Document 12937220

advertisement
`
Preparation Days: Tuesday 3rd November – Wednesday 4th November
Block Placement: Thursday 5th November – Friday 4th December and
Monday 14th December - Friday 18th December
1
The Core PGCE Primary and Early Years
Partners’ Intranet
Explore the Partners’ Intranet for placement resources, training information,
dates, conference resources, examples of completed forms, ‘how to’ minivideos and much more! This site is regularly updated to reflect the most
current resources.
This page is password protected.
The password is shared at Mentor and Class Teacher Training; alternatively
contact the Partnership staff at Partnership@warwick.ac.uk or your Link Tutor.
2
PP2 QUICK REFERENCE PLACEMENT GUIDE
CONTENTS
1.
CONTACTS and CALENDAR ........................................................ 4
2.
PROFESSIONAL GUIDANCE ........................................................ 5
3.
THE TEACHING FILE AND PLACEMENT DOCUMENTATION ........ 9
4.
WEEKLY GUIDANCE FOR PP2................................................... 13
5.
ASSESSMENT OF TRAINEES AGAINST THE TEACHERS’
STANDARDS ............................................................................ 21
6.
THE TEACHERS’ STANDARDS (2013): GUIDANCE ON USING THE
WARWICK ASSESSMENT DESCRIPTORS ................................... 25
The content of this guide was correct at the time of printing. Any
changes in Government policy or University procedures affecting
the guide will be notified if required.
3
1. CONTACTS AND CALENDAR
University Contacts:
Partnership
Leigh Capener
Partnership Development Officer:
Email: l.capener@warwick.ac.uk 024 765 23824
Mark Christensen
M.Christensen@warwick.ac.uk 024 761 51368
Professional Support Services
Gabrielle Bennett
G.Bennett.1@warwick.ac.uk 02476 523373
Reception:
Email: cpe@warwick.ac.uk 02476 523801
Website:
http://www2.warwick.ac.uk/fac/soc/cpe/ Fax: 024 7657 2638
Key Dates for PP2
w/b
Mon
2.11.15
9.11.15
PP2 (2)
16.11.15
PP2 (3)
23.11.15
INTERIM
PROFILE
DUE (13))
30.11.15
PP2 (5)
7.12.15
14.12.15
Tue
Wed
PP2 (1)
Preparation
Days
Thurs
Fri
Notes
Mentors to return Interim Profile to
LINK TUTOR by Monday 23rd
November for consideration at the
INTERIM REVIEW Meeting.
University-based training
PP2 (6)
FINAL
PROFILE
DUE (13)
Please return Final Profile to LINK
TUTOR and lesson observations,
and mentor meeting logs to the
Student Services Team by
Thursday 17th December.
School Mentors and Class Teachers are expected to use this Placement Guide in association with
the University’s “Reference Guide for Training in Primary Schools and Early Years Settings which
is available on the University’s website at: http://warwick.ac.uk/primary-mentor the Teachers’ Standards
(DfE, 2013) and Initial teacher training (ITT) criteria (DfE, 2015).
4
2. PROFESSIONAL GUIDANCE
The Preamble and Part Two of the Teachers’ Standards are of paramount importance and
your performance in these areas is assessed continuously throughout the course and
especially whilst on school placement.
The Preamble
Teachers make the education of their pupils their first concern, and are accountable for achieving the
highest possible standards in work and conduct.
Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as
teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in
the best interests of their pupils.
Part two: Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The
following statements define the behaviour and attitudes which set the required standard for conduct throughout a
teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and
outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper
boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law, individual liberty and
mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them
to break the law.
 Teachers must have proper and professional regard for the ethos, policies and practices of the school in which
they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their
professional duties and responsibilities.
To meet the Teachers’ Standards and uphold schools’ expectations of professionalism, you
must ensure that you:
 make children your first concern and work consistently to be the ‘best teacher you can be’
 show your school a copy of your University of Warwick Vetting Check form (which gives your
DBS Enhanced Disclosure number and date) and photo ID documentation;
 safeguard children’s well-being – see specific guidance overleaf;
 are appropriately and professionally dressed;
 Maintain high standards of attendance and always notify the school, the University
Absence Line and your Link Tutor of any absence in good time;
 Arrive in school/remain in school to ensure that you are well-prepared for the day ahead/next
day;
 have read, understand and follow all school policies, practices and procedures;
 keep your placement file and pupil records up-to-date and always available in
school/setting for your class teacher, Mentor or Link Tutor to view;
 keep your Training Plan up-to-date and always available in school/setting for your class
teacher, Mentor or Link Tutor to view;
 plan lessons in advance and check initial lesson plans with class teacher/Mentor and as
required thereafter;
5
 evaluate lessons promptly to inform future planning and next steps for pupils and improve
teaching;
 always treat pupils with dignity and respect;
 build positive, professional relationships with your colleagues in school;
 promote equality of opportunity at all times;
 promote fundamental British values
 do not express personal beliefs and show tolerance and respect for the faiths and beliefs of
others
 take responsibility for your own professional development by:
o Engaging in professional dialogue with teaching colleagues/your Mentor,
responding to guidance given in order to support your professional development
and ensure that you offer the best possible experiences for pupils;
o Completing the weekly record of your Mentor meeting (in your Training Plan);
o Regularly reviewing your targets and progress towards meeting these;
o monitoring your progress against the Teachers’ Standards and Warwick
Assessment Descriptors and discussing this progress with your Mentor and
Link Tutor so that you are clear about the ‘next steps’.
o Keeping your Training Plan up-to-date
 log your weekly lesson observation grade online so that the University is able to monitor your
progress:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/monitoring/
At any point, if you find that you are unable to meet any of the above criteria, you need to
seek support from one or more of the following sources:

School Mentor

University Personal Tutor

University Programme Leader C.M.Glavina@warwick.ac.uk

University Lead Link Tutor S.Crosson@warwick.ac.uk

University Student Support Services http://www2.warwick.ac.uk/services/studentsupport-services/
6
Safeguarding
Safeguarding is everyone’s responsibility.
As a priority you must ensure that you:
(a) know who the Designated Safeguarding Lead (DSL) is;
(b) have a copy of the school’s/setting’s Child Protection/Safeguarding
policy in your teaching folder;
(c) have read and understood the school’s/setting’s Child Protection and
Safeguarding policy;
(d) have signed a copy of the school’s ‘Staff Behaviour Policy’ or ‘Code of
Conduct’ and keep this in your teaching folder;
(e) implement these policies/codes.
What to do if a child makes a disclosure
• All disclosures must be taken seriously. It is of vital importance that if a child discloses
experience of abuse or mistreatment, you listen carefully to the child disclosing:
• Take him or her seriously
• Don't judge
• Ask open, non-leading questions
– You are allowed to ask ‘TED’ questions – Tell me, Explain, Describe
• Don't promise to keep it secret
• Tell him or her, if you can, what you will do next
• Check you have got their details
• Carefully record the conversation as soon as possible and keep the record in a secure
place.
What to do if you observe signs of potential abuse or mistreatment
If you observe injuries or behaviours in children you should:
• ask open questions about any injuries you observe
• note what the child says in response
• carefully record your observations as soon as possible
• and keep the record in a secure place.
Don’t share the information with anyone else.
Go straight to the Designated Safeguarding Lead (DSL).
If the allegation is against the DSL go to the Head or the DS Governor.
The piece of information you have may be the piece of the jigsaw that makes
everything clear and may safeguard a child’s life.
For further information see: http://www2.warwick.ac.uk/fac/soc/cpe/current/safeguarding/
7
8
3. THE TEACHING FILE AND PLACEMENT DOCUMENTATION
A. The Teaching File
Trainees must set up and maintain a well-organised teaching placement file in which to store
their planning, evaluations, record-keeping and training information.
All documentation must be maintained in printed form AND the file must available in
school every day of the placement to enable ease of access for those supporting the
trainee’s professional development i.e. Mentors, class teachers and Link Tutors.
To support organisation, a file checklist is available at the end of this section.
B. Planning Proformas (TS 4)
On this first PP2 placement, it is recommended that trainees use the University of Warwick
planning and evaluation formats for all activities and lessons. This is because:

The University proformas ensure that trainees focus on the key elements which underpin
beginning trainees’ effective planning and pupils’ learning;

The University proformas contain carefully worded prompts, designed to scaffold and
develop the beginning trainees’ understanding of planning, assessment and evaluation;

The level of detail required on these plans offers a degree of accountability to schools,
so that schools are aware of trainee’s thought processes and how they intend to meet
the needs of the pupils; it also allows schools to review and support the
planning/assessment/evaluation process to develop trainees’ skills and better meet the
needs of the school’s pupils.
The University understands that the standard 3-part lesson, as on the planning proforma, is
not the only structure for a lesson. However, it does offer a good starting point for beginning
trainees, many of who can find the process of learning to plan both challenging and timeconsuming. As trainees gain experience, competence and confidence, then they will be able
(with the support of class teachers and mentors) to begin to adapt the proforma to meet the
needs of a range of learning intentions, pupils and contexts in order to promote learning.
All proformas are available electronically so the boxes can be expanded where necessary or the
planning format altered to suit the particular learning intention, pupils and context. All proformas are
available at the following address:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential Forms’)
C. Assessment of pupils’ learning (TS 2 & 6)
The focus for this first placement is upon day-to-day, formative assessment for
learning, which includes:
 setting clear objectives
 setting clear success criteria which break down the objective and enable children to
see how to be successful.
 ensuring that objectives and success criteria are shared with and understood by
pupils;
9
 assessment of achievement against learning objectives and success criteria by the
teacher ;
 building into the lesson plan clear questions or focused points for observation to
support teacher assessment;
 assessment of achievement against learning objectives and success criteria by pupils
through peer and self-assessment;
 appropriate oral and written (where appropriate) feedback and marking to learning
objectives, consistent with school policy;
 encouraging pupils to take responsibility for their own learning;
 and, crucially, use of assessment information to inform planning/intervene to promote
learning.
D. Evaluation (TS 4 & 8)
Evaluation is a key skill which enables professionals to be able to develop their own
practice and this is reflected in two of the Teachers’ Standards (TS 4 and 8). At this stage,
trainees will be learning to reflect upon and evaluate their own practice and this process
will be supported by feedback from and discussion with class teachers, mentors and link
tutors. They should use the assessment/evaluation proforma at the end of the Warwick
Lesson Plan.
Trainees should:
-
ensure that they annotate their plans, indicating any changes made as they taught.
-
explicitly assess and record pupils’ learning against their lesson objectives (see also
section 6. Assessment)
-
evaluate the impact of their teaching on the progress and learning of their pupils
They should be analytical in this self-evaluation process, avoiding description and focusing
on specific elements of their practice which promoted learning and progress and specific
aspects which could be improved to further promote progression e.g. clarity of
explanations, teaching strategies/resources, questioning skills, pace, appropriateness of
differentiation, depth of planning, behaviour management, accuracy of subject knowledge
etc.
E. Record-Keeping
(TS 2 & 6)
Record-keeping offers evidence (to the class teacher/Mentor and Link Tutor) of the
trainee’s assessment skills. It provides the trainee with information to inform planning and
can offer evidence to all of pupil progress.
The trainee is expected to keep records of:
(a) Pupils’ achievements against learning objectives
- on PP2 you should keep records of achievement for ALL pupils that you teach
- these records should be used to inform your planning so that you are able to
promote pupil progress
(b) Pupils’ personal development, behaviour and welfare
- on PP2 you should keep records of personal development, behaviour and welfare
for a minimum of 6 pupils that you teach (though you may keep records for more
or all)
10
- the enhanced knowledge of pupils contained in these records should be used to
inform your planning so that it is personalised to meet the needs of the individual
and promote pupil progress
NB. The trainee must ensure the confidentiality of record-keeping and follow
school guidance and policy.
Guidance on record-keeping formats
Remember that, ‘assessment’ is making a judgement, for example the child knows or does
not know something / can or cannot do something; ‘record-keeping’ is writing down or
noting this judgement in some way.
There is no one way in which to keep records and trainees should explore the recordkeeping used in school. Some examples of methods of record-keeping are:
-
Marking against objectives (samples of marked work/annotated work)
Post-it notes of observations
Annotated photos (check school policy on photos)
Lesson evaluations which reflect upon pupils’ learning
University record-keeping sheets
School record-keeping sheets
University TA planning sheets.
Trainees should not record the same information twice, so where the trainee uses a recordkeeping sheet, this can replace the assessment section on the lesson evaluation. In this
case, trainees should cross-reference from the lesson evaluation to the relevant recordkeeping sheet.
A range of record-keeping formats is available to download from the Partners’ Intranet. You
may use these forms as given, adapt for your own purposes or use formats suggested
by the school.
To enable customised use or adaptation, the proformas are available electronically:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential
Forms’)
Reflection on assessment and record-keeping.
Assessment and record-keeping should enable the trainee to:
• talk knowledgeably about pupils’ learning and the implications of this for the next
steps/lesson
• talk knowledgeably about pupils’ personal development, behaviour and welfare and
the implications of this for the next steps/lesson.
• Recognise the impact of teaching on pupils’ progress
Try different approaches to record-keeping and be prepared to evaluate their use in terms of
their manageability and their usefulness. You might ask yourself: How long do they take to
complete? When and how do I use the data that I record?
11
Checklist for Teaching Placement File
Divider Heading

Lesson/Activity plans with copy of the plan and weekly
plan for any observer and any associated resources

Plans for Teaching Assistant(s)

Training Plan

(Completed) Lesson Observation Forms

Warwick Assessment Descriptors (highlighted to indicate
your attainment and progress)

Timetable identifying what and when you are teaching
each week

Class Lists including groupings/sets for different areas of
learning/ subjects

(EY only) Plan of your Indoor and outdoor learning areas

IEPs/EHCs etc.
TODAY
PROFESSIONAL
DEVELOPMENT
TIMETABLES
CLASSROOM
MANAGEMENT
AND ROUTINES
PRIMARY
EARLY YEARS
Divided into Subjects Areas
CURRICULUM
PLANS
Organised by subjects
or Areas of Learning

Contents

Medium-term/weekly
plans (provided by
school)

Lesson plans with
Evaluations in date order
and any associated
resources

For the first half of the
placement divide plans into the
7 areas of learning (whilst a
plan may be broadly crosscurricular, divide according to
your main learning intention);
include any associated
resources
 Weekly plans, where
appropriate, by date

Day-to-day records of pupils’ attainment against
lesson/activity objectives e.g. record-keeping sheets, TA
planning sheets, ‘post-it’ notes, samples of marked
work/annotated work against objectives
ASSESSMENT
FOR/OF
LEARNING
INFORMATION
ABOUT THE
SCHOOL
TRAINING TASKS

Records of pupils’ personal development, well-being and
behaviours.

Pupils’ targets and information about prior learning and
achievement (Provided by school)

(EY only) Observations including reference to
Characteristics of Effective Learning

Any key policies e.g.
safeguarding/behaviour/assessment/marking policies etc.

Evidence of tasks (handwritten notes are acceptable)
NB. The last two sections may be placed in a separate file if necessary.
12
4. WEEKLY GUIDANCE FOR PP2
GUIDANCE for MENTORS and CLASS TEACHERS
This information and guidance is intended to support Mentors in maximising the progress of
their trainees and in doing so, offer the best provision possible to the pupils of the school which
has agreed to train the trainee.
Trainees’ prior experiences
PP2 Early Years. The Early Years course qualifies trainees to teach across the 3-7 age range.
Thus their course includes a substantive placement in both phases. Prior to this placement,
these trainees have completed a 1 week observational placement (PP1) and a 5-day Serial
placement which aims to allow trainees to apply university-based training to school-based
practice. The Early Years course has introduced the EYFS and the seven areas of learning and
development.
Initially, nurseries are expected to provide the medium term plans and the weekly plans for all
trainees.
PP2 Primary. The Primary course qualifies trainees to teach across the 5-11 age range. Thus
their course includes substantive placements in both Key Stages. Prior to this placement, these
trainees have completed a 1 week observational placement (PP1) and a 4-day Serial placement
which aims to allow trainees to apply university-based training to school-based practice. The
Primary course has introduced the core subjects of Maths, English and Science; at this stage
trainees are not generally expected to teach outside these subjects on PP2. They might take on
additional responsibilities, for example, bringing in the class from break/taking the class into
assembly, reading a story to the class, taking the register etc.
.
Required Planning and Teaching on PP2
All trainees are expected to build up to teaching 55-60% of the timetable by the end of the
placement. During non-teaching time, they might:
- observe learning and teaching (class teacher/other colleagues)
- complete training tasks
- carry out planning, preparation and assessment
- support the class teacher/pupils.
Planning: Given the early stage of the course and the significant variability between schools,
ALL trainees will require significant support with planning and it is anticipated that schools
will involve trainees in their joint planning processes. Following this support, trainees should
develop/write up plans for those sessions they are teaching and subsequently assess children’s
learning and evaluate each session using the University proformas.
Individual needs: all trainees will vary in terms of their previous experiences and their
confidence and competence in a particular age phase. Therefore it is important that Mentors
and Class teachers, in consultation with trainees, use their judgement and interpret the
guidance given below to ensure that their trainees build up to their 55-60% teaching
responsibility as appropriate to the individual trainee.
Guidance for Paired Placements
Where primary trainees are paired, they might take on additional responsibilities, for example,
bringing in the class from break/taking the class into assembly, reading a story to the class, taking the
register etc. They might also teach some foundation subjects, in areas where they feel more
confident, however schools should be aware that they are unlikely to have have received universitybased training in these subjects at this point in their programme.
13
The Role of the Class Teacher
The class teacher acts as a critical supportive colleague for the trainee
Before the placement
The class teacher will:
 have attended the CT /Mentor Professional Development & Placement Briefing OR have accessed
the online training materials;
 know the name of the trainee, and the dates of the placement
Preparation training days
The class teacher will:
 have a copy of the Placement Guide;
 share with the trainee specific class info e.g., timetables, class lists, groups, routines etc. ;
 ensure that the trainee is aware of individual needs e.g. in relation to pupils’ physical and mental
health, SEND, EAL, G&T etc.;
 share assessment data and records to enable the trainee to plan appropriately;
 share copies of long/medium plans/overviews and short term weekly/daily plans;
 ensure that the trainee is aware of pupils eligible for pupil premium funding and relevant
interventions;
 ON preparation days, encourage the trainee to establish themselves as an authority figure, for
example, by: reading a story to the class, taking the register, bringing the children in from break etc;.
 ensure appropriate timetabling of PPA time so that the trainee and class teacher are able to
undertake shared/supported planning together.
During Placement
The class teacher will:
 undertake shared, guided planning, with trainee, gradually reducing support so that the trainee
learns to plan independently; ensure the trainee is clear about his/her planning responsibilities;
 offer support and informal feedback e.g. with lesson delivery, classroom management, lesson
evaluation etc.;
 liaise with Mentor;
 role model good/outstanding professional practice to the trainee, including behaviour management
and practice in assessment and monitoring pupil progress;
 in consultation with the mentor, ensure an appropriate timetable for the trainee;
 facilitate the trainee’s completion of training tasks;
 notify the trainee and mentor of any difficulties that arise on the placement as early as possible, so
that these can be swiftly addressed;
 where requested by the mentor, undertake a formal written observation of the trainee’s teaching,
recording this on the observation proforma (provided in triplicate) and providing verbal feedback.
Ensure clear targets are set and linked to the appropriate Teachers’ Standards.
14
The Role of the Mentor
As a minimum, all trainees should be observed teaching once per week and should have
a weekly meeting with the Mentor.
Weekly Lesson Observation
All trainees should have a formal lesson observation once per week, that is, an observation
of his/her teaching which is recorded on the triplicate lesson observation forms (copies
provided) with a formative feedback discussion after the lesson and developmental targetsetting linked to the Teachers’ Standards.
Observations are usually undertaken by the Mentor, however, observations may be
undertaken by colleagues where this is felt to be more appropriate e.g. subject leads might
observe teaching of the trainee’s specialism or of phonics.
All trainees should be observed teaching phonics using the Phonics Observation Form
(triplicate copy provided/additional e-copies available online: http://warwick.ac.uk/primarymentor (Follow ‘Essential Forms’).
The Mentor should undertake a joint observation with the Link Tutor during the
placement.
Weekly Mentor Meeting
Each trainee should have a weekly meeting with the Mentor, to:
- review progress against the Teachers’ Standards/Warwick Assessment Descriptors
(WADs)
- review the trainee’s teaching file (planning, assessment and record-keeping, evaluation)
- set new targets to further development;
- agree actions to meet identified training needs
The trainee will take responsibility for recording the meeting in the trainee’s Training Plan,
which the Mentor should initial.
Where the school/setting is hosting more than one trainee, Mentor meetings can be
conducted with all trainees together. However, it may be appropriate to offer a separate,
short meeting where trainees indicate that they wish to discuss something in private.
Below is a set of week-by-week prompts which give ideas for key foci for discussion,
observation and action. Mentors are encouraged to interpret the guidance flexibly to fit
the context of the placement and a trainee’s individual needs.
15
Week by week guides for Early Years and Primary Mentors
Before the Placement
 I/the class teachers have attended the CT /Mentor Professional Development & Placement Briefing OR have
accessed the online training materials
 The trainees are placed in classes with a good role model and where they will be well-supported;
 Where the Mentor and Class Teacher are the same person, an additional ‘supporting’ colleague has been
identified;
 I have organised an induction programme for the preparation training days;
 I have an up-to-date Reference Guide for Training in Schools / Early Years Settings, see:
http://warwick.ac.uk/primary-mentor (Follow ‘Handbooks and Reference Guide’;)
 I and the class teachers have copies of the Placement Guide;
 I know who the University Link Tutor is and how I can contact him/her.
Week 1 and Preparation days: Tuesday 3rd – Wednesday 4th November
Keep in good contact with the Link Tutor throughout the placement and contact the Link Tutor promptly with any
concerns or queries.
1.
Inform trainee of timing of weekly mentor meeting;
2.
Arrange induction to school, staff and class, including a tour of the school and fire regulations and procedures;
3.
Clarify safeguarding/child protection procedures and personnel;
4.
Ensure that trainees have signed the staff code of conduct and have a copy in their files;
5.
Arrange access to relevant school policies (including safeguarding, behaviour, assessment and feedback);
6.
Read the trainee’s Training Plan, which includes their initial PP2 Targets and begin to arrange a training
programme to support the trainee’s professional development so they are able to support effective pupil
progress;
7.
Ask trainees to share their school-based training tasks and agree steps to complete these;
8.
Ensure that trainee(s) have relevant information about:
- individual needs e.g. SEND, medical, physical and mental health, G&T, EAL etc.;
- pupils eligible for pupil premium funding and associated targeted interventions;
- assessment information about pupils (e.g. age-related achievements) and pupils’ individual targets;
9.
Provide information about the curriculum being taught for the period of the placement;
10. Arrange access to timetables and long/medium term plans;
11. Ensure trainees know where resources and equipment are located and how they may access them;
12. Clarify the expectations for the trainee’s planning/teaching for second half of this week and the second week
of the block placement; ensure that the trainee has GUIDED JOINT PLANNING with the CLASS TEACHER;
13. Arrange for trainee to work with groups, getting to know the pupils;
14. Encourage trainee to undertake activities which help to establish them as an authority figure e.g. reading a
story to the class, bringing children in from lunchtime, taking the register etc.
End of Week 1: Thursday 5th – Friday 6th November
For the second half of this week, trainees may start on tasks outlined for week 2.
16
WEEK 2: Monday 9th – Friday 13th November
EARLY YEARS: Plan/teach some adult-directed sessions and support child-initiated learning in the learning
environment
PRIMARY: Build up to planning/teaching whole lessons across the core subjects (and MFL if specialist)
(for around 30% of the timetable)
Suggested foci for week 2 and weekly observation and Mentor Meeting.
1.
Discuss trainee’s progress with the class teacher
2.
Offer support and constructive feedback on the trainee’s:
- behavior management and classroom presence;
- promoting learning behaviours and a ‘climate for learning’;
- planning and assessment skills e.g. setting clear objectives, translating these into success criteria, key
questions for assessment;
- evaluations of teaching and developing awareness of the impact of their teaching on pupil progress;
- record keeping and how to use this information to inform planning.
3.
Review the initial PP2 targets in the trainee’s Training Plan, and set new targets as appropriate.
4.
Arrange for the trainee to undertake focused observations of other teachers depending upon trainee’s
individual needs.
5.
Monitor/support completion of school-based training tasks.
6.
Ensure that trainees undertake GUIDED JOINT PLANNING with their CLASS TEACHERS to enable pupil
progress;
7.
Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching
and Primary trainees have a clear build up to teaching whole lessons.
8.
Ensure that a date has been agreed for the joint observation with the link tutor;
WEEK 3: Monday 17th – Friday 21st November
EARLY YEARS: Plan/teach some adult-directed sessions and begin to plan related activities to support child-initiated
learning in the learning environment.
PRIMARY: Individual trainees: Plan/teach a series of whole class lessons for English OR mathematics and science
(and MFL if specialist).
Paired trainees: Each trainee takes responsibility for planning/teaching either English OR Maths and trainees share
the teaching of science (and MFL if specialist)
(for around 35-40% of the timetable)
Suggested foci for week 3 and weekly observation and Mentor Meeting
1. Offer support and constructive feedback on the trainee’s:
- developing behavior management, classroom presence, promotion of learning behaviours and a
‘learning climate’;
- planning and assessment skills e.g. translating objectives into success criteria, key questions for
assessment, and in particular evidencing in their planning how and where they are adapting plans in
response to assessment information from the previous lesson;
- evaluations of teaching and developing awareness of the impact of their teaching on pupil progress;
- developing record keeping, including records of personal development, behaviour and welfare for a
minimum of 6 pupils; help trainees understand how broader information about pupils can help personalise
teaching and promote progress;
- deployment of TA in all phases of the lesson;
2. Review targets in the trainee’s Training Plan and agree new targets as appropriate. Arrange
training/observations etc. to meet needs as required;
3.
Ensure that trainees undertake GUIDED JOINT PLANNING with their CLASS TEACHERS;
4.
Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching
and Primary trainees are teaching a series of whole lessons in maths OR English.
5.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs) and complete the Interim
Profile with the class teacher and trainee. Although this might seem an early stage to complete this
assessment, please bear in mind the formative nature of this document. Its key purpose is to sum up the
trainees’ early progress and identify clear ‘next steps’ to maximise progress by the end of the placement. The
Interim Profile is available to download from http://warwick.ac.uk/primary-mentor (Follow ‘Essential Forms’).
Please email the completed Interim Profile to your LINK TUTOR and ensure that the trainee has a copy.
17
WEEK 4: Monday 24th – Friday 28th November
EARLY YEARS: Plan/teach an increasing amount of adult-directed sessions and related activities to support childinitiated learning in the learning environment
PRIMARY: Individual trainees: Plan/teach all maths OR English and a mix of the remaining core subjects (and MFL if
specialist). Paired trainees: share the responsibility for planning ALL the core subject teaching for the week.
(for around 45-50% of the timetable)
Suggested foci for week 4 and weekly observation and Mentor Meeting
1.
2.
3.
4.
Discuss trainee’s progress with the class teacher.
Offer support and constructive feedback on the trainee’s:
developing understanding of behavior management across age phases/key stages;
developing ability to motivate pupils and sustain pupils engagement in learning;
assessment skills e.g. evidencing how assessment information from one lesson informs
planning/teaching in the next lesson; record-keeping; developing range of assessment strategies;
developing understanding of self and peer assessment
developing understanding of how to support pupils with individual needs in their class and overcome
barriers to learning;
deployment of TA in all phases of the lesson to promote learning;
Review targets in the trainee’s Training Plan and Interim Profile and agree new targets as appropriate. Arrange
training/observations etc. to meet needs as required;
Ensure that trainees undertake JOINT PLANNING with their CLASS TEACHERS to enable pupil progress; where
appropriate, trainees may begin to develop some independence in planning in areas of greater confidence.
5.
Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching
and Primary trainees continue to teach series of whole lessons in maths OR English.
6.
Monitor/support completion of school-based training tasks.
WEEK 5: Monday 1st – Friday 5th December
EARLY YEARS: With support, plan a weekly plan (covering the seven areas of learning and development) from
observations and discussions with other practitioners of children’s previous learning. This will incorporate adultdirected sessions and planning for other related activities and for other practitioners, in areas of the learning
environment that will support and develop child-initiated play and learning.
PRIMARY: Individual trainees: Plan/teach a week’s lessons for English AND mathematics and science. Paired
trainees: Paired trainees: share the responsibility for planning ALL the core subject teaching for the week plus some
foundation subjects as appropriate (for around 55-60% of the timetable)
Suggested foci for week 5 and weekly observation and Mentor Meeting
1. Offer support and constructive feedback on the trainee’s:
- ability to motivate pupils and sustain pupils’ engagement in learning, considering any pupils for whom this
might have been more challenging and why;
- assessment skills e.g. implementation of pupil self and peer assessment , understanding/implementation
of school’s approach to target-setting, assessing within the lesson to adapt teaching in progress;
- ability to use their knowledge of pupils (e.g. see record-keeping) to implement and evaluate strategies to
overcome barriers to learning;
2.
3.
Review targets in the trainee’s Training Plan and agree new targets as appropriate. Arrange
training/observations etc. to meet needs as required;
Ensure that trainees undertake joint planning with their class teachers to enable pupil progress and assess
extent to which they are developing confidence/some independence in planning
4.
Monitor/support completion of school-based training tasks.
5.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs). Towards the end of the
week, complete a draft of the Final Profile (available to download from http://warwick.ac.uk/primary-mentor
Follow ‘Essential Forms’) and discuss with the class teacher and trainee. Whilst the profile is due to be
submitted in WEEK 6, completing a draft at this stage may assist with identifying the trainee’s timetable and
training plan when they return to school, after a week in the University, for Week 6 of their placement.
6.
Discuss appropriate activities for Week 6, when the trainee returns to school following the university-based
week.
18
Monday 8th – Friday 12th December : University-based Week
Week 6: Monday 15th – Friday 19th December: ‘The Wider Life of the School’
Suggested foci for weeks 6 and Weekly observation and Mentor Meeting
1. Trainees should support the timetable in their classes as appropriate, recognising that the timetable is likely to
be more flexible at this time of year.
2. Advise trainees on how they can be involved in the ‘wider life of the school’ (TS8) during this week.
3. Where the draft Final Profile identified particular needs, support trainees in meeting these needs;
4. Complete the Final Profile in consultation with the trainee and class teacher;
5. Email a copy of the Final Profile to the Link Tutor
6. Ensure that the trainee has a copy of his/her final profile.
7. Return Lesson observation forms to the Student Services Team by the end of the placement.
8. Please complete the online placement evaluation form: http://warwick.ac.uk/primary-mentor (Follow
‘Evaluations’) Your feedback is much appreciated, and where patterns in feedback emerge, is used to adapt
course provision and documentation.
Thanks you for supporting Warwick trainees.
19
20
5.
ASSESSMENT OF TRAINEES AGAINST THE TEACHERS’
STANDARDS
Maximising the progress of trainees
Processes are in place which aim to ensure that all trainees maximise their progress over each
placement and over the course of their PGCE. These include ensuring that:
 there are clear expectations for all parties;
 regular meetings are held according to the guidelines;
 targets are negotiated, agreed, set and monitored;
 progress against the Teachers’ Standards and Warwick Assessment Descriptors is
formatively monitored; and
 appropriate and regular feedback is given.
Consistent assessment of trainees across placements is essential in maximising the progress of
trainees. Formative assessment and self-assessment using the Warwick Assessment
Descriptors is, therefore, an integral part of the assessment process ensuring that trainees
are completely aware of their strengths and areas for development and the appropriate actions
they might take. Summative reviews of trainees’ achievement take place at the interim and end
point of every placement.
Clear expectations of progress are also established as follows:
Desirable Achievement and Progress
PP2 (Interim)
PP2 (Final)
PP3 (Interim)
PP3 (Final)
PP4 (Interim)
PP4 (Final)
Best-fit
achievement at:
‘Working Towards’
level or above;
a mix of grades
WT & 3.
Best-fit
achievement at:
‘Requires
Improvement’ level
or above; a mix of
grades 3 & 2.
Best-fit
achievement at:
‘Requires
Improvement’ level
or above; a mix of
grades 3 & 2.
Best-fit
achievement at:
‘Good’ level or
above; a mix of
grades 2 & 1
Best-fit
achievement at:
‘Good’ level or
above; a mix of
grades 2 & 1
Achievement at:
‘Outstanding’
level.
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s
practice is
consistent with
Preamble/Part 2
Trainee’s
practice is
consistent with
Preamble/Part 2
Minimum Achievement and Progress
PP2 (Interim)
PP2 (Final)
PP3 (Interim)
PP3 (Final)
PP4 (Interim)
PP4 (Final)
Best-fit
achievement at:
‘Working Towards’
level;
Largely WT
grades.
Achievement at:
‘Requires
Improvement’
level;
a mix of grades
WT & 3.
Achievement at:
‘Requires
Improvement’
level;
a mix of grades
WT & 3.
Achievement at:
‘Requires
Improvement’, a
mix of grades 3
and 2; or ‘Good’
level.
Achievement at:
‘Requires
Improvement’, a
mix of grades 3
and 2; or ‘Good’
level.
Achievement at:
‘Good’ or
‘Outstanding’
level.
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
21
Trainees failing to make ‘Minimum progress’ or ‘causing concern’
Prompt Intervention
Concerns about a trainee’s performance are usually identifiable at an early stage, allowing prompt
intervention by the school, notification of the Link Tutor and coordinated support from both school and
university leading to successful outcomes.
A ‘Cause for Concern’ grade is identified where:
- a trainee is failing to make progress despite the support offered;
- where there are serious concerns about the trainee’s performance with reference to the Teachers’
Standards and particularly with reference to the Preamble and Part 2 (for example: negative
impact on pupil progress; inappropriate professional behaviour of trainees by not following
professional policies and procedures of the setting; or insufficient regard for the safety and
safeguarding of pupils).
Any trainee causing concern does not, of course, reflect negatively on a particular teacher, mentor or
school training programme. Having monitoring processes in place provides a robust means of providing
prompt intervention to promote a trainee’s progress and assure quality. There is a clear process in place
for Communication of ‘Cause for Concern’ – see below.
Figure 1: Communication process for ‘Cause for Concern’.
Formal Monitoring Points
Where progress concerns are identified by the mentor and Link Tutor, they will be formally
monitored/documented at Interim and Final Placement Review Meetings. The following steps will be taken:
(a) Trainees will be informed in writing to ensure that they understand the need for action and support
(‘Progress’ letter);
(b) Additional support will be provided to help trainees re-establish appropriate progress.
The support will vary depending on the point of identification, so that,
Support during a placement is likely to include:
- an action plan drawn up in consultation with the trainee, link tutor and mentor
- additional focused training and support from school;
- additional support from the University link tutor;
- pastoral support by the trainee’s personal tutor;
Support at final (end) point of a placement is likely to include:
- relevant Further Professional Training provided by the University;
- pastoral support by the trainee’s personal tutor.
22
Additional guidance for supporting trainees failing to make ‘expected progress’ or
‘causing concern’
For the small minority of trainees whose progress falls below expectations, self-assessment can be at
variance with the assessment of Mentors and tutors. ‘Weaker’ and failing trainees sometimes locate
their problems outside of themselves, displaying reluctance to accept any responsibility for their
difficulties. In these cases, the requirements for openness, honesty and regularity in assessment and
for a secure evidence base are even more important. There are a number of reasons why trainees
may be experiencing difficulties; these vary considerably, both in complexity and severity. It is often
possible in these circumstances to put in place support mechanisms which ultimately can lead to
success
Some general principles apply:
 prompt intervention is important; it allows difficulties to be dealt with at an early stage and may
prevent potential problems from escalating;
 University tutors and Student Services Team should be alerted as soon as possible where
problems are identified (see Communication Process on previous page) to allow a coordinated
approach to be planned; thereafter, all parties should be kept informed of developments. A quick
response to such information is to be expected from both University and school-based staff;
 ‘weaker’ trainees who struggle with tasks which others take in their stride often benefit from a
‘small steps’ approach, which analyses tasks into their component parts, enabling these trainees to
move towards their ultimate objective more gradually; this usually requires a weekly ACTION
PLAN with carefully graduated targets, clearly specified actions, and progress meetings (download
Action Plan from the Mentors’ Portal:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential
Documentation’)
 detailed and thorough record keeping is essential; records should specify dates, times,
purposes and outcomes of meetings, trainee performance, and behaviour, provision offered, or
made, etc. Detailed records are crucial either as evidence demonstrating progress, or to support
‘Cause for Concern’ decisions if that is the recommendation at the end of the placement;
 where trainees have been impervious to advice and guidance, Mentors should not be afraid to
instruct the trainee.
23
24
6. THE TEACHERS’ STANDARDS (2013): GUIDANCE ON USING THE
WARWICK ASSESSMENT DESCRIPTORS
Guidance for Use (July 2015)
The statements in the DFE Teachers’ Standards set out the expectations for Qualified Teacher Status
(QTS) for all teachers, however these Standards must be interpreted according to ‘role and context’
(DfE, 2013, p.3). The Warwick Assessment Descriptors set out what can be expected according to the
role and context of a trainee teacher at the point of achieving QTS. In order to achieve continued
improvement in the quality of teaching, the target is to achieve good (grade 2) or outstanding (grade 1)
outcomes by the end of ITT.
Whilst the published Teachers’ Standards are not graded, for the purposes of accurate assessment and
in the context of the inspection of ITE, providers are required to grade trainees. The additional
statements provided here in relation to Part One of the Teachers’ Standards set out typical
characteristics of the practice of trainees deemed to be good (grade 2), or of those who achieve the
standards at an outstanding level (grade 1). Good and outstanding achievement is a relative
judgement and will be based on an assessment of the available evidence to decide which descriptor
provides the best fit and will take into account the setting and context of the school experiences in
which the training has taken place.
Part Two of the Teachers’ Standards relates to personal and professional conduct. Trainees embarking
on a programme of ITE will have demonstrated that they possess the required attitudes and
behaviours as an element of the selection process. No matter which route to QTS they follow all
trainees are expected to demonstrate high professional standards from the outset. For that reason the
guidance on the standards in Part Two is not graded.
This document is intended to be used formatively throughout each placement by mentors and link
tutors in discussion with trainees. As well as deciding which statement (from grades ‘WT’ to 1) best
describe a trainee’s performance across each strand and standard at that point in time, the discussion
should also identify ‘next steps’ so that the trainee’s progress is maximised. To support this process,
each facing page contains ‘learning questions’ and lists possible sources of evidence to support this
formative discussion.
The document will also support decision-making about summative grades at the interim and final
stage of each placement.
THESE ASSESSMENT DESCRIPTORS ARE REGULARLY REVISED IN CONSULTATION
WITH THE WARWICK PARTNERSHIP. THE LATEST REVISION REFLECTS FEEDBACK
FROM THE OFSTED INSPECTION OF THE WARWICK PARTNERSHIP IN 2015.
PARTNERSHIP COLLEAGUES ARE THANKED FOR THEIR VALUABLE FEEDBACK AND
CONTRIBUTIONS
25
LEARNING QUESTIONS
PREAMBLE
SOURCES OF EVIDENCE
For example…. How do you:
 show your commitment to your pupils and teaching?
 show that you are accountable for achieving high standards in your own
work and conduct?
 respond to guidance from your class teacher and/or mentor
 feel that you have been able to respond to previous targets?
 set out to establish respectful relationships with colleagues and parents?
Trainee’s conduct :
- they are keen to respond to guidance and feedback and accept responsibility
for making changes to their own practice
- they plan, prepare and teach to the best of their ability, and to a generally
consistent standard;
- they are well prepared for lessons including researching relevant subject
knowledge
- they make an effort to build positive relationships with colleagues and parents
Lesson plans: with annotated evaluations/changes/assessments.
Lesson evaluations: with honest reflections
Mentor meetings logs: completed by trainee and showing a response to previous targets
Lesson observations: which note good subject knowledge and organisation.
1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS
LEARNING QUESTIONS
SOURCES OF EVIDENCE
For example…. How do you:
 show your awareness of the school health and safety policy? How is this reflected
in your planning?
 use the classroom environment to support your learners?
 motivate or enthuse pupils?
 ensure tasks are relevant end engaging?
 set meaningful and challenging targets for pupils?
 act as a positive role model in class and in the wider school?
 encourage all pupils to participate fully in their learning?
 create relationships with pupils based on mutual respect?
Lesson observations which note:
- Challenging objectives
- appropriate actions to minimise health and safety risks;
- appropriate behavioural expectations clearly set
- enthusiasm.
- Trainee challenges inappropriate behaviour/comments (sexist, racist, homophobic
etc.)
Lesson plans: where appropriate including risk assessment.
Resources: planned to engage and stimulate
Activities: relevant to pupil experience
Lesson evaluations: reflecting on : Learning environment, classroom management strategies,
differentiation
Assessment records which show evidence of progress over time for individual pupils.
Professional development programme (SENCO, EAL,TAs etc)
26
PREAMBLE
Teachers’ Standards DfE 2013
Teachers make the education of their pupils their first concern, and are accountable for
achieving the highest possible standards in work and conduct.
Teachers act with honesty and integrity; have strong subject knowledge, keep their
knowledge and skills as teachers up-to-date and are self-critical; forge positive
professional relationships; and work with parents in the best interests of their pupils.
The trainee awarded QTS demonstrates as a minimum that he/she:
makes the education of their pupils their first concern, and is accountable for achieving the
highest possible standards in work and conduct.acts with honesty and integrity; has strong
subject knowledge, keeps their knowledge and skills as a teacher up-to-date and is selfcritical; forges positive professional relationships; and works with parents in the best interests
of their pupils.
1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS
DfE Teachers’ Standards
 establish a safe and
stimulating environment for
pupils, rooted in mutual
respect
‘Not Yet Meeting’ the
Standard
3 ‘Requires Improvement’
2 ‘Good’
1 ‘Outstanding’
Over time, the trainee has a very limited
impact on pupil progress. The trainee ‘not
yet meeting’ the Standard demonstrates
that he/she:
Over time, the trainee contributes to some
groups of pupils making expected progress.
Trainee requires targeted support to become
‘Good’. The trainee awarded QTS at the ‘requires
improvement’ level demonstrates these
characteristics:
Over time, the trainee contributes to groups
of pupils making at least expected
progress. The trainee achieving the standards
at a ‘good’ level demonstrates these
characteristics:
Over time, the trainee contributes to groups
of pupils making at least good progress. The
trainee achieving the standards at an
‘outstanding’ level demonstrates these
characteristics:
is developing the ability to create a
stimulating environment; motivating
and inspire some learners to engage
in learning.
can create a stimulating environment,
motivating and inspiring most learners to
engage in learning.
generally creates a stimulating
environment, motivating and inspiring
most learners to engage in learning.
generally creates a stimulating
environment which generates high levels
of enthusiasm, participation and
commitment to learning.
consistently manages the learning
environment and resources to ensure the
emotional and physical safety of learners.
is highly pro-active in managing the
learning environment and resources to
ensure the emotional and physical safety
of learners.
e.g. displays, working walls, accessible well-organised resources etc.
is developing the ability to manage
can manage the learning environment and
the learning environment and
resources to ensure the emotional and
resources to ensure the emotional
physical safety of learners. Some support
and physical safety of learners.
may still be required.
 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.
is developing mutually respectful
has developed mutually respectful
has a developing rapport with learners
relationships between themselves
relationships between themselves and
and pupils.
pupils.
understands the need to set
can set appropriately challenging
generally sets appropriately challenging
appropriately challenging
expectations for all pupils, believing that all
expectations for all pupils, believing that
expectations for all pupils;
learners have the potential to make progress. all learners have the potential to make
Is developing the willingness to
Some support may still be required.
progress.
believe that all learners have the
potential to make progress.
can demonstrate the positive
consistently demonstrates the positive
consistently demonstrates the positive
attitudes, values and behaviour they
attitudes, values and behaviour they expect
attitudes, values and behaviour they
expect of learners, but this may not
of learners in their class
expect of learners around the wider
always be consistent.
school.
E.g. They demonstrate: enthusiasm for working with children and young people and for teaching and learning; respectful language,
courtesy and good manners.
27
Has established a rapport with learners
consistently sets appropriately challenging
expectations for all pupils, across the
range of lessons/subjects taught
believing that all learners have the
potential to make progress.
Is proactive in consistently demonstrating
the positive attitudes, values and
behaviour they expect of learners around
the wider school.
e.g. explicitly models or teaches
appropriate behaviours, actions,
responses.
2 PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
SOURCES OF EVIDENCE
LEARNING QUESTIONS
For example….
In what ways are teachers accountable for pupils’ attainment and progress?
In what ways can a teacher make an impact on pupils’ attainment and
progress?
How do you use age-related expectations for pupil achievement and progress
in your planning?
How might you evaluate the impact that you are having on pupils’ learning
within your lessons?
How might you evaluate the impact that you are having on the learning of
groups of pupils within your lessons?
How might you evaluate the impact that you are having on pupils’ learning
over time?
How might you evaluate the impact that you are having on the learning of
groups of pupils over time?
Can you explain the impact you have had on pupils’ achievements on this
placement?
Discussion with the trainee which shows an understanding of:
- how teachers and schools are accountable for pupil progress
- age-related expectations of achievement and progress
- an awareness of the impact they have upon pupil progress
- an awareness of the effect of different learning approaches and
strategies, in relation to learning theories, and their fitness for
purpose
Planning which shows:
- Annotations which reflect the use of assessment data to inform/change
subsequent lessons;
- An awareness of prior learning
- clear development of ideas across a lesson and from one lesson to the
next
Lesson evaluations showing:
- Identification of pupils’ progress against learning objectives
- Reflection upon pupils’ progress and the trainee’s impact upon this;
- Reflection upon pupils’ progress and implications identified for the next
lesson
What information do you need in order to be able to plan for progression?
How do you sequence activities to secure this?
Can you explain how you have planned for progression?
How do you use assessment information to move pupils’ learning forward?
How are particular learning objectives set? How are they linked to prior
learning?
How do you evaluate whether pupils have met the learning objective?
How do you guide learners to reflect on their own progress?
Lesson observations which note:
- Links with prior learning/next steps identified
- clear introduction to and development of ideas;
- that children have learned and made progress within a lesson
Assessment and Record-Keeping
What learning theories are you aware of?
- effective feedback/observations/marking which demonstrates pupils’
How are these learning theories applied in the classroom?
progress over time e.g. over a series of lessons
What strategies have you used to scaffold learning effectively?
records
of pupils’ progress/achievements
With reference to learning theories, why have you selected a particular
- regular reviewing of pupils’ targets to inform future planning
teaching/learning approach or strategy, and how has this promoted learning?
- evidence of effective feedback
28
2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
DfE Teachers’ Standards
‘Not Yet Meeting’ the Standard
. The trainee ‘not yet meeting’ the
Standard demonstrates that he/she:
 be accountable for
attainment, progress and
outcomes of the pupils
 be aware of pupils’
capabilities and their prior
knowledge, and plan teaching
to build on these
 guide pupils to reflect on the
progress they have made and
their emerging needs
3 ‘Requires Improvement’
Trainee requires targeted support to become
‘Good’. The trainee awarded QTS at the ‘requires
improvement’ level demonstrates these
characteristics:
2 ‘Good’
The trainee achieving the standards at a
‘good’ level demonstrates these
characteristics:
1 ‘Outstanding’
The trainee achieving the standards at an
‘outstanding’ level demonstrates these
characteristics:
understands how teachers are accountable for the attainment, progress and outcomes of pupils
needs support to recognise how their
practice impacts upon pupil progress
and outcomes.
is aware of the impact that they have on
pupils’ attainment, progress and outcomes,
and accepts responsibility for this.
Even with support, the trainee has a
very limited impact on pupil progress.
With appropriate support, contributes over
time to some groups of pupils making
expected progress.
Some support is still required to ensure that
short and medium term planning and
teaching demonstrate an understanding of,
and provision for, pupil progression that
builds on learners’ capabilities, and prior
knowledge.
requires support to ensure that short
and medium term planning and
teaching demonstrates an
understanding of, and provision for,
pupil progression that builds on
learners’ capabilities, interests and
prior knowledge.
with support is developing the ability
to incorporate into lessons
opportunities for learners to evaluate
their achievement
with support, is developing the ability
to guide pupils in reflecting on their
learning and identifying their progress
and emerging learning needs
 demonstrate knowledge and
understanding of how pupils
learn and how this impacts on
teaching
can engage in a mentor-led discussion
about how effective teaching and
learning strategies are informed by an
understanding of how pupils learn
 encourage pupils to take a
responsible and conscientious
attitude to their own work
and study.
with support, is developing the ability
to manage teaching and learning
activities which encourage
independent and autonomous learning
gives examples of the impact that
they have on pupils’ attainment,
progress and outcomes, and accept
responsibility for this.
With appropriate support,
contributes over time to groups of
pupils making expected progress.
can explain how their short and
medium term planning and
teaching demonstrate provision for
pupil progression across a
sequence of lessons that builds on
learners’ capabilities, and prior
knowledge.
Can incorporate into lessons
opportunities for learners to
evaluate their achievement which
therefore improves their
performance.
Understands school’s system of
personal target-setting and
implements this system in their
teaching
gives a variety of examples of the impact
that they have on pupils’ attainment,
progress and outcomes, and accept
responsibility for this.
With appropriate support, contributes
over time to groups of pupils making at
least good progress.
can explain, across a range of
lessons/subjects, how their short and
medium term planning and teaching
clearly identifies provision for pupil
progression across a sequence of lessons
that builds on learners’ capabilities, and
prior knowledge.
Regularly incorporate into lessons
opportunities for learners to evaluate
their achievement which therefore
improves their performance.
consistently manages teaching and
learning activities which encourage
independent and autonomous
learning.
Is proactive in implementing strategies
which promote independent and
autonomous learning.
Can incorporate into lessons, opportunities
for learners to evaluate their achievement
e.g. incorporate opportunities for self and
peer assessment against learning
objectives/success criteria.
with guidance from experienced teachers,
Understands school’s system of targetcan review progress and guide pupils in
setting and can give examples of how they
reflecting on their learning; identifying their
have implemented this system in their
progress and emerging learning needs. E.g.
teaching with a positive impact on
knows children’s personal targets; can help
learning
the child to review targets and next step.
is able to explain how effective teaching and learning strategies are informed by an understanding of how pupils learn and offer a
rationale for choices made in the context of practice.
Can manage teaching and learning activities
which encourage independent and
autonomous learning.
e.g. supporting pupils to develop resilience and confidence; promoting independence via accessible resources, working walls, helpsheets, writing frames etc.
29
LEARNING QUESTIONS
For example….
3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
SOURCES OF EVIDENCE
Discussion with the trainee which shows:
- A willingness to undertake the necessary research to ensure sound
subject knowledge
- An understanding of the relevant curricula/frameworks for planning
What steps do you take to ensure that your subject knowledge is secure?
Why is it important to have secure subject knowledge?
How do you use the relevant frameworks/curricula when planning?
How do you select appropriate activities/approaches for teaching?
Planning which:
In what ways is your pedagogy /practice related to the phase in which you are
- demonstrates a sufficiently secure grasp of the concepts, ideas and
teaching?
principles to be taught
How do you help pupils to understand the relevance and value of what they
- reference to the relevant school curriculum for the age range taught
are learning?
- Identification of potential misconceptions and misunderstandings
How do you encourage pupils to engage critically with their learning of the
- Identifies the value/relevance of what is to be learned
subject?
- identification of opportunities to reinforce literacy, articulacy and
How does this foster appreciation of the subject?
standard English across the curriculum
How do you identify opportunities, or capitalise upon opportunities to
promote high standards in literacy, articulacy and standard English?
How do you adapt your language and expectations to meet the needs of all
learners?
Lesson evaluations which note:
- pupil misunderstanding and misconceptions and steps take/to be taken
to address these
- reflection on the trainee’s subject knowledge.
How do you use appropriate vocabulary for developing mathematic
understanding?
Lesson observations which note:
- a sufficiently secure grasp of the concepts, ideas and principles to be
taught
- the trainee’s ability to deal with misconceptions and
misunderstandings either within the lesson, or in subsequent lessons
- pedagogy appropriate to the subject matter and pupils
- enhanced motivation because pupils understand the relevance/value of
what they are learning
- the trainee’s ability to model and promote high standards in literacy,
articulacy standard English and where appropriate, phonics and
number
Phonics specific questions:
How do you:
- understand and systematically plan for progress in SSP?
- explain the role of phonics in the teaching of reading?
- articulate phonemes accurately?
- make links between discrete phonics and language use in other subjects?
30
3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
DfE Teachers’ Standards


have a secure knowledge of the
relevant subject(s) and curriculum
areas, foster and maintain pupils’
interest in the subject, and address
misunderstandings
demonstrate a critical understanding of
developments in the subject and
curriculum areas, and promote the
value of scholarship
‘Not Yet Meeting’ the Standard
3 ‘Requires Improvement’
2 ‘Good’
1 ‘Outstanding’
Over time, the trainee has a very limited
impact on pupil progress. The trainee ‘not yet
meeting’ the Standard demonstrates that
he/she:
Over time, the trainee contributes to some
groups of pupils making expected progress.
Trainee requires targeted support to become
‘Good’. The trainee awarded QTS at the
‘requires improvement’ level demonstrates
these characteristics:
has a secure knowledge and understanding of
the relevant subjects/curriculum for the age
phase in which they are training to teach; and
can use this knowledge
Over time, the trainee contributes to
groups of pupils making at least
expected progress. The trainee
achieving the standards at a ‘good’ level
demonstrates these characteristics:
Over time, the trainee contributes to
groups of pupils making at least
good progress. The trainee achieving
the standards at an ‘outstanding’ level
demonstrates these characteristics:
is developing secure knowledge and
understanding of the subjects/curriculum
taught for the age phase in which they are
training to teach...
...requires support to use this knowledge to
develop learners’ understanding and skills and
address pupils’ misconceptions and
misunderstandings.
…in their planning to develop learners’
understanding and skills and address pupils’
misconceptions and misunderstandings.
requires support to recognise the need to
extend and update their subject and
pedagogical knowledge as a key element of
continuing professional development and
when prompted shows the ability and
readiness to do so.
recognises the need to extend and update their
subject and pedagogical knowledge as a key
element of continuing professional development
and shows the ability and readiness to do so.
With support can help pupils to understand
the value of learning
Can help pupils to understand the value of
learning.
has a good knowledge and
understanding of the relevant
subjects/curriculum for the age phase in
which they are training to teach; and can
use this knowledge
…consistently in their planning to
develop learners’ understanding/skills
and address
misconceptions/misunderstandings.
..to develop the reading, writing,
communication and mathematical skills
of pupils they teach.
as for grade 3; in addition, implementing
innovations to improve their practice.
has a strong knowledge and
understanding of the relevant
subjects/curriculum for the age phase in
which they are training to teach; and
can use this knowledge
as for grade 2; in addition, the trainee
can use this knowledge as
opportunities arise within a lesson in
order to maximise learning.
to effectively teach reading, writing,
communication and mathematical skills
to enhance the progress of pupils.
as grade 2; in addition, engaging in
evaluative dialogue about the impact
on learning of the innovations
implemented.
e.g. implements new approaches/strategies identified by the school or trainee;
implements outcomes of school-based staff training in which they have participated.
Is able to plan a range of opportunities
which help pupils to understand the
value of learning.
Takes every opportunity to help pupils
understand the value of learning. e.g.
both planned and incidental
opportunities
E.g. relating learning to real-life contexts or the world of work promoting life aspirations; or preparing outcomes for real audiences.


demonstrate an understanding of and
take responsibility for promoting high
standards of literacy, articulacy and the
correct use of standard English,
whatever the teacher’s specialist
subject
if teaching early reading, demonstrate a
clear understanding of systematic
synthetic phonics
With much help, is able to understand how to
understands the need to promote high standards
As for grade 3; in addition this will be
promote high standards of communication,
of communication, reading and writing and
across an increasing proportion of the
reading and writing and mathematics.
mathematics, and sometimes builds into their
curriculum
Requires support to build into their teaching
teaching appropriate opportunities to support
appropriate opportunities to support the
the development of these areas.
development of these areas
if teaching early reading: is developing secure
if teaching early reading: demonstrates secure
if teaching early reading: As for 3; in
knowledge and understanding of the principles knowledge and understanding of the principles
addition confidently and competently
and practices of teaching and assessing
and practices of teaching and assessing reading
teaches and manages all elements of the
reading and writing, including the use of
and writing, including the use of systematic
phonics lesson.
systematic synthetic phonics. Requires support synthetic phonics, to be able to apply this
to apply this effectively across the specific age
effectively across the specific age phases they are
training to teach
phases they are training to teach.
For definition and further information see: ‘Systematic Synthetic Phonics in ITT: Guidance and Support Materials’
31
As for grade 3; in addition this will be
evident across the trainee’s practice.
if teaching early reading: As for 2; in
addition confidently and competently
utilises appropriate incidental
opportunities during teaching across a
range of curriculum contexts to apply
principles of systematic synthetic
phonics

if teaching early mathematics,
demonstrate a clear understanding of
appropriate teaching strategies.
NB. ‘Early mathematics’ refers to
mathematics throughout the early years
AND primary age range.
LEARNING QUESTIONS
For example….
In relation to early years OR primary
mathematics: Is developing understanding of
the principles and practices of teaching and
assessing early mathematics.
Requires support to apply this effectively
across the specific age phases they are training
to teach.
In relation to early years OR primary
mathematics:
will know and understand the principles and
practices of teaching and assessing early
mathematics, to be able to apply this effectively
across the specific age phases they are training to
teach.
In relation to early years OR primary
mathematics:
As for 3; in addition confidently teaches and
manages all elements of the mathematics
lesson.
In relation to early years OR
primary mathematics:
As for 2; in addition utilises
appropriate incidental
opportunities during teaching
across a range of curriculum
contexts to apply principles of
mathematics.
4. PLAN AND TEACH WELL-STRUCTURED LESSONS
SOURCES OF EVIDENCE
How do you set clear, challenging and differentiated learning objectives?
How do your lessons make effective use of time?
How do you ensure that your lessons have sufficient time for all phases of the lesson?
How do you ensure that what you plan meets the needs of all children?
How do you manage transitions effectively?
What constitutes an effective plenary?
How do you know your pupils have understood what you have communicated to them?
How do you explain key content clearly and make it accessible to all abilities?
How will you check pupils’ knowledge and understanding during the course of a lesson?
How do you communicate enthusiasm for what is being learned?
How do you know that you have aroused pupils’ curiosity?
How do you plan and deliver an imaginative/creative lesson?
How do you know that pupils are engaged in learning in all stages of the lesson?
How do you know that pupils are making progress in all stages of the lesson?
How have you used ICT effectively to enable learners or enhance learning?
How do you reflect on the strengths and areas for development of your lesson? How
does this reflection inform subsequent planning?
32
Planning which:
- sets challenging objectives based on prior assessments;
- has a clear structure
- is sufficiently detailed
- seek to relate to/incorporate pupils’ interests;
Lesson observations which note:
- enthusiasm for what is being taught/learned
- a clearly structured, well-paced lesson
- questioning which builds on answers given and where pupils
are asked to explain their thinking and reflect upon their
learning;
- effective plenaries;
- effective transition management
- clear explanations and use of appropriate vocabulary
- appropriate teaching and learning strategies and resources
- use of ICT (where appropriate) to support/enhance learning
Lesson evaluations which:
- identify strengths and areas for development
- reflect upon pupil outcomes
- clearly feed into future practice
4. PLAN AND TEACH WELL STRUCTURED LESSONS
DfE Teachers’ Standards

impart knowledge and
develop understanding
through effective use of
lesson time

promote a love of learning
and children’s intellectual
curiosity

set homework and plan other
out-of-class activities to
consolidate and extend the
knowledge and
understanding pupils have
acquired
‘Not Yet Meeting’ the Standard
2 ‘Good’
1 ‘Outstanding’
Over time, the trainee has a very limited impact
on pupil progress. The trainee ‘not yet meeting’
the Standard demonstrates that he/she:
Over time, the trainee contributes to some
groups of pupils making expected progress.
Trainee requires targeted support to become
‘Good’. The trainee awarded QTS at the ‘requires
improvement’ level demonstrates these
characteristics:
3 ‘Requires Improvement’
Over time, the trainee contributes to
groups of pupils making at least
expected progress. The trainee achieving
the standards at a ‘good’ level
demonstrates these characteristics:
Over time, the trainee contributes to
groups of pupils making at least
good progress. The trainee achieving
the standards at an ‘outstanding’
level demonstrates these
characteristics:
Requires support to plan appropriately
structured lessons and to set clear and/or
challenging learning objectives.
Is beginning to develop pace, however
lessons tend to run out of time, e.g.
plenaries are omitted, or task time is
reduced by lengthy introductions.
can plan appropriately structured lessons with
clear and challenging learning objectives, some
support may be required.
teaches appropriately structured and paced
lessons which make effective use of lesson
time to promote learning . e.g. using
introductions, mental/oral starters, plenaries.
generally plans appropriately
structured lessons with clear and
challenging learning objectives
as for grade 3, however, this is
achieved at all stages of the lesson.
e.g. using mini-plenaries/adapting
teaching within lessons to promote
learning.
consistently plans appropriately
structured lessons with clear and
challenging learning objectives
As for grade 2, however, this is
achieved consistently across a
range of lessons.
Is beginning to use subject specific
language accurately
Is beginning to adapt their language to suit
the learners they teach introducing new
ideas with developing clarity.
adapts their language to suit the learners they
teach introducing new ideas and concepts
clearly.
As for grade 3; in addition language is
well-matched to learners’ needs
Understands how homework or other out
of class work can sustain learners’
progress, consolidate learning and with
help, can design and set appropriate tasks
Understands how homework or other out of
class work can sustain learners’ progress,
consolidate learning and can design and set
appropriate tasks
Understands how homework or other
out of class work can sustain learners’
progress, consolidate learning and can
design and set appropriate and
engaging tasks
………………………………………………….uses subject specific language accurately……………………………………………………………………….
uses exceptionally clear and
carefully structured language
when introducing new ideas and
concepts which is consistently
matched to the full range of
learners needs.
With support is able to teach lessons
teaches lessons which engage pupils, arouse
The trainee teaches well, engaging
The trainee teaches exceptionally
which engage pupils, arouse their curiosity their curiosity and promote learning through
pupils, arousing their curiosity and
well, engaging pupils, arousing
and/or promote learning . Is familiar with
employing, a range of approaches to learning,
promoting learning through employing, their curiosity and promoting
different approaches to learning and a
strategies and resources
a range of carefully matched
learning through employing, a
range of strategies and resources but
approaches to learning
range of often imaginative and
requires support to use effectively.
/strategies/resources to great effect.
creative approaches to learning
/strategies/resources to great
effect.
e.g. approaches to learning such as interactive, practical, enactive, didactic, visual, auditory, kinaesthetic; strategies such as partner talk, modelling, explanation,
demonstration, questioning; and resources such as ICT, puppets, games, visual resources, artefacts
Requires support to use appropriate ICT to Uses ICT, as appropriate, to support their
uses a range of ICT resources, as
uses a range of ICT resources,
support their teaching, pupils’ learning.
teaching, and pupils’ learning.
appropriate, to support their teaching,
which clearly enhance their
pupils’ learning.
teaching and pupils’ learning.
TS 4 continued over
33
As for grade 2; in addition
recognising that the intended
audience is both parent and child
e.g. provides clear written
instructions/a worked example
etc.


reflect systematically on the
effectiveness of lessons and
approaches to teaching
contribute to the design and
provision of an engaging
curriculum within the
relevant subject area(s).
Requires high levels of support to reflect
reflects upon the effectiveness of lessons and
upon the effectiveness of lessons and
approaches to learning to inform future planning,
approaches to learning to inform future
teaching and learning; seeks advice from
planning, teaching and learning; and is
colleagues on how to improve, and acts
beginning to seek advice from colleagues
appropriately on written and oral feedback and
on how to improve; tries to act
targets.
appropriately on written and oral
feedback and targets.
e.g. respond to targets set by colleagues e.g. on lesson observation proforma, report.
Requires support to work collaboratively
working collaboratively with more experienced
with more experienced colleagues;
colleagues, can contribute to the planning and
requires support to contribute to the
development of an engaging curriculum.
planning and development of an engaging
curriculum.
As for grade 3; in addition, evaluation is
systematic and reviews impact on
learners. They use well-focused short- and
longer-term developmental targets to
improve their practice.
working collaboratively with more
experienced colleagues, can proactively
contribute to the planning and
development of an engaging curriculum.
As for grade 3; in addition
reflects critically enabling
them to analyse, evaluate
and improve their own
practice, judging its impact
on all groups of learners.
working collaboratively with
more experienced colleagues,
can actively contribute
creative ideas to the planning
and development of an
engaging curriculum.
5. ADAPT TEACHING TO RESPOND TO THE STRENGTH AND NEEDS OF ALL PUPILS
LEARNING QUESTIONS
SOURCES OF EVIDENCE
For example….
Planning which:
- demonstrates an attempt to meet the needs of all learners
- identifies individuals or groups which need specific provision or differentiation
- identifies strategies or approaches to differentiation
How does your planning take account of different needs and strengths of learners?
How does your planning refer to individual and group learning needs?
What differentiation strategies have you found to be most effective and why?
How do you know if your differentiation strategies have been effective?
In what ways do the resources you create/select promote inclusion?
How do you organise pupil groupings to promote inclusion?
How do you challenge the most able pupils in a particular subject?
How do you support the least able pupils in a particular subject?
Lesson evaluations which:
- evaluate the strategies used
- reflect upon the outcomes of individuals and groups
Lesson observations which note:
- an inclusive approach to all learners
- resources selected to promote inclusion (culture/gender etc)
- management of pupil groupings to support inclusion;
- support for individuals who are struggling;
- strategies to extend and challenge high attaining pupils
How do you identify any barriers to learning? How do you use this information in your
planning and teaching?
How do you cater for any specific individual needs (e.g. SEND/IEPs, G&T, EAL, pupil premium,
underperforming groups) to support pupil progress?
Discussion with the trainee which shows:
- awareness of specialist staff/provision
- awareness of child development
- an inclusive approach to teaching and learning
- awareness of barriers to learning and strategies to overcome barriers
How do you devise age appropriate teaching and learning strategies?
Why are these particularly appropriate for the children you are teaching?
34
5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS
DfE Teachers’ Standards
‘Not Yet Meeting’ the
Standard
3 ‘Requires Improvement’
Over time, the trainee has a very limited
impact on pupil progress. The trainee ‘not
yet meeting’ the Standard demonstrates
that he/she:
Over time, the trainee contributes to some
groups of pupils making expected
progress. Trainee requires targeted
support to become ‘Good’. The trainee
awarded QTS at the ‘requires improvement’
level demonstrates these characteristics:
Over time, the trainee contributes to
groups of pupils making at least
expected progress. The trainee
achieving the standards at a ‘good’ level
demonstrates these characteristics:
can recognise the different needs and
strengths of all learners and can
differentiate appropriately by matching
learning activities to individual need.
recognises the different needs and
strengths of all learners and usually
differentiates appropriately by
matching learning activities to
individual need
can use and evaluate distinctive
teaching approaches which engage and
support them.
generally uses and evaluates
distinctive and carefully-matched
teaching approaches which engage
and support them.
As for grade 3; in addition the
trainee explains how/why the
teaching and learning experiences
are developmentally-appropriate,
can evaluate their effectiveness;
and demonstrate phase expertise.

know when and how to
differentiate appropriately, using
approaches which enable pupils to
be taught effectively
Recognises some of the different
needs and strengths of learners and
with support can differentiate
appropriately by matching learning
activities to individual needs for
these learners

have a secure understanding of how
a range of factors can inhibit pupils’
ability to learn, and how best to
overcome these
Has a developing understanding of
some factors that are potential
barriers to achievement and is
beginning to understand how
experienced teachers use a range
of strategies to reduce these
barriers.

have a clear understanding of the
needs of all pupils, including those
with special educational needs;
those of high ability; those with
English as an additional language;
those with disabilities; and be able
to use and evaluate distinctive
teaching approaches to engage and
support them.
Has a developing understanding of
distinctive needs, for example,
those with: special educational
needs; high ability; English as an
additional language; and
disabilities.
Requires support to evaluate
distinctive teaching approaches
which engage and support them.
demonstrate an awareness of the
physical, social and intellectual
development of children, and know
how to adapt teaching to support
pupils’ education at different stages
of development
For the age range they are training
to teach, has a developing
awareness of how children and
young people develop and with
support can devise
developmentally-appropriate
teaching and learning experiences

2 ‘Good’
1 ‘Outstanding’
Over time, the trainee contributes to
groups of pupils making at least good
progress. The trainee achieving the
standards at an ‘outstanding’ level
demonstrates these characteristics:
recognises the different needs and
strengths of all learners and
consistently differentiates
appropriately by matching learning
activities to individual need across
the range of lessons/subjects
taught
is aware of a range of factors that are
has a clear recognition of how to
as for grade 2, however, this is
potential barriers to achievement and
deal with any potential barriers to
achieved consistently, across a
understands how experienced teachers learning through deploying wellrange of lessons/subjects;
Understands the causes of low
use a range of strategies to reduce
targeted interventions;
achievement; challenges and
understands how to challenge and
these barriers. They begin to deploy
motivates pupils/learners where
motivate
pupils/learners
where
these strategies themselves, with
attainment is low and uses effective
attainment is low and uses
advice from experienced teachers and
strategies to support
strategies to support
support staff.
underperforming groups
underperforming groups
has a clear understanding of distinctive needs, for example those: with special educational needs; with high ability;
with English as an additional language; with disabilities; from underperforming groups; eligible for the pupil
premium.
For the age range they are training to
teach, shows an awareness of how
children and young people develop and
is able to devise developmentallyappropriate teaching and learning
experiences
e.g. activities, resources, expectations and language are well matched to the pupils’ age/stage of development.
35
as for grade 2, however, this is
achieved across the range of
lessons/subjects taught.
As for grade 2; however,
demonstrates phase expertise
across a range of lessons/subjects
/areas of learning/groups of
learners.
LEARNING QUESTIONS
6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
SOURCES OF EVIDENCE
For example….
How do you plan assessment opportunities into your lesson?
How do you plan what you will assess, when you will assess and how you will assess?
What range of formative assessment strategies do you use and why?
How will you use on-going assessment during lessons to move learning on?
How do you identify which pupils have achieved the learning objectives and which might not
have?
How do you use assessment information to inform future planning?
How have you implemented the school’s assessment and marking policy?
How do you give appropriate verbal feedback to learners which promotes learning?
How does focussed and regular marking support pupil progress? How do pupils have the
opportunity to engage with/respond to marking comments?
How do you encourage pupils to be partners in the assessment of their learning?
How have/might you demonstrate effective use of peer assessment?
Explain when you have been able to use success criteria effectively to promote learning.
What range of assessment records do you keep and why?
How useful and manageable do you find these records?
Under what circumstances do you refer back to these records?
Explain your awareness of the school’s use of national benchmarks e.g. APP/NC level
descriptions.
How do you make use of the pupils’ targets in your planning and teaching?
In what ways have you contributed to pupil target-setting?
How do you set targets which are challenging and achievable?
Planning which:
- indicates what will be assessed, when and how
- indicates appropriate questioning to assess understanding
- indicates the role of teaching assistants in assessment
- provides opportunities for pupils to reflect upon marking and assessment feedback
from previous lesson
- builds upon pupils’ targets
Lesson evaluations which:
- reflect on pupils’ learning outcomes
- effectiveness of assessment strategies
- identify implications for subsequent lessons
Lesson observations which comment on: The teaching of skills and terminology required for
formal assessment; the use of question and answer techniques to gauge learning; pupils being
asked to explain the thinking behind their answers; pupils being given formative feedback in
both verbal and written form; marking, testing and plenaries being used to obtain data on
pupil progress; learners reflecting on success criteria/learning and setting/reviewing targets;
trainee listening to pupil answers and encourages and presents new challenges.
Record-keeping which demonstrates pupils’ progress over time e.g. over a series of lessons:
- shows regular and timely marking
- appropriate formative marking feedback
- assesses pupil learning against lesson objectives
- shows that assessment is undertaken regularly and records are kept up-to-date.
- Identifies ‘next steps’ in learning and implications for subsequent lessons
- regular reviewing of pupils’ targets to inform future planning
- evidence of effective feedback
Explain your awareness of statutory assessment requirements.
36
6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
DfE Teachers’
Standards

know and understand
how to assess the
relevant subject and
curriculum areas,
including statutory
assessment
requirements

make use of formative
and summative
assessment to secure
pupils’ progress

use relevant data to
monitor progress, set
targets, and plan
subsequent lessons

give pupils regular
feedback, both orally
and through accurate
marking, and encourage
pupils to respond to the
feedback.
‘Not Yet Meeting’ the Standard
Over time, the trainee has a very limited
impact on pupil progress. The trainee ‘not yet
meeting’ the Standard demonstrates that
he/she:
3 ‘Requires Improvement’
2 ‘Good’
Over time, the trainee contributes to some groups of
Over time, the trainee contributes to groups of
pupils making expected progress. Trainee requires
pupils making at least expected progress. The
targeted support to become ‘Good’. The trainee
trainee achieving the standards at a ‘good’ level
awarded QTS at the ‘requires improvement’ level
demonstrates these characteristics:
demonstrates these characteristics:
for the age phase in which they are training to teach, has a secure understanding of:
1 ‘Outstanding’
Over time, the trainee contributes to groups
of pupils making at least good progress. The
trainee achieving the standards at an
‘outstanding’ level demonstrates these
characteristics:
for the age phase in which they are training to
teach, has a developing understanding of:
- the statutory assessment requirements for the relevant subjects/curricula continuous assessment and summative tests, examinations and assessment arrangements;
- how schools/settings use national and/or local benchmarks to assess achievement, set targets and monitor progress
- the statutory assessment requirements for the relevant subjects/curricula;
- how schools/settings use national and/or local benchmarks to assess achievement, set targets and monitor progress
And with support, is developing the
And with support can make broadly accurate
And can make broadly accurate assessments
And can make accurate assessments against
ability to make assessments against
assessments against national benchmarks.
against national benchmarks.
national benchmarks.
national benchmarks.
Has a developing understanding of the
Can set assessment criteria which link to the learning
Sets clear and accurate assessment criteria which
Makes effective use of clear and accurate
purposes of a limited range of
objective
break down the objective and enable children to
assessment criteria to maximise learning.
assessment strategies to assess pupil
identifies assessment opportunities and strategies in
see how to be successful.
consistently plans and uses a wide range of
progress; requires support to set
their planning and uses a limited range of
identifies assessment opportunities and strategies
strategies, to systematically and effectively assess
assessment criteria linked to objectives.
assessment strategies to check learners’
in their planning and uses an increasing range of
learners’ understanding throughout lessons,
understanding in their lessons.
strategies to check learners’ understanding
anticipating where intervention may be needed
throughout lessons and adapt teaching within
and doing so with notable impact on the quality of
the lesson to promote learning.
learning.
Strategies: e.g. key questions, instant marking on work/oral feedback, mini-whiteboard responses, observation of skills, listening to peer or teacher-pupil dialogue, self/peer assessment, marking grids…
Adapting teaching e.g. alternative explanation, mini-plenary/plenaries to address issue, changed level of challenge, change of activity, adapted groupings,
Is beginning to keep records of
keeps records of attainment and uses assessment
keeps a range of records of attainment and
keeps a range of records of attainment and uses
attainment and is beginning to use
information formatively to plan future lessons.
uses assessment information formatively to adapt
assessment information systematically to adapt
assessment information formatively to
Pupils’ prior learning is identified on plans and is
future lessons/teaching in an increasing range of
future lessons in a wide range of ways to promote
plan future lessons.
used to guide planning.
ways to promote progress.
progress.
The link between prior learning and planned
The link between prior learning and planned actions
actions can be clearly identified on lesson plans.
can be consistently identified on lesson plans.
Has a developing understanding of how
Uses pupil records to monitor progress and can
Uses pupil records to monitor progress over time,
Uses pupil records to monitor progress of
assessment data is used to monitor
identify where pupils may be making less progress.
identifying where individuals make less progress,
individuals and groups (e.g. SEN/EAL/PP ) over
progress.
Begins to deploy intervention strategies with advice
and deploying well-targeted interventions to
time. Plans and implements effective interventions
from experienced staff.
enable pupil progress.
to promote the progress of individuals/groups.
Trainees must use own, and where applicable, schools’ records to monitor progress. Where appropriate trainees may contribute to schools monitoring and tracking processes, attend/contribute to pupil
progress meetings etc.
With support can monitor, review and
with some support from experienced teachers, can
Understands school’s system of personal targetUnderstands school’s system of target-setting and
set targets/next steps
review progress and guide pupils in reflecting on
setting and can give examples of how they have
can give examples of how they have implemented
their learning; identifying their progress and
implemented this system in their teaching
this system in their teaching with an impact on
emerging learning needs E.g. knows the children’s
(cross-reference with TS2)
learning
personal targets; can help the child to review his/her
(cross-reference with TS2)
target and next steps (cross-reference with TS2)
Is beginning to understand the value of
provides pupils with regular, constructive
provides pupils with regular, constructive
They consistently provide pupils with, personalised
feedback to pupils but requires support
oral/written feedback which helps them to make
oral/written feedback and helps them to make
developmental oral/written feedback which
to provide regular, constructive
progress. They are able to encourage pupils to
progress which targets further improvement.
accurately targets further improvement
oral/written feedback which helps pupils respond to feedback.
Opportunities are provided for pupils to respond
Opportunities are provided for pupils to engage
to make progress.
to feedback to secure progresswith feedback to secure rapid progress.
37
7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
LEARNING QUESTIONS
SOURCES OF EVIDENCE
For example….
Planning which:
- Shows awareness of potential behavioural issues
What steps do you take to minimise poor behaviour arising in the first place?
- Show strategies planned to minimise behavioural issues (e.g. seating
To what extent are pupils involved and motivated within your lessons?
planned for pair/group work; use of support staff; discussion of
How do you consider classroom management issues when selecting activities
expectations etc);
and resources and organising groups?
How do you communicate behavioural expectations to pupils?
Lesson evaluations which:
What daily routines do you use to minimise disruption?
- analyse behaviour problems and evaluate strategies
- recognise behaviour strategies which promoted a calm and purposeful
To what extent do you the use the school’s behaviour policy?
atmosphere
How do you identify the main behaviour challenges in your teaching?
Lesson observations which note:
What are you doing to address these?
- an awareness of the whole class and behaviour
How do you use and justify a variety of behaviour management strategies?
- use of school behaviour policies and procedures;
To what extent have you established consistent and effective systems?
- use of a range of behaviour management strategies at a range of levels
What areas still need development?
graded to the problem;
What strategies have you used to establish good relationships with pupils?
- communication of high expectations of behaviour
How have these been successful?
- the avoidance of confrontation and being drawn into arguments when
To what extent do you use positive reinforcement to promote a positive
disciplining pupils;
classroom ethos?
- varying style, tone and language depending on audience;
What challenging incidents have you experienced and are you able to learn
- use of non-verbal communication;
from these?
- effective management of transitions;
How do you know when and who you might seek additional support from in
- promotion of a positive and purposeful working environment
managing (challenging) behaviour?
Record-keeping which:
How do you promote good behaviour around the school?
- record sanctions and rewards
What strategies do you use to promote independent behaviour management? Discussion with the trainee which shows awareness of:
- specialist staff/provision e.g. SENCO
- reasons why pupils and/or specific individuals misbehave
- a range of strategies
- the importance of promoting positive pupil relationships
38
7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
DfE Teachers’
Standards
‘Not Yet Meeting’ the Standard
1 ‘Outstanding’
Over time, the trainee contributes to
some groups of pupils making expected
progress. Trainee requires targeted
support to become ‘Good’. The trainee
awarded QTS at the ‘requires improvement’
level demonstrates these characteristics:
Recognises that well-planned and
Recognises and is accountable for the
Reflects upon and evaluates the impact of
effectively managed lessons which engage impact of their own planning and
their own planning and teaching on the
and motivate pupils, contribute to
teaching on the behaviour and learning of behaviour and learning of the pupils in
successful behaviour management and
the pupils in their class.
their class, and can adapt their practice to
learning.
promote learning behaviours.
understands how barriers to learning can impact on pupil behaviour and, working alongside experienced teachers/support staff, can
(where appropriate) apply strategies to address these.
where relevant, understands when to seek where relevant, proactively seeks
where relevant, proactively seeks additional
additional support in addressing the needs additional support in addressing the needs support in addressing the needs of pupils
of pupils where significantly challenging
of pupils where significantly challenging
where significantly challenging behaviour is
behaviour is demonstrated.
behaviour is demonstrated
demonstrated and where appropriate
implements strategies.
In accordance with the school’s/setting’s
In accordance with the school’s/setting’s
In accordance with the school’s/setting’s
behaviour policy:
behaviour policy:
behaviour policy:
- establishes clear rules and routines,
- establishes clear rules and routines,
- establishes clear rules and routines,
exercising appropriate authority to
exercising appropriate authority to
exercising appropriate authority to manage
manage behaviour positively.
manage learners’ behaviour in a way
learners’ behaviour consistently in a way
which promotes self control and
which promotes self control and
independence
independence
takes responsibility for promoting good and courteous behaviour both in classrooms and around the school/setting.
manage classes effectively,
using approaches which are
appropriate to pupils’
needs in order to involve
and motivate them
Requires support to implement well-planned and
effectively managed lessons which engage and
motivate pupils, is beginning to recognise that
such strategies contribute to successful behaviour
management.
Has a developing understanding of how barriers
to learning can impact on pupil behaviour
Where relevant, requires prompting to recognise
when to seek additional support in addressing the
needs of pupils where significantly challenging
behaviour is demonstrated.

have clear rules and
routines for behaviour in
classrooms, and take
responsibility for promoting
good and courteous
behaviour both in
classrooms and around the
school, in accordance with
the school’s behaviour
policy
have high expectations of
behaviour, and establish a
framework for discipline
with a range of strategies,
using praise, sanctions and
rewards consistently and
fairly
maintain good relationships
with pupils, exercise
appropriate authority, and
act decisively when
necessary
In accordance with the school’s/setting’s
behaviour policy:
- Requires support to establish clear rules and
routines, exercise appropriate authority to
manage behaviour positively.

2 ‘Good’
Over time, the trainee has a very limited impact on
pupil progress. The trainee ‘not yet meeting’ the
Standard demonstrates that he/she:


3 ‘Requires Improvement’
Requires prompting to take responsibility for
promoting good and courteous behaviour both in
classrooms and around the school/setting
Is beginning to have high expectations of
behaviour, but requires support to establish a
framework for discipline which uses praise,
sanctions and rewards consistently and fairly.
Over time, the trainee contributes to
groups of pupils making at least
expected progress. The trainee achieving
the standards at a ‘good’ level
demonstrates these characteristics:
Over time, the trainee contributes to groups
of pupils making at least good progress.
The trainee achieving the standards at an
‘outstanding’ level demonstrates these
characteristics:
has high expectations of behaviour, and
establishes a framework for discipline
which uses a range of strategies (praise,
sanctions and rewards) consistently and
fairly.
has high expectations of behaviour, and
establishes a framework for discipline
which evaluates and develops a range of
strategies (praise, sanctions and rewards)
and implements these consistently and
fairly.
Understands the need for and is beginning to
promote mutually respectful relationships
between trainee and pupils (cross-reference with
TS1)
has developed mutually respectful
relationships between trainee and pupils
(cross-reference with TS1)
has a developing rapport with learners
(cross-reference with TS1)
has high expectations of behaviour, and
establishes a framework for discipline which
evaluates and develops a range of strategies
(praise, sanctions and rewards) and
implements these consistently, fairly and in
a way which promotes the flow of the
lesson.
Has established a rapport with
learners(cross-reference with TS1)
Requires support to create a good and safe
learning environment where learners respond
promptly to teachers’ direction and work
cooperatively with each other
As a result of the above , they are able to
create a good and safe learning
environment where learners respond
promptly to teachers’ direction and work
cooperatively with each other
As a result of the above, they manage
behaviour effectively so that learners
demonstrate positive attitudes towards
the teacher, their learning and each
other allowing lessons to flow smoothly
so that disruption is unusual
As a result of the above, they manage
behaviour very effectively , creating an
excellent climate for learning, where
learners display very high levels of
engagement, courtesy, collaboration and
cooperation
39
LEARNING QUESTIONS
For example….
8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
SOURCES OF EVIDENCE
Trainee’s conduct :
- which shows engagement in the wider life of the school
- positive feedback from colleagues about the trainee’s conduct around
school
- positive feedback from colleagues about the trainee’s ability to
establish positive relationships
- positive feedback from colleagues about the trainee’s ability to work in
teams and contribute appropriately
Beyond your classroom practice, how have you contributed to the wider
school community?
With whom do you feel you have established effective professional
relationships?
How have you established these relationships?
How have you used staff expertise in the school to support you?
Give examples of your ability to work collaboratively with colleagues.
How successfully have you integrated into staff teams and established
positive working relationships with colleagues, including those with specific
responsibility areas?
Planning which show:
- appropriate deployment of teaching assistants/other adults
- annotations as a result of previous evaluation/assessments
In what ways have you been able to deploy support staff to support learning
and teaching?
Lesson evaluations which:
- evaluate appropriate use of teaching assistants/other adults
- reflect upon steps taken in response to previous evaluations, coaching
and feedback.
What action have you taken to improve your teaching?
What action have you taken in response to feedback from mentoring and
coaching?
What professional development targets have you identified?
Lesson observations
Mentor Meeting Logs which :
- recognise participation in the wider life of the school
- responsiveness to previous targets
- consultation with pastoral staff and SENCO to better understand the
pupils they teach; team teaching; contribution to the success of the
paired placement; understanding of the needs of the pupils in the class
and the ability to direct support staff to work with pupils as
appropriate.
How have you engaged parents in their child’s learning?
40
8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
DfE Teachers’
Standards
 make a positive
contribution to the
wider life and ethos of
the school
 develop effective
professional
relationships with
colleagues, knowing
how and when to draw
on advice and
specialist support
 deploy support staff
effectively
 take responsibility for
improving teaching
through appropriate
professional
development,
responding to advice
and feedback from
colleagues
 communicate
effectively with
parents with regard to
pupils’ achievements
and well-being.
‘Not Yet Meeting’ the Standard
Over time, the trainee has a very limited impact on
pupil progress. The trainee ‘not yet meeting’ the
Standard demonstrates that he/she:
3 ‘Requires Improvement’
2 ‘Good’
Over time, the trainee contributes to some
groups of pupils making expected progress.
Trainee requires targeted support to become
‘Good’. The trainee awarded QTS at the
‘requires improvement’ level demonstrates
these characteristics:
Over time, the trainee contributes to groups
of pupils making at least expected progress.
The trainee achieving the standards at a ‘good’
level demonstrates these characteristics:
1 ‘Outstanding’
Over time, the trainee contributes to
groups of pupils making at least good
progress. The trainee achieving the
standards at an ‘outstanding’ level
demonstrates these characteristics:
Is beginning to understand the need for teachers to Is beginning to make a positive contribution
is proactive in making positive contribution to is proactive and makes a significant
make a positive contribution to the wider life and
to the wider life and ethos of the setting.
the wider life and ethos of the setting
contribution to the wider life and ethos
ethos of the setting and contributes when
of their institution e.g. implements a
prompted.
new extra-curricular activity, amongst
other things
E.g. participation in extra-curricular activities; supporting an experienced colleague on playground duty; attending staff meetings or staff training
sessions.
Is beginning to establish effective professional
can establish effective professional
Is proactive in establishing effective
Is proactive in establishing effective
relationships with colleagues and is developing the
relationships with colleagues and has the
professional relationships with colleagues and professional relationships with
skills required to work collaboratively.
skills required to work collaboratively.
is able to contribute constructively to
colleagues and consistently contributes
teamwork
constructively to teamwork
Has a developing understanding of the roles of
understands the roles of colleagues with specific responsibilities and know when/how to draw on advice and specialist support
colleagues with specific responsibilities
(where applicable), requires support to liaise with,
direct and deploy support staff enabling them to
facilitate learning and teaching.
Requires support to take responsibility for
improving teaching, and even with support,
struggles to identify subsequent or on-going
personal professional development targets
Tries to act appropriately on written and oral
feedback and targets.(cross-reference with T4);
Requires support to recognise the need to extend
and update their subject and pedagogical
knowledge as a key element of continuing
professional development and when prompted
shows the ability and readiness to do so (see TS 3).
Is developing understanding of the importance of
good communication between home and school
With guidance can communicate appropriately,
verbally and in writing with parents/carers with
regard to learners’ achievements and well-being.
(where applicable), liaises with, directs and
deploys support staff enabling them to
facilitate learning and teaching.
(where applicable), liaises with, directs and
(where applicable), liaises with, directs
deploys support staff as appropriate in all
and deploys support staff in all phases
phases of the lesson and in an increasing
of the lesson and in an extended range
range of ways which promotes learning
of ways which maximises learning
e.g. plans to deploy the TA with a range of ability groups; or for a range of roles such as
teaching, assessing, enabling access; or works with TA to model practice or provide
feedback in plenary etc.
takes responsibility for improving teaching,
takes responsibility for improving teaching,
As ‘grade 2’; in addition they identify
and with support, they are able to identify
and independently identifies subsequent or
opportunities to address and meet
subsequent or ongoing personal professional
ongoing personal professional development
these targets.
development targets
targets.
acts appropriately on written and oral feedback and targets(cross-reference with T4);
recognising the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional
development, showing the ability and readiness to do so (cross-reference with T3).
recognises the importance of good communication between home and school/setting with regard to pupils’ achievements and well-being.
can communicate effectively, verbally and in
writing with parents/carers with regard to
learners’ achievements and well-being.
As for 3; in addition the trainee is beginning
As for 3; however the trainee is
to take responsibility for communicating with proactive in promoting effective
parents in an appropriate manner, to support
communication with parents which
pupils’ learning/well-being.
supports pupil learning/well- being.
E.g. liaising at the start/end of the school day; managing written communications between home/school; writing mock reports, letters/newsletters to parents, homework communication,
certificates of achievement, parents’ evening.
41
LEARNING QUESTIONS
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
SOURCES OF EVIDENCE
For example…. How do you:
understand and practise the professional duties and responsibilities set out in the statutory
frameworks within which teachers must work?
conduct yourself in an appropriately professional manner in the school/setting?
ensure that you arrive in the school and/or classroom in good time to prepare?
demonstrate your commitment to caring for/safeguarding all learners in order to realise their
potential?
demonstrate your commitment to respect and tolerance for those pupils with different
backgrounds, faiths and beliefs?
show your commitment to implementing the policies and practices of the school/setting?
demonstrate the positive values and behaviour expected from staff and pupils in the
school/setting?
ensure your personal beliefs are communicated appropriately to pupils?
challenge inappropriate behaviour/comments that may take place in other parts of the school
building/grounds?
Trainee’s conduct:
 is respectful of pupils, colleagues and the school/setting
 is punctual and well-presented
 is professional at all times, in all situations, with all stakeholders
 challenges inappropriate behaviour/comments: bullying, sexist, racist, homophobic
Part two: Personal and professional conduct
The trainee must:
A teacher is expected to demonstrate consistently high standards of personal and
professional conduct. The following statements define the behaviour and attitudes which
set the required standard for conduct throughout a teacher’s career.
 Teachers uphold public trust in the profession and maintain high standards of ethics
and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect,
and at all times observing proper boundaries appropriate to a teacher’s
professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with
statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of
law, individual liberty and mutual respect, and tolerance of those with
different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law.
 Teachers must have proper and professional regard for the ethos, policies and practices
of the school in which they teach, and maintain high standards in their own attendance
and punctuality.
 Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.
uphold public trust in the profession and maintain high standards of ethics and behaviour,
within and outside school/setting, by:
- treating pupils with dignity, building relationships rooted in mutual respect, and at all
times observing proper boundaries appropriate to a teacher’s professional position
- having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions
- showing tolerance of and respect for the rights of others
- not undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs and by beginning to develop learners’ wider understanding and appreciation of
social and cultural diversity
- ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability
or might lead them to break the law.
have proper and professional regard for the ethos, policies and practices of the school/setting
in which they teach, sharing in the collective responsibility for the implementation of policies
in the workplace and maintaining high standards in their own attendance and punctuality.
understand and always act within, the statutory frameworks which set out their professional
duties and responsibilities.
Mentor Meeting Logs which :
 identify appropriate professional behaviour outlined above
Discussion with the trainee which shows awareness of:
 commitment to demonstrating respect and tolerance for those pupils with different backgrounds,
faiths and beliefs
 knowledge of and commitment to implement the workplace policies and practices of the
school/setting
42
LESSON ASSESSMENT DESCRIPTORS
Notes on
use:
NOT YET MET
RI
GOOD
OUTSTANDING
These criteria should be used in conjunction with the Warwick Assessment Descriptors which will provide extension
and exemplification of the criteria listed below. Trainees do not need to meet all the statements within a particular
grade and alternatively schools may identify other relevant criteria. A ‘best-fit’ approach should be taken.
Requires support to
identify strategies/
Engagement
resources; some learners
engaged
Beginning to develop pace,
Lesson
Structure and though lesson may run out
of time
Pace
Some clarity of
explanation/ instruction;
Explanations
some language adapted to
& Language
suit learners
Some accuracy of SK;
requires development.
Subject
Knowledge
Autonomous
learning
Meeting
needs of All
Little/no evidence of the
promotion of independent
learning.
Developing understanding
of barriers to learning
Requires support to set
assessment criteria linked to
objectives.
developing understanding
of purpose of assessment
strategies
Assessment
and pupil
progress
Little/no evidence of
self/peer assessment
Requires support to
Behaviour
Management exercise appropriate
(In
accordance
with the
school’s/
setting’s
behaviour
policy)
Management
of other
adults
Impact on
Learning*
authority to manage
behaviour positively
Beginning to promote
mutually respectful trainee
- pupil relationships
Some evidence that
learners respond promptly
to teachers’ direction and
work cooperatively
May not plan for/deploy
support staff to enable
learning and teaching.
Learning not evident
Limited range of
strategies/resources;
most learners engaged
Range of strategies /resources
carefully matched to learners
needs; learners are motivated and
engaged
Effective use of lesson time in most
stages of the lesson
Range of (often) imaginative and
creative strategies/resources: high
levels of enthusiasm, participation
and commitment to learning
Effective use of lesson time in all
stages of the lesson
New concepts/
instruction clearly
explained; adapts
language to suit
learners
Accurate SK used to:
develop learners’
understanding; and to
address
misconceptions.
New concepts/instruction clearly
explained; language well-matched
to learners’ needs
Exceptionally clear and carefully
structured language; matched to the
full range of learners needs.
Accurate SK used in all phases of
lesson to: develop learners’
understanding; and address
misconceptions, promoting
learning.
Encourages
independent learning.
Uses strategies which encourage
independent learning in all phases
of the lesson
Plans/deploys well-targeted
interventions to overcome
potential barriers to learning
Accurate SK used in all phases of
lesson to: develop learners’
understanding; and address
misconceptions, anticipated and
arising during the lesson, promoting
learning
Proactively implements strategies
which promote independent s
learning in all phases of the lesson
Plans/deploys well-targeted
interventions to overcome potential
barriers to learning for a range of
pupil needs
Makes effective use of clear and
accurate assessment criteria to
maximise learning.
Lesson pace
appropriate;
Deploys a limited range
of strategies to
overcome barriers to
learning
Can set assessment
criteria which link to
the learning objective
Identifies assessment
opportunities and
strategies in their
planning and uses a
limited range of
assessment strategies
to check learners’
understanding in their
lessons.
Learners evaluate their
achievement
Sets clear and accurate assessment
criteria which break down the
objective and enable children to
see how to be successful.
Identifies assessment opportunities
and strategies in their planning and
uses an increasing range of
strategies to check learners’
understanding throughout lessons
and adapt teaching within the
lesson to promote learning.
Learners evaluate their
achievement against success
criteria to improve performance
over time.
Implements the school’s/own
system of personal target-setting in
their teaching
Plans and uses a wide range of
strategies, to systematically and
effectively assess learners’
understanding throughout the lesson,
anticipating where intervention may
be needed and doing so with notable
impact on the quality of learning.
Learners to evaluate their
achievement against success criteria
which improves their performance
within the lesson.
Implements the school’s/own system
of personal target-setting in their
teaching with a noticeable impact on
learning
Manage learners’ behaviour
consistently in a way which promotes
self control and independence
Exercises appropriate
authority to manage
behaviour positively.
Manages learners’ behaviour
largely in a way which promotes
self control and independence
Mutually respectful
trainee - pupil
relationships
Learners respond
promptly to teachers’
direction and work
cooperatively
Deploys support staff
enabling learning and
teaching.
Has a developing rapport with
learners
An established rapport with learners
Learners demonstrate positive
attitudes towards teacher,
learning and others; lesson flows
smoothly
Deploys support staff as
appropriate in all phases of the
lesson and in an increasing range
of ways which promotes learning
Learners display very high levels of
engagement, courtesy, collaboration
and cooperation
Most learners make progress.
All learners make progress.
Some learners make
progress.
43
Deploys support staff, in all phases of
the lesson and in an extended range
of ways which maximises learning
Download