planning, learning environment or set as homework. | |
An interactive way for formative assessment evidence. | |
Another useful website to create quizzes and surveys to assess progress and attainment. | |
| Dall-e-2 ** | A powerful website using artificial intelligence that creates original pieces of artwork. You can create bespoke images to enhance your teaching. |
| Muddy Faces – Provision for Forest School, Outdoor Play and Learning ** | Muddy faces well-being and outdoors magazine. |
| Siren Films - EYFS ** | A site with short training videos linked to child development (some of which are free to access) |
Blog |
Description |
| Education Blogs** | These education blogs are useful. They offer advice and discuss important issues and challenges in schools. |
A useful blog with creative ideas of bringing ICT into different subjects. Also offers CPD opportunities. |
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Offers opportunities for critical thinking across a range of areas in schools such as assessment and feedback, marking, behaviour management and curriculum and lesson planning. Lots of videos to watch at your own pace. |
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| SEND - The Education Hub** | The Education Hub is a government site for parents, pupils, education professionals and the media that captures all you need to know about the education system. You will find accessible, straightforward information on popular topics, Q&As, interviews, case studies, and more. |
| Early Years and Key Stage 1 Blogs - Early Excellence** | Some useful guidance for understanding and setting up EYFS provision. There are some informative and motivating free podcasts within this site. |
| The SENDcast - The Podcast for Special Educational Needs (SEN)** | B-Squared is a commercial website selling assessment materials to the SEND sector. Their regular podcasts address some current topics in Special Education. Archived and Live casts available. |
This site offers you opportunities for your continued development. Ranging from learning techniques to school vision, the blog has something for everyone. |
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Maths based blog with tons of news, ideas and resources for maths lessons. |
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This blog has a range of posts to support an experienced teacher and an ECT. |
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| These are well-worth visiting. The ‘Just Imagine’ link includes Podcasts from some leading children’s authors which can be shared with children. These include Anthony Horowitz, Polly Dunbar, and Phil Earle. Each include a detailed description of the author and their literature. | |
| Child in Mind | Podcast on Managing Children and Family Mental Health Problems | Anna Freud Centre** | Aimed at parents and carers but helpful for practitioners to understand the wider issues that mental health influences. |
Is an English-based blog that has examples of diverse teaching practice that you can adapt for your own classroom. |
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Alex Quigley is the national content manager for the EEF and produces his own blog. There is a range of resources, ideas and suggestions to develop your teaching of English. |
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Is another website that shares ideas and resources into the teaching of English. There are phonics, SPaG and reading strategies in there too. |
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This offers a unique look into teaching from the perspective of a recent ECT. There is lots of advice and suggestions to help you in your ECT induction period. |
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A regularly updated blog from an ECT, who discusses all sorts of things that enter the mind of an enthusiastic ECT. |
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A regularly updated twitter feed that has a wealth of advice, guidance and support for an ECT. |
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A useful blog that contains guidance, suggestions and advice for teaching Primary English. |
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A useful blog with ideas, resources and suggestions in quality synthetic phonics sessions. |
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| History Curriculum Resources and CPD for Primary Schools with Mr T.** | Website about teaching primary history by a Primary History specialist. Resources and planning are available |
Podcasts |
Description |
Join Paul Dix, behaviour expert, as he offers regular free CPD podcasts, available to stream straight away. The podcast offers tips on behaviour management, teaching and learning and safeguarding. |
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Mark Taylor hosts this regular podcast featuring experts from around the world. Covering a multitude of topics such as SEN, behaviour management, planning, workload and much more, it is an extremely powerful podcast for you. |
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Produced by Cornerstones Education, this podcast provides you with ideas, resources and continues to make you think critically about education. For an ECT, it is a useful starting point. |
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This is a relatively new podcast that is brings evidence-based education and the EEF together. It brings together the latest research and development in a range of subject disciplines that can help put you on the right footing for your ECT induction period. |
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The series covers a range of maths topics in both primary and secondary. It features case studies within the primary phase, as well as CPD opportunities for you as an ECT. |
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This is another useful podcast for ECTs. It features regular interviews with a range of practitioners from ECTS to experienced teachers. It ranges from behaviour management and neuroscience to planning and workload. Each episode is only ten minutes long. |
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This is a light-hearted look into the world of teaching in primary schools. It is brought to you by Mr P ICT and his brother. |
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This is a useful podcast for all things educational. It ranges from behaviour management, feedback and teaching and learning. |
Twitter Accounts |
Description |
Principal of Oak National Academy and adviser for DfE. |
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Resources and ideas for your classroom and teaching. |
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Is a TES columnist with links to current educational issues and debates. |
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Primary focused edchat on Mondays 8-9pm aimed at sharing good practice and ideas. |
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The official Twitter account for Ofsted sharing the latest news and guidance. |
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Home of Research Education. Lots of links to research and impact of their research. |
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ResearchEd founder and behaviour advisor to the DfE. |
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Director of Research and Evaluation at Evidence Based Education. Consultant for Education Endowment Foundation. |
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Sharing links to help teachers with remote teaching. |
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Alistair Bryce-Clegg is an Early Years trainer, consultant and owner of ABC Does…Ltd. |
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The official twitter page for The Literacy Trust. |
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A useful feed that shows a range of activities and videos for how phonics fits into a child’s wider literacy development. |
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Routledge Education Research connects you to the latest global education research and news. |
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Offer ideas, inspiration and information to support educators. |
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Official feed for Teach Primary magazine. Offers lots of links and resource suggestions. |
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A forum for trainee teachers and anyone in education. |
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Weekly ECT chat for teachers from ITT covering a range of subjects. |
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An experienced ECT mentor who shared what he has learnt over the years to support students and ECTs. |
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Is the place for anyone who wants to make reading rock for every reader. Often tweet possible books to use in guided reading or novel studies. |
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Offers curated booklists, reviews, blogs and resources for teaching. |
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A place for collaborative conversations create powerful professional learning. |
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Professor of inclusion, mental health and wellbeing in education. |
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Author of ‘A Beginner’s Guide to Mantle of the Expert’. Tweets great resources for developing innovation in primary education. |
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Promotes research-informed writing teaching. |
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The national charity for effective professional development. |
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Making maths better for everyone, everywhere. Able to offer support and regularly tweets resources and links. |
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Daily Early Years news, research and guidance. |
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A useful twitter account for those interested in SEN and inclusion. Lots of resources and advice. |
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This is the National Centre for Computing Education. |
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Pastoral Leader and regular tweeter. |
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Bridges the gap between research and the classroom. |
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International school consultant and TEDx Speaker. |
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Educator and keynote speaker of creative engagement in education. |
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ADE, author and trainer aiming to use tech to raise standards across the curriculum. |
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Emma Rogers regularly posts resources and ideas for writing and reading. |
Please note that profiles and posts on Twitter are not necessarily endorsed by BGU.
However, the platform can prove a useful way to contact other ECTs and find teaching advice and ideas.
Some useful hashtags are:
*Please note BGU does not specifically endorse the content of external Twitter accounts and websites. They may, however, prove useful sources of insight and information. Content on external sites is subject to change.
Useful sites to join and generic websites |
Description |
| Chartered College Early Career Hub** | The Chartered College of Teaching offer an ‘Early Career Teacher Membership’ which supports you to thrive in your first few years as a teacher, prioritising links between theory and practice. Membership is £1.96 per month. |
Offers a wide range of activities, resources, plans and suggestions. The vast majority of these are free. |
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This site offers a range of activities, lesson plans and resources for you to edit and adapt. |
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A free website for creative and unique resources and classroom decorations. |
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These are small prompts for discussion and investigation, using high-quality images and videos. |
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This is a useful website to join for the latest educational news and advice. |
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This offers links to other websites. It is divided into subjects and offers a range of free and paid resources. |
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Has a range of free resources that could be implemented in your classroom, planning, learning environment or set as homework. |
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An interactive way for formative assessment evidence. |
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Another useful website to create quizzes and surveys to assess progress and attainment. |
Consider Joining the Below for Updates and Newsletters
- NCETM Newsletter
- Andrew Hall’s Safeguarding Bulletins
- NFER Newsletter
- EEF
- Primary Homework Help (www.primaryhomeworkhelp.co.uk)
*Please note BGU does not specifically endorse the content of external Twitter accounts and websites. They may, however, prove useful sources of insight and information. Content on external sites is subject to change.
The Teachers’ Standards are used to assess each ECT’s performance at the end of the induction period. As an ECT you must consistently meet each of the standards over a sustained period of professional practice. This includes the range of skills, knowledge, understanding and behaviours required to achieve the highest possible standards in working performance and conduct as a teacher. Your mentor and appropriate body will inform you of how you will be expected to demonstrate and present evidence for each standard; this process will be like that used on BGU school placements. Some of you will be asked to collate data electronically, others may adopt a manual filing system, for example, organising evidence in a folder. Whichever method used should be supported by succinct evidence and examples of observed practice. Use your mentor meeting to check that you are meeting the school’s expectations.
You will be measured against these standards throughout your career as a teacher. These standards define the minimum level of practice expected of teachers. Similar to your weekly mentor meetings as a student/trainee at BGU, your ECT mentor meetings will be used to establish the activity, support and guidance needed to achieve these standards consistently. Self- reflection and evaluation, together with targeted professional development activity will help improve performance against each standard. At BGU, we strongly advise you to maximise the use of your dedicated continued professional development time. Observing others’ practice can impact significantly on teachers’ skill, knowledge and understanding.
Click on the links below to access guidance for collating evidence of the Teachers’ standards. Your mentor and appropriate body will also be able to direct and support you. Each document is intended as supporting guidance, not as an assessment criteria or checklist. Remember to make full use of the recently published Early Career Framework ; through self-directed study programmes and teacher materials, this comprehensive programme will support you to both understand and meet the Teachers’ Standards.
| Teacher Standard 1 | Primary | Secondary |
| Teacher Standard 2 | Primary | Secondary |
| Teacher Standard 3 | Primary | Secondary |
| Teacher Standard 4 | Primary | Secondary |
| Teacher Standard 5 | Primary | Secondary |
| Teacher Standard 6 | Primary | Secondary |
| Teacher Standard 7 | Primary | Secondary |
| Teacher Standard 8 | Primary | Secondary |
Part 2 of the Teachers’ Standards - Personal and Professional Conduct
National Teaching Priorities
During your teaching career it is important that you stay mentally and physically healthy; this is especially so as an ECT. During your induction period, you will be working hard to bridge any gaps in your Teachers’ Standard activity, alongside familiarising yourself with a new school workplace. If your personal health is ignored, this could lead to high stress levels, illness and burnout.
During your teaching sessions and school placements at BGU, we discussed themes linked to positive mental health and well-being. These included;
- Managing your own workload
- Developing Positive Relationships
- Establishing work-life balance
- Developing traits such as: resilience and pro-activity
- The importance of personal organisation and time management.
You may want to revisit some of these valuable themes. BGU has been involved in research on teacher trainee well-being, teacher workload and learning community. We recognise that one of the most important things that a teacher can do is recognise any changes in their mental health and well-being. Be proactive; it is crucial that you talk this through with your mentor and, together, consider any solutions to support you. Your relationships with other people – at school and beyond – are what our students report as their biggest resource in maintaining a healthy balance.
As an early career teacher, the following documents will support you. We have included our own ‘top tips’ based on our on-going research in this field.
You may want to start by reflecting on your own workload – here is a 5- minute workload plan
Support and practical resources for schools to help reduce workload, including the school workload reduction toolkit. |
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NHS link to range of apps about different aspects of well-being. |
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A day-to-day activity that is good for your mind: a chance for everyone to learn from each other. |
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Silver cloud is free to use provides a wide range of supportive and interactive programmes, address wellbeing, life balance, time management, communication skills, goal setting, communication and relationship management, anger management, stress management, relaxation and sleep management, among many others. |
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Tips and advice for teachers. |
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This summarises teachers’ conditions of service, as set out in the School Teachers’ Pay and Conditions Document (STPCD). |
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Areas of focus include: work-life balance, personal issues, depression and feeling overwhelmed. |
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BGU teacher trainee well-being research: At a glance project guide |
Information on research taken to date at BGU. |
Here is an ECT special on protecting yourself. |
Behaviour Management
This aspect of teaching a class can prove challenging for experienced teachers, not just ECTs. To manage children effectively, remember to reflect on your behaviour management sessions at BGU. This includes the work of behaviourists such as Lee Canter’s (2010) ‘Assertive Discipline’ and more recent approaches such as Paul Dix’s (2017), ‘When the Adults Change, Everything Changes’. Tom Bennett has produced several resources that you may find useful, such as the ‘Beginning Teacher’s Behaviour Toolkit’ (see link below), and has also written a blog post called ‘Rebooting Behaviour After Lockdown’. This considers how you may need to adapt your behaviour management strategies since the Coronavirus pandemic.
Listed below are some resources that we feel may help you with behaviour management during your ECT induction period.
Four key points from Steve McNichol about behaviour management. | |
The beginning teacher’s behaviour toolkit: a summary | This summarises Tom Bennett’s beliefs about the features of effective behaviour management. |
Some useful advice and top tips. | |
Some useful advice and top tips. | |
An older document, but some really useful advice on the last page titled ‘Behaviour Checklist for Teachers’. | |
An online resource with advice and videos. |
Video Clips
| 9 short clips featuring Sue Cowley. | |
| TES Recorded Webchat | A 45 minute recorded Webchat featuring Tom Bennett. |
| Bill Rogers on Behaviour Management | A 10-minute video featuring Bill Rogers. |
Twitter Accounts*
Steve McNichol (@mcnichol_steve)
Tom Bennett (@tombennett71)
Paul Dix (@pauldixtweets)
Sue Cowley (@Sue_Cowley)
*Please note BGU does not specifically endorse the content of external Twitter accounts and websites. They may, however, prove useful sources of insight and information.
Safeguarding is ‘everyone’s responsibility’; it continues to be your professional and statutory duty to safeguard and promote the welfare of children throughout your teaching career (TS1 and Part 2). As outlined in both your teaching sessions at BGU and your on-line safeguarding training with Hays Education Training, you have a responsibility to recognise the signs of neglect and abuse, and act both promptly and accordingly. Although your new school has its own comprehensive safeguarding induction and annual training programme, we encourage you to provide a copy of your Hays’ Safeguarding certificate and re-read the latest statutory guidance - ‘Keeping Children Safe in Education’ (DFE).
Your school, particularly the designated safeguarding lead (DSL), has a duty to ensure that you are confident to follow their policy and procedures. This includes providing you with an induction and the support and training (including regular updates) needed to carry out your safeguarding duties. It is fundamental that you make full use of the DSL’s responsibility and experience. Be proactive- children must receive the right help at the right time.
‘Keeping children safe in education’ (DfE) will continue to guide your practice (Part 1 and Appendix A). This is updated annually; you will be expected to read and understand any additions and amendments.
Here are two key sources which we encourage you to continue to access:
Keeping Children Safe In Education (Part 1 and Annex A)
NSPCC (there are some useful resources within this site)
The NSPCC has produced some top tips and advice following the Coronavirus outbreak. Although this advice and support are written for parents and careers, we think that you will find the materials valuable. A section is devoted to children’s mental health.
Coronavirus (Covid – 19) Advice and Support for Parents/Carers
Continued Professional Development (CPD) and Further Study
This professional development may support you with your priority targets as you leave our institution.
Several BGU students and trainees continue to study during their ECT induction or RQT period. This activity has numerous benefits; this includes, helping individuals to make meaningful links between educational theory and practice and offering a means for further career opportunities.
"I had a really great time studying for my BA and when it finished one of my lecturers recommended signing up for an MA in Education. I’ve always enjoyed learning and research so staying on for further study, at a place I felt so at home in, just seemed natural." - Dr Kate Atterby (BA, MA and Doctoral Student at BGU)
If you want to discuss the course options available, please contact our admissions team at admissions@bishopg.ac.uk.
Click/tap here to view all the course options at BGU. Below are popular choices made by former students and trainees:
MA Education with TESOL – Teaching English to Speakers of Other Languages
Continued Professional Development (CPD)
As an ECT your learning journey continues. In a relevant school, an ECT has a reduced timetable to undertake activities in their induction programme; this is in addition to the PPA time that all teachers receive. Please refer to DfE statutory induction guidance for further details.
As discussed in your sessions at BGU, work closely with your mentor to maximise the use of this time. Don’t waste it – you won’t have this opportunity again. This activity all contributes towards your Teachers’ Standard data; you could spend your CPD time:
- Observing other more experienced staff teaching (lessons and interventions).
- Reading and understanding school policies and procedures.
- Observing behaviour management strategies (teacher voice and presence).
- Observing specific activity in other Key Stages (phonics, language teaching, the use of sketchbooks, EY provision, sixth form, year 7 transition).
- Understanding the roles and responsibilities of other key staff. For example, the SENCo, family support officer, designated safeguarding lead, lunchtime supervisors and subject leaders/Heads of Department.
- Attending meetings/events with permission (sometimes this may not be appropriate). For example, a school council meeting, a parent/teacher association meeting, a moderation event and a school cluster meeting.
- Understanding other parts of the school. For example, mathematics in Year 6, the sixth form ethos, or how the outdoor learning environment is used in the EY.
- Visiting other schools, sixth form colleges and early year’s settings to view alternative provision.
- Gaining advice and expertise from specific subject leaders/heads of department (and observing them teach and assess).
- Looking at examples of work and written feedback/marking.
- Observing the value and use of learning walls by other teachers and their pupils.
- Participating in some monitoring activity such as: work scrutiny, pupil progress meetings, specific discussions with pupils and learning walks.
- Understanding the school’s monitoring and tracking system.
- Looking at provision audits for certain subjects. For example, what is in the PE cupboard? Does any provision vary according to the Key Stage?
- Personal research and enquiry. For example, recapping on some BG teaching sessions, the principles of a teaching scheme/programme, or the work of a specific author.
- Attending training. Your school and appropriate body are often providers.
Below, is a list of some CPD providers. Most are free.
Free CPD courses |
Description |
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| Open University | Free Learning from Open University. They offer free courses across 8 different subject areas. | ||
Offers 37 free courses that covers a wide range of areas. Each course is a combination of videos, tasks and reading aimed at continuing your professional development. |
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Offers free courses for a range of topics from safeguarding to teaching phonics. |
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STEM online CPD |
These courses cover primary science, behaviour management, primary maths, assessment and many more. Each are aligned to the Early Career Framework. |
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| Primary Science Teaching Trust ** |
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Focus on SEND training is a 9 hour course that will help you to recognise your own skills and experience and use them to begin to unpick the needs of your learners. |
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Offers a range of wellbeing courses for you, many of which have been updated for teachers having to work from home. |
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Offers a range of free CPD courses to complement your degree. |
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NCETM |
Offers a range of early years and primary CPD modules free of charge. Registration is required. |
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Suggests links to over 25 different courses that range from subject development to broader areas of education. |
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Offers a range of courses that are aligned to education in the current COVID-19 pandemic. |
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Offers advice and resources including video clips. This is currently free as you are students to enrol quickly. |
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Seneca learning |
These short courses are useful for you to develop your expertise in the areas listed. |
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A large number of ‘conversations’ covering a wide-range of topics. |
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Offers a range of free summer-term courses for educators. This would be useful for those of you about start teaching. |
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Offers a range of free courses, resources and videos on metacognition strategies to use in the classroom. |
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A short 50 minute training CPD course introducing you to Adverse Childhood Experiences. |
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Offers a range of free online CPD for primary science. |
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Offers free webinars every Tuesday with the ability to playback previous sessions. These are based on managing behaviour of concern. |
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Offers a range of ECT resources and low-cost training/networking opportunities. |
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Offers free courses across the Primary phase. You can work towards the wearecomputing primary certificate. |
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Offers a range of free safeguarding and child protection training. |
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| Englicious – English Grammar ** | |||
| Siren Films - EYFS ** | A site with short training videos linked to child development (some of which are free to access). |
BGU is in no way affiliated with any content of external sites. BGU takes no responsibility for information contained on external links. Views expresses by webpage hosts are not necessarily that of BGU itself.
Continued BGU library membership
As a former student or trainee at BGU, you will be aware of the broad and rich range of literature that we have in our library (Can you do a direct link to the library website page here please?). In these formative years as a teacher, you may want to make further use of the library as an ‘external borrower’.
If you are an alumnus of Bishop Grosseteste University, or a member of BG Generations, you are entitled to join the Library as a lifelong external borrower upon payment of a £50 deposit. You can terminate your library membership, and have your deposit refunded, at any time upon request. To join the library, speak to a member of staff; you will need to ensure that your initial visit is during normal office hours (i.e. 8.30am-5pm Mondays to Thursdays and 8.30am-4.30pm on Fridays).
As an external borrower you will be issued with a library membership card. This is used to borrow resources and gain access to the library. Click here for more information about using the Library as an external borrower, including restricted out-of-hours access to the building. External membership does not include access to document supply services or electronic resources.
The University reserves the right to refuse or withdraw an external borrower's membership status at its discretion.
If you are still training with us, there is an ECT reading section in our library. Click here to view the dedicated ECT reading list.
Contact Us
BGU is committed to supporting you as you transition to the school workplace; we want to continue to work with you during these formative years. Your ECT tutor and mentor will provide guidance and support, including coaching and mentoring, for your professional development. However, remember that as early career teachers, BGU is still here to support you with aspects of your teaching activity. For example, advice on behaviour management or subject knowledge and pedagogy.
Please email us at beyondite@bishopg.ac.uk.
Your communication will be forwarded to the appropriate member of staff.