Your induction timetable
Induction Day for PFD year 1
About the session
Welcome back to your work-based route foundation degree in primary education. We're looking forward to seeing you all and reminding you about studying at university, including how to make the most of your opportunities this year. We'll look at your modules and expectations of studying at Level 5, as well as checking in to find out if your roles/schools have changed.
Download the complete agenda.
University-wide induction
Your Welcome Week timetable
Try some of the welcome activities and socials on campus during 14-18 September. From fitness to freebies, they're great ways to settle into university life.
Be sure to join your Faculty induction and social activities:
Tuesday 15 September
- 1-4pm - Faculty induction: Faculty of Sport, Technology and Health Sciences (G5 and G7)
- 4-6pm - Faculty social: Faculty of Sport, Technology and Health Sciences (1850 Bar)
Wednesday 16 September
- 1:30-3pm - Faculty induction: Education (G7) and Arts (Waldegrave Drawing Room) only
- 1:30-3pm - Faculty team building activity: Business, Law and Theology only (The 1850)
- 3-4:30pm - Faculty induction: Business, Law (G7) and Theology (N44) only
- 3-4:30pm - Faculty team building activity: Education and Arts only
- 4:30-6pm - Faculty social: Faculty of Arts, Business, Law, Education and Theology (1850 Bar)
Find out why we're rated Gold in student experience (2023 Teaching Excellence Framework).
Join one of the mandatory Student Essentials sessions in Welcome Week
These are a warm welcome and introduction to different faces you’ll see at the university, plus essential info about support services, health and safety, the code of conduct, and ID cards.
Complete the two mandatory Learning Modules online
St Mary's University is committed to creating a safe, respectful and inclusive environment for everyone.
All students must complete this Harassment and Sexual Misconduct online training module on your Moodle accounts by Friday 30 October 2026 and further information can be found on the module webpage.
Please note, to access the above module you will need to Log into your University Office 365 account and set up multifactor authentication (need MFA help?), so you can log into University services. You can then use your student email address – [Your student number]@live.stmarys.ac.uk – for Office 365 and University systems.
It’s worth noting, after you enrol there’ll be a short delay until your modules appear in Moodle, our virtual learning environment.
Pre-induction tasks
Academic and professional development one
This module introduces you to essential skills for success at University. Areas covered include academic writing skills such as note-taking and essay structure, organisation and study skills and personal skills analysis.
To prepare for this module, consider your current role in your setting as well as any previous roles. Make a list of the skills you use to enable you to carry out your role effectively. Then write some short notes to reflect on when you have used these skills. Which skills do you use most? Why is this the case?
Also consider tasks you need to carry out where you feel less confident. What might help you to develop those skills? These questions will form part of the first lecture when we will be considering areas of strength and skills, knowledge and understanding you wish to develop both professionally and in an academic setting. Any short notes will help in discussion. You will also use your notes for the first reflective writing task.
If you can, please listen to this really interesting Podcast titled, Establishing a belief in the potential of all pupils.
Do you agree with the discussion. How can we create a classroom for all pupils believe in themselves to make progress in their learning?
How children learn
Reflect on how you learn. Write these on two separate post-its notes:
- I learn best when
- I find it challenging when
Consider some of these questions:
- Who learns best through experience
- Who is motivated by praise/reward
- Who learns through watching and modelling
- Who thinks emotions effect their learning
- Who thinks the environment effects their learning
Reading materials
McEvoy, K. (2025) How do children learn most effectively?
As you read, make notes on the factors that support children's learning and identify any links you can to your own practice with children
- What does the article suggest helps children become effective learners?
- Why are secure attachments important for children's learning?
- What is meant by "self-regulation" and why is it important?
- How does play support children's learning?
- Which learning theory or theorist mentioned in the article are you already familiar with?
Literacy and language
Who were your favourite childhood authors and who are your adult ones?
Reflect upon these: why these authors? What was it about them which made you want to return to their writing time and time again?
The Rights of the Reader by Daniel Pennac (Walker Books) would be interesting for you to refer to as you begin to reflect on your own reading journey.Knowledge of children’s literature is essential for successful English teaching in primary schools. Make a start on building up your knowledge of children’s literature by becoming familiar with a range of fiction, non-fiction and poetry across the primary age range. Visit a local bookshop or library, or use the following websites to help you.
Choose a high-quality picture book to bring and share in your first English session.
Please bring these pre-course tasks to your English sessions as you will be asked to share these informally within your English group. Remember, there is nothing like holding a good book in your hands and getting lost within it, so happy reading.
Here's an additional pre-induction programme for students in the following categories. If you feel you'd benefit from additional support, you're eligible to apply to Get Set for Success:
- Students who've previously been eligible for free school meals
- First generation students (the first in family to go to university)
- Estranged students (students no longer in contact with their families)
- Care experienced students (students who have spent some time in local authority care)
- Students who are carers
- Students from Gypsy, Roma, or Traveller (GRT) backgrounds
- Students with academic qualifications other than A-levels (BTEC, diploma, etc)
- Refugees and asylum seekers
Find out more about Get Set for Success or contact getsetforsuccess@stmarys.ac.uk.