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UNIVERSITY OF GREENWICH AND
<name of school>
School Direct Salaried (QTS only)
INITIAL NEEDS ANALYSIS AND OVERVIEW OF
INDIVIDUAL TRAINING PLAN
TRAINEE:
SUBJECT MENTOR (SM):
PROFRESSIONAL COORDINATING MENTOR (PCM):
UNIVERSITY TUTOR (UT):
DATE OF INITIAL NEEDS ANALYSIS:
COMPLETED BY:
A - TRAINEE STATEMENT
(e.g. introduction to themselves, their views on Education, why
they want to teach, goals for their future in the profession etc)
I have been involved in teaching since the age of 10 when I started to help supervise and
teach 4-5 year olds about pony care at the local Pony Sanctuary. At the age of 12 I started
teaching the recorder and, aided by opportunities and experiences presented to me whilst I
was a student at <school>, it wasn’t long before I realised teaching was a career I wanted to
pursue. Music has always been my main passion and, after completing a music degree I
was keen to follow a career that would allow me to use my musical knowledge and
experiences to teach and benefit young people.
I feel I have been very lucky to work at <school> as I have had some fantastic opportunities
here and I thoroughly enjoy my work. I have been able to use my musical skills as a pianist,
saxophonist and singer to enhance the learning of the students at the school. I work with
students across a wide ability range and really enjoy helping students to achieve their very
best. I have learnt a great deal during my work at <school> which I feel puts me at an
advantage for entering teacher training. My time spent in the class room and observing
lessons has shown me examples of outstanding lessons and teaching techniques as well as
teaching me how best to work with students to aid their learning. From attending INSETs,
meetings and extracurricular activities I feel I have also extended my knowledge in other
areas including how to help students with different SEN, assessment for learning, strategies
for successful teaching and learning, and understanding the psychological needs of
students, as well as school visits, first aid and pastoral care.
The place of music in education is a topic that comes up in the news on a fairly regular
basis. Music is often seen as inferior to the ‘more important’ core subjects such as Maths,
English and Science and I am fully aware that, in some people’s eyes, music is seen as a
waste of time. This is something that I disagree with entirely. Whilst I was at school I saw my
music lessons as an enjoyable release from the more academic lessons. I relished the
opportunity to be creative and the freedom we were given to learn in an environment that
was so different from other lessons. I see the same attitudes in students at <school>.
Students who are known for poor behaviour are often transformed in a musical situation.
They are given the chance to take control, express themselves in a different way and
develop knowledge and skills in a whole different way to other school lessons. Many studies
have been conducted on the effects of music to the brain and scientists have said that
children who are exposed to music, or those who play an instrument, do better in other
school subjects than those who don't. Recent research suggests exposure to music may
benefit a child's reading age, IQ and the development of certain parts of the brain. Aside
from this music education can provide discipline and challenge as well as being a fun
activity, relieving stress and giving students a great sense of achievement. I also believe in
music’s value in education as music, as a whole, is an expensive past time. Some students
could simply not afford to play a musical instrument and would not have access to such
items outside of the school environment.
Once I have completed my training I am hopeful of following a successful career as a music
teacher. I hope my work inspires young people of varying ages and backgrounds and helps
them to develop into well-rounded individuals, whilst I also work to increase participation as
well as nurturing and encouraging creativity and enjoyment within music education.
B QUALIFICATIONS FOR ENTRY TO THE PROGRAMME
Degree (indicate main content areas in relation to the subject
training):
BMus (Hons) Canterbury Christ Church University (2010)
Additional qualifications (and their relevance):
Grade 8 Recorder (Merit), Grade 7 Piano (Merit), Grade 6 Violin (Pass).
C PREVIOUS EXPERIENCE AND ACHIEVEMENTS
Skills and experience of teaching, training and assessing others:
(i)
In school-based settings
Teaching Assistant at <school>
1 weeks work experience at <primary school>
Conductor and supervisor
(ii)
In other settings
Recorder teacher at New Ash Green Music Workshop
Pony Club teacher at Foxendown Pony Sanctuary
Tutor on Junior Singing Courses at Benenden School
Assistant at adult dance classes at Goodmans Dance Centre
Skills and experience of working in other settings (relevant to the
training):
Volunteer at local Oxfam events (fetes, fashion shows etc)
Volunteer helper at Gravesham Festival of Music and Speech
Campsite Security worker at Leeds Festival
Other relevant activities (e.g. membership of professional
associations, involvement with a Governing Body etc.):
Committee member for Friends of Rochester Music Centre (2011-2013)
Youth representative on the committee for Hartley Players (Local amateur dramatics
group) (2006-2009)
Trustee for a Health and Fitness charity in New Ash Green (Current)
Statement written by PCM reviewing all qualifications, previous
experience and achievements. As relevant, please reference to the
Standards for QTS.
X starts her training with experience of working as a teaching assistant at The <school>), a
musical instrument teacher and a singing tutor. She has experience as a volunteer using her
musical skills and administration skills.
She has an awareness of the need to inspire students with differing prior experience of
music. As part of working as a volunteer and an employee in school she has a good
understanding of appropriate professional confidentiality and the ability to work as a team.
In her role as a teaching assistant she has worked with the gifted year 7s and 8s and worked
the students who additional educational needs. She has planned and taught units of work in
the school’s star skills scheme for year 7 and 8.
Training needs identified:
X’s training focus will be to develop a fuller understanding of the role and responsibilities of a
teacher. The need to plan thoroughly for the needs of all the students she teaches and to
plan and teach so that progress is made by all students in all lessons.
There are some specific areas of subject knowledge that X will be working on through the
year.
D REVIEW OF INITIAL SUBJECT KNOWLEDGE AUDIT
PCM statement identifying training needs arising directly from
Initial Subject Knowledge audit:
Ref. Standard 3 Demonstrate good subject and curriculum
knowledge.
X has a sound musical knowledge and understanding demonstrated by her work as a
teaching assistant in the Music department in <school>, her musical qualifications in
recorder, piano and violin and her voluntary work particularly as a singing tutor. Her
knowledge of KS3 and KS4 is very good demonstrated by her working as a teaching
assistant.
Training needs identified:
X’s subject audit has identified these areas to be developed through the course –
Knowledge of music from other cultures
Basic practical skills on bass guitar and drums
Further knowledge of music technology, in particular studio recording techniques relevant to the A
level Music Technology course
SCHOOL DIRECT (SALARIED - QTS ONLY) INITIAL NEEDS
ANALYSIS AND OVERVIEW OF TRAINING PLAN AGAINST
THE STANDARDS FOR QTS
Trainee’s name:
Main School name, address, phone number and email address:
Subject focus:
Subject Mentor name:
PCM name:
University Tutor name:
Second School name, address, phone number and email address:
Subject Mentor name:
PCM name:
Dates of second placement:
If the candidate already meets some of the QTS Standards, please say what records of
evidence from the initial needs assessment show this.
PART ONE: TEACHING
S1 Set high expectations which inspire, motivate and challenge pupils
• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and
dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are
expected of pupils.
All trainees to be awarded QTS will have demonstrated as a minimum that:
They are able to encourage pupils to participate and contribute in an atmosphere conducive to
learning. In the course of differing school experiences they have shown that they have set
appropriately high expectations, believing that all pupils have the potential to make progress. They
are able to develop a rapport with a range of individuals and groups. As a consequence of this most
pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect
for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate
enthusiasm for working with children and young people and for teaching and learning.
Please indicate which parts of the Standard have been met or partially met by the trainee’s
experience and the nature of the evidence.
X has experience working as a teaching assistant at <school>.
She has demonstrated
 An understanding of the importance of working within the ethos of a secondary
school
 A high level of professionalism
 Ability to work as a team member
 Be a positive role model for the students
Overview of Standards which are to be the focus of the training plan.
 Motivate students by setting high expectations
 Differentiation – Challenge for all
 The Learning Environment