Preparation Days: Thursday 28th January – Friday 29th January
Block Placement: Monday 1st February – Friday 18th March
Early Years and Primary PGCE
15-16
PP3 Quick Reference Guide for
Class Teachers and Mentors
1
The Core PGCE Primary and Early Years Partner’s
Intranet
Explore the Partner’s Intranet for placement resources, training information, dates,
conference resources, examples of completed forms, ‘how to’ mini-videos 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
PP3 QUICK REFERENCE PLACEMENT GUIDE
Contents
1. CONTACTS, CALENDAR & KEY PRIORITIES ........................4
2. PROFESSIONAL GUIDANCE ...................................................6
3. THE TEACHING FILE AND PLACEMENT DOCUMENTATION
....................................................................................................9
4. WEEK-BY-WEEK GUIDANCE for MENTORS and CLASS
TEACHERS ..............................................................................13
5. ASSESSMENT OF THE TRAINEES AGAINST THE
TEACHERS’ STANDARDS ......................................................21
6. THE TEACHERS’ STANDARDS: GUIDANCE ON THE USE
OF 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, CALENDAR & KEY PRIORITIES
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 PP3
w/b
Mon
Tue
Wed
Thurs
Fri
PP3 Preparation
Days
28.1.16
1.2.16
PP3 (1)
8.2.16
PP3 (2)
15.2.16
HALF-TERM
22.2.16
PP3 (3)
29.2.16
PP3 (4)
7.3.16
PP3 (5)
14.3.16
Notes
INTERIM
PROFILE
DUE
Please email the Interim Profile to
your LINK TUTOR by Wednesday
24th February for consideration at
the INTERIM REVIEW Meeting.
FINAL
PROFILE
DUE
PP3 (6)
Please email the Final Profile to
your LINK TUTOR and lesson
observations to the Student
Services Team by Friday 18th
March.
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
.
Key Expectations for this Placement
 Promote pupils’ progress across the curriculum including foundation subjects
and PE
 Manage children’s behaviour positively, promote positive learning behaviours
and attitudes and a climate for learning
 Develop Assessment for Learning practice including:
- Setting clear objectives and success criteria
- Assessing and recording evidence of pupils’ progress and using to inform
planning
- Developing ability to use the school’s assessment data to inform planning
- Developing skills of pupil self and peer assessment
- Developing understanding of and use school’s target-setting systems to
promote progress
 Develop Assessment of Learning practice including:
- Assessment against national standards
- Understand how assessment data is used to track progress
 Further develop planning and evaluation skills including weekly planning with
daily evaluations
 Develop understanding of individual needs and overcoming barriers to learning,
including SEN and PE
 Promote progress in phonics and Early Reading

 Build up to responsibility for 70% of the timetable
 Demonstrate excellent professional practice
5
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 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 have sufficient time to be well-prepared
for the day ahead/next day; ensure your class teacher or mentor knows en you are leaving
the premises;
 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;
6
 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/
7
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/
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)
At the beginning of PP3, it is recommended that trainees use the University of Warwick individual
lesson planning and evaluation formats for all activities and lessons. This is because:

Whilst trainees will have developed their planning skills on PP2, ALL trainees will be to some extent
starting again on PP3, being placed in a different setting, a different age range and for Early Years
trainees a different age phase and curriculum.

The University proformas ensure that trainees focus on the key elements which underpin trainees’
effective planning and pupils’ learning;

The University proformas contain carefully worded prompts, designed to scaffold and develop the
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 and ensure pupil
progress.
Support for planning from Class Teachers
Trainees will need to develop confidence and competence in planning for a different age
range/curriculum/setting and so:
-
trainees should undertake supported, guided planning and share PPA time with their class teacher
-
and initially, schools are asked to share weekly and medium term plans with the trainee as a basis
for their individual lesson planning.
Adapting the planning proformas
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 trainees, many of who can find the
process of learning to plan both challenging and time-consuming. 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, and on PP3, trainees should be encouraged to do this.
9
Trainees’ use of Weekly Plans with Daily Evaluations
Mentors and Class Teachers should judge the stage at which it is appropriate for trainees to
move to weekly planning. They might take account of:
- the trainee’s developing familiarity with their class, the age range, the school curriculum and the
school’s planning processes;
- the extent to which they demonstrate competent planning and assessment practices which
promote pupil progress;
- balancing the trainee’s workload.
Link Tutors will be happy to advise, where the school needs support.
Trainees should either use the Warwick weekly planning proforma OR use the school’s proforma,
adapting it to ensure it contains the same information as on the Warwick proforma.
Please note that the Ofsted Inspection Framework for ITE (2014) sets out an expectation for ‘a detailed
written lesson plan’ for all observed lessons’ and we would recommend that trainees provide an
individual lesson plan for all observed lessons.
Planning sequences of lessons in science and the foundation subjects – developing
medium-term planning skills
Where schools are able to offer an opportunity and support for trainees to plan a sequence of lessons
in advance/create a medium-term plan, this will aid trainees understanding of progression and
development of their planning skills. A medium-term planning proforma is available (online – see
below) to support trainees’ planning or alternatively they may use the schools medium-term planning
format. Mentors and class teachers should judge whether and when it might be appropriate for
trainees to teach science, computing and foundation subject lessons working from detailed mediumterm plans.
C. Assessment of pupils’ learning (TS 2 & 6)
On PP3, trainees should build on their assessment for learning experiences on PP2, which included:
 setting clear objectives and success criteria;
 ensuring that objectives and success criteria are shared with and understood by pupils (and coconstructed with pupils, where appropriate);
 assessment of achievement against learning objectives and success criteria by the teacher and
by pupils through peer and self-assessment;
 appropriate oral and written feedback and marking to learning objectives;
 encouraging pupils to take responsibility for their own learning;
 and, crucially, use of assessment information to inform planning e.g. Key information about prior
learning recorded in Prior Learning box on lesson plan and evidence of this influencing the plans e.g.
groupings of pupils and/or targeting of support, including adult support; the trainee should be able to
explain how his/her assessments from the previous lesson/session (or from prior learning) have
informed their planning
 beginning to consider pupils’ progress over time.
On PP3 trainees should also extend their assessment skills and understanding by:
 developing their ability to consider pupil progress over time, using their own record-keeping;
 developing familiarity with pupil groups recognised by the school (e.g. SEN, EAL, G&T, Looked
After, Pupil Premium etc.)
 developing familiarity with how the school tracks the progress of individuals and groups of pupils;
10
 Using records to review pupil progress over time and to help inform decisions which promote
pupil progress.
 Observing/supporting/participating in pupil progress meetings (as appropriate)
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 and mentors. Trainees should:
-
Arising from assessment information, ensure that they annotate their plans, indicating any
changes made as they taught, or changes to planned lessons.
-
evaluate the impact of their teaching on the progress and learning of their pupils
- Ensure evaluation of every lesson, and when using weekly plans, evaluate daily, so that
evaluations can inform future plans.
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 PP3 trainees should keep records of achievement for ALL pupils taught
- keep records over pupil progress over time
- these records should be used to inform planning in order to promote pupil progress
(b) Pupils’ personal development, behaviour and welfare
- on PP3 trainees should aim to develop records of personal development, behaviour and
welfare for all pupils in their classes over time i.e. records can gradually be built up over the
course of the placement as trainees learn about their pupils.
- use activities such as circle-time and ‘getting to know you’ activities to make this more
manageable
- the enhanced knowledge of pupils contained in these records should be used to inform
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.
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’)
11
Checklist for Teaching Placement File
Divider Heading
TODAY
Contents

Lesson/Activity plans and any associated resources

Plan(s) for Teaching Assistant(s)

Copies of planning for any observer

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 &
PUPIL
INFORMATION
TIMETABLES
PROFESSIONAL
DEVELOPMENT
CURRICULUM
PLANS
Organised by subjects
INFORMATION
ABOUT THE
SCHOOL
TRAINING TASKS

Records of pupils’ personal development, well-being and
behaviour.

Pupils’ targets and information about prior learning and
achievement (Provided by school)

IEPs/EHCs etc.

Class Lists including groupings/sets for different areas of
learning/ subjects

Timetable identifying what and when you are teaching
each week

Training Plan

(Completed) Lesson Observation Forms

Warwick Assessment Descriptors (highlighted to indicate
your attainment and progress)

Divided into Subjects Areas

Medium-term/weekly plans (provided by school)

Lesson plans with Evaluations and any associated
resources

Any key policies e.g.
safeguarding/behaviour/assessment/marking policies etc.

Evidence of tasks (handwritten notes are acceptable)
More than one file may be used, if necessary.
12

4. WEEK-BY-WEEK 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
EARLY YEARS TRAINEES
Prior to this placement, these trainees have completed a 1 week observational placement (PP1); a 5-day Serial
placement which aimed to allow trainees to apply university-based training to school-based practice; and a six
week PP2 placement in a Nursery setting. At this stage, the trainees’ course has covered the EYFS
curriculum prior to their PP2 placement in Nursery, followed by a necessarily brief introduction to the
primary core curriculum and elements of computing and foundation subjects.
Therefore, for this PP3 placement, Early Years trainees will benefit from a phased induction into
teaching and learning in Key Stage 1, where they are expected to build up to teaching across all areas
of the KS1 curriculum. To provide additional support, Early Years trainees may, at the school’s
discretion, be paired for PP3.
PRIMARY TRAINEES
Prior to this placement, these trainees have completed a 1 week observational placement (PP1); a 4-day Serial
placement which aimed to allow trainees to apply university-based training to school-based practice; and a sixweek PP2 placement. For PP3, all trainees will be in a different age phase to that of PP2. At this stage, the
trainees’ course has covered the core curriculum and elements of computing and foundation subjects.
Therefore, on PP3, trainees can teach across all areas of the curriculum. Schools are asked to provide
medium term and weekly plans for all trainees.
All trainees should teach their specialist subject on PP3. Where a trainee’s specialist subject is not
being taught in his/her class, trainee and school are invited to be flexible, for example, teaching the
specialist subject within another class/age range.
FOUNDATION SUBJECT TEACHING including PE
For all trainees, the foundation subjects are a particular focus for this PP3 placement.
With national priority subject status, all trainees are expected to teach PE as part of their training. The
new Ofsted ITE Inspection framework also states that they should understand how to include pupils
with special educational needs in their PE lessons.
GUIDANCE for PAIRED PLACEMENTS
Where 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 received university-based training in these subjects at this point in their programme.REQUIRED
PLANNING and TEACHING on PP3
PLANNING
Given the change of age range, school, and in the case of Early Years trainees - curriculum, ALL
trainees will require significant initial 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 (initially individual poroformas, moving onto weekly
proformas at the school’s discretion – see section 3).
13
TIMETABLE and SUGGESTED BUILD UP OF TEACHING
All trainees are expected to build up to teaching 70% 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.
*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 70% teaching responsibility as appropriate to the individual trainee.
Week
Suggested Responsibilities
Individual trainees
Plan/teach/assess/evaluate:
% of
timetable
Suggested Responsibilities
Paired trainees
Plan/teach/assess/evaluate:
0
1
-
30%*
Work with groups, getting to know the class as this will help to inform your
planning;
- Undertake activities which help to establish you as an authority figure e.g.
reading a story to the class, taking the register etc.;
- a sequence of whole class
lessons in English or maths.
- some foundation subjects.
Trainee 1: a sequence of whole class
lessons in maths;
Trainee 2: a sequence of whole class
lessons in English;
Trainee 1/2: some foundation subjects
Early Years trainees: phased build-up to the teaching of whole class lessons.
-
2
40%*
-
a sequence of whole class
lessons in English or maths
(alternating with what was taught
the previous week).
MFL should be prioritised if
trainee’s specialism
science and possibly some
foundation subjects.
Trainee 1: a sequence of whole class
lessons in English;
Trainee 2: a sequence of whole class
lessons in maths;
Trainee 1: computing and possibly some
foundation subjects
Trainee 2: science and possibly some
foundation subjects
Half Term
3
50%*
-
4
60% *
-
5
70%
6
-
-
a sequence of whole class
lessons in English or maths.
MFL should be prioritised if
trainee’s specialism
science and some foundation
subjects.
a sequence of whole class
lessons in English and maths.
science and some foundation
subjects (MFL priority for
specialists).
a sequence of whole class
lessons in English and maths.
science and a range of
foundation subjects (MFL priority
for specialists).
14
Trainee 1: a sequence of whole class
lessons in maths;
Trainee 2: a sequence of whole class
lessons English;
Trainee 1: science and some foundation
subjects
Trainee 2: computing and some foundation
subjects
The whole timetable should be shared
between the 2 trainees.
To enable 60/70% teaching time, each
trainee should act as a TA,
teaching/managing a group under their
partner’s direction for some of the timetable.
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
practice in assessment and monitoring pupil progress; and practices to overcome barriers to
learning/support 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 and providing verbal feedback. Ensure clear targets are
set and linked to the appropriate Teachers’ Standards.
15
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 target-setting 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/primary-mentor (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.
16
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.
Preparation days: Thursday 28th – Friday 29th January
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 PP3 Targets, and information about their
previous placement and progress on the PGCE programme. 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 underperforming groups 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 first full 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.
17
WEEK 1: Monday 1st – Friday 5th February
Trainees should: plan/teach/assess/evaluate a sequence of whole class lessons in English or
maths and some foundation subjects. NB. Early Years Trainees may need a more gradual
introduction to planning and teaching in KS 1.
teaching:
approx. 30%
of the
timetable
Suggested foci for week 1
1.
2.
Discuss trainee’s progress with the class teacher.
Offer support and constructive feedback, for example, on the trainee’s:
- behavior management and classroom presence;
- promoting learning behaviours and a ‘climate for learning’;
- understanding of how to manage the behavior of any pupils with more challenging behavior;
- ability to set clear objectives AND success criteria;
- use of information to plan subsequent lessons, and use of the school’s marking and feedback policy;
- ability to engage pupils in learning.
3. Monitor/support completion of: trainee’s placement file (planning/evaluations/record-keeping); school-based
training tasks.
4. Review initial PP3 targets in the trainee’s Training Plan, and set new targets as appropriate;
5. Ensure that trainees undertake GUIDED JOINT PLANNING with their CLASS TEACHERS to enable pupil
progress; we suggest that trainees teach sequences of lessons (in maths or English) as this provides
opportunities to develop assessment for learning practices.
6. Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching
and discuss trainee’s progress with the class teacher.
7. Where possible, ensure trainees can observe science and PE taught to their class in preparation for teaching
these subjects.
8. Arrange for the trainee to undertake focused observations of other teachers depending upon his/her
individual needs; and in particular to develop assessment for learning skills.
9. Ensure that a date has been agreed for the joint observation with the link tutor.
WEEK 2: Monday 8th – Friday 12th February
teaching:
Core: Plan/teach/assess/evaluate a sequence of whole class lessons in English or maths
approx. 40%
(alternating with what was taught the previous week) (and MFL if specialist)
of the
timetable
Foundation: Plan/teach/assess/evaluate science, and possibly some foundation subjects.
Suggested foci for week 2
1. Offer support and constructive feedback, for example, on the trainee’s:
- developing behavior management, including the management of more challenging behavior; where there
is no particularly challenging behavior in the trainee’s class, could they observe in another class?
- assessment for learning skills e.g. using assessment information to inform planning; record-keeping; self
and peer assessment;
- developing understanding of assessment against national standards (e.g. new NC) including how this data
is used by the school to track progress; pupil progress meetings; school’s target-setting approaches;
- developing understanding of how to support pupils with individual needs in their class and overcome
barriers to learning.
2.
Review the trainee’s progress against targets in the training plan, set new targets and initial any targets met.
3.
Ensure that trainees undertake JOINT PLANNING with their CLASS TEACHERS to enable pupil progress.
4.
As part of the training plan, could trainees be offered some input/training on the causes of low achievement
and strategies to challenge/motivate pupils from underperforming groups?
5.
Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching.
6.
Discuss trainee’s progress with the class teacher.
7.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs). Ensure the trainee is clear
about their ‘next steps’ and how to achieve them. This will support completion of the Interim Profile, due in
after half term.
HALF TERM
18
WEEK 3: Monday 22nd – Friday 26th February
Core: Plan/teach/assess/evaluate a sequence of whole class lessons in English or maths.
MFL should be prioritised if trainee’s specialism
Foundation: Plan/teach/assess/evaluate science and some foundation subjects.
teaching:
approx. 50%
of the
timetable
Suggested foci for week 3
1. Offer support and constructive feedback, for example, on the trainee’s:
-
-
developing understanding of the management of challenging behaviour e.g. behavior plans to understand
individuals/triggers/de-escalation techniques/body language;
ability to develop pupils’ breadth and depth of understanding;
ability to engage and sustain pupils’ interest in learning;
assessment skills e.g. using teacher, self and peer assessment to promote progress within the lesson; use
record-keeping to promote progress; strategies and approaches to promote independent and
autonomous learning.
understanding of the needs of SEN pupils in their class and their ability to challenge higher attaining/G&T
pupils, and the ability to identify and plan how to overcome barriers to learning of individuals/groups.
2.
3.
Review the trainee’s progress against targets in the training plan, set new targets and initial any targets met.
As part of the training plan, please share strategies and processes challenging higher attaining and gifted and
talented pupils; arrange for the trainee to undertake focused observations of other teachers depending upon
his/her individual needs as appropriate;
4.
Ensure that trainees undertake joint planning with their class teachers to enable pupil progress; where
appropriate, trainees may be developing some independence in planning in areas of greater confidence.
5.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs).
6.
Complete the Interim Profile for discussion with the CT and trainee. Review the trainee’s progress towards
meeting his/her PP3 targets. Discuss the Interim Profile with the CT and trainee and ensure the trainee is clear
about the targets set on this profile (‘next steps’) and how to achieve them. Submit the Interim Profile to
your Link Tutor on/before Wednesday.
WEEK 4: Monday 2nd – Friday 6th March
Core: Plan/teach/assess/evaluate a sequence a sequence of whole class lessons in
English and maths.
Foundation: Plan/teach/assess/evaluate science and some foundation subjects including PE
(MFL priority for specialists).
Paired trainees: The whole timetable should be shared between the 2 trainees. To enable
60% teaching time, each trainee should act as a TA, teaching/managing a group under their
partner’s direction for some of the timetable.
approx. 60%
teaching
responsibility
Suggested foci for week 4.
1.
Offer support and constructive feedback, for example, on:
- the effectiveness of the trainee’s AfL strategies to promote learning and progress both within and
between lessons;
- the effectiveness of the trainee’s management of behavior and active promotion of learning behaviours;
- the trainee’s awareness of the learning and progress of all pupils e.g. through reflecting upon their recordkeeping and identifying any patterns of underachievement (individuals or groups);
- the effectiveness of the trainee’s ability to overcome barriers to learning and promote progress;
- the effectiveness of the trainee’s strategies to challenge/motivate pupils from underperforming groups
and high attainers.
2.
3.
Monitor/support completion of: trainee’s placement file (planning/evaluations/record-keeping); school-based
training tasks.
Review the trainee’s progress against targets in the training plan, set new targets and initial any targets met.
4.
Review the trainee’s progress against the Warwick Assessment Descriptors (WADs)
5.
Ensure that trainees undertake joint planning with their class teachers to enable pupil progress, developing
independence in planning in areas of greater confidence.
19
WEEK 5 Monday 7th – Friday 11th March and
WEEK 6: Monday 14th – Friday 18th March
Core: Plan/teach/assess/evaluate a sequence a sequence of whole class lessons in
English and maths.
Foundation: Plan/teach/assess/evaluate science and an increasing range of foundation
subjects including PE (MFL priority for specialists).
Paired trainees: The whole timetable should be shared between the 2 trainees. To enable
70% teaching time, each trainee should act as a TA, teaching/managing a group under their
partner’s direction for some of the timetable.
approx. 70%
teaching
responsibility
Suggested foci for weeks 5
1. Offer support and constructive feedback, for example, on the trainee’s :
- use of AfL to adapt teaching within and between lessons and make a noticeable impact on progress;
- use of AfL strategies which allow pupils to take responsibility for their own learning;
- ability to plan well-targeted interventions to support the learning and progress of all pupils/groups of pupils
across a range of subjects/lessons;
- ability to evaluate the effectiveness of their strategies to overcome barriers to learning for individuals and
groups, including underperforming groups;
2. Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching.
3. Discuss trainee’s progress with the class teacher.
4. Ensure that trainees undertake joint planning with their class teachers to enable pupil progress and are
developing some independence in planning.
5. In preparation for completing the Final Profile (in week 6) review the trainee’s progress against the Warwick
Assessment Descriptors (WADs).
And in Week 6
6. Review/sign off the initial trainee’s PP3 targets and other targets in the trainee’s Training Plan, as appropriate.;
7. Complete the Final Profile in consultation with the trainee and class teacher;
8. Email a copy of the Final Profile to the Link Tutor
9. Ensure that the trainee has a copy of his/her final profile.
10. Return other documentation e.g. Lesson observation forms to the Student Services Team by the end of the
placement.
20
5. ASSESSMENT OF THE 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 (see proforma in this
section);
- 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 (see blank action plan on
following page and exemplar completed action plan on Mentor portal) with carefully graduated targets, clearly
specified actions, and progress meetings;
 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: GUIDANCE ON THE USE OF THE
WARWICK ASSESSMENT DESCRIPTORS
Guidance for Use (Updated September 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 RESPONSES TOTHE
OFSTED INSPECTION OF THE WARWICK PARTNERSHIP IN 2015 AND THE NEW OFSTED
SCHOOL INSPECTION FRAMEWORK (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?
LEARNING QUESTIONS
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.
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
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
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-todate and are self-critical; forge positive professional
relationships; and work with parents in the best interests of
their pupils.
The trainee meeting ‘The Preamble’ of the Teachers’ Standards, demonstrates these characteristics:
- always strives to be the best teacher that they can be, prioritising the needs of their pupils:
- is accountable to the school, parents, children and the university for achieving the highest possible standards in work and
conduct;
- works with parents in the best interests of their pupils (as appropriate to the phase/stage of training)
- acts with honesty and integrity;
- takes responsibility for their own professional development (with support as appropriate in the context of training )
- critically reflecting upon and evaluating their own professional practice’
- ensuring strong subject knowledge,
- striving to develop their teaching skills/knowledge;
- forges positive professional working relationships with colleagues.
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.
The trainee meeting ‘Part Two’ of the Teachers’ Standards, demonstrates these characteristics:
-
is respectful at all times with and about pupils, colleagues and parents
-
is well-presented in line with practices of the school/setting
-
at all times maintains proper boundaries appropriate to a teacher’s professional position
-
at all times follows the school’s/setting’s safeguarding policy
-
consistently demonstrates the positive attitudes, values and behaviour they expect of learners;
-
promotes clear messages about the impact of bullying and prejudiced behaviour on pupils well-being;
-
will challenge stereotypes and the use of derogatory language.
-
can recognise equal opportunities and diversity e.g. in their teaching and resources
-
is aware of and supports/implements the school’s/setting’s approach to promoting SMSC development in pupils in order to
address “British values” and prepare pupils for life in modern Britain.
personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
-
-
 Teachers must have an understanding of, and always act within,
the statutory frameworks which set out their professional duties
and responsibilities.
-
Is aware of, and implements all school policies;
maintains high standards in their own attendance, informs the school and university of unavoidable/authorised absence in
good time and passes on any planning information as appropriate; and
maintains high standards in their own punctuality, arrives at school in good time to be well-prepared for the school day, and is
available in school as appropriate to fulfil the wider professional role as can be reasonably expected of a trainee teacher;
understands and always act within, the statutory frameworks which set out their professional duties and responsibilities.
27
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?
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
 act as a positive role model in class and in the wider school?
Lesson evaluations: reflecting on : Learning environment, classroom management strategies,
differentiation
 encourage all pupils to participate fully in their learning?
Assessment records which show evidence of progress over time for individual pupils.
 create relationships with pupils based on mutual respect?
Professional development programme (SENCO, EAL,TAs etc)
28
1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS
DfE Teachers’ Standards
‘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:
 establish a safe and
stimulating environment for
pupils, rooted in mutual
respect
 set goals that stretch and
challenge pupils of all
backgrounds, abilities and
dispositions
 demonstrate consistently
the positive attitudes,
values and behaviour
which are expected of
pupils.
3 ‘Requires Improvement’
2 ‘Good’
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:
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
can create a stimulating environment for
generally creates a stimulating
consistently creates a stimulating
stimulating environment for learning; learning.
environment for learning.
environment for learning.
e.g. use of positive language and behaviour strategies; learning behaviours recognised/promoted; mistakes/misconceptions recognised as an opportunity to learn; recognises the
importance of ‘effort’; promotes use of displays, working walls, use of space and accessible well-organised resources etc.
is developing the ability to manage
can manage the learning environment to
consistently manages the learning
is pro-active in managing the learning
the learning environment and to
ensure the emotional/physical safety of
environment to ensure the
environment to ensure the
ensure the emotional and physical
learners;
emotional/physical safety of learners;
emotional/physical safety of learners;
safety of learners; is developing the
can use resources and teaching strategies
consistently uses resources and teaching
proactively uses resources and teaching
ability to use resources and teaching which reflect, respect and value the diversity
strategies which reflect, respect and value
strategies which reflect, respect and value
strategies which reflect, respect and
of pupils’ experiences.
the diversity of pupils’ experiences.
the diversity of pupils’ experiences.
value the diversity of pupils’
experiences.
is developing mutually respectful
has developed mutually respectful
has a developing rapport with learners
Has established a 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
consistently sets appropriately
appropriately challenging
expectations for all pupils, believing that all
expectations for all pupils, encouraging all challenging expectations for all pupils,
expectations for all pupils;
learners have the potential to make progress. learners to believe have the potential to
supports all learners to believe they have
Is developing the willingness to
make progress.
the potential to make progress and is
believe that all learners have the
determined that all pupils achieve well.
potential to make progress.
can demonstrate the positive
attitudes, values and behaviour they
expect of learners, but this may not
always be consistent and is
developing the confidence to
challenge stereotypes and the use of
derogatory language
in their classroom: consistently
demonstrates the positive attitudes, values
and behaviour they expect of learners;
promotes clear messages about the impact
of bullying and prejudiced behaviour on
pupils well-being; and will challenge
stereotypes/the use of derogatory language.
in class and around the wider school:
consistently demonstrates the positive
attitudes, values and behaviour they
expect of learners; promotes clear
messages about the impact of bullying and
prejudiced behaviour on pupils well-being;
and will challenge stereotypes/the use of
derogatory language.
E.g. They demonstrate: enthusiasm for working with children and young people and for teaching and learning; respectful language,
courtesy and good manners.
29
in class and around the wider school: is
proactive in consistently demonstrating
the positive attitudes, values and
behaviour they expect of learners;
promoting clear messages about the
impact of bullying and prejudiced
behaviour on pupils well-being; and in
challenging stereotypes/the use of
derogatory language.
As for previous grades and in addition,
explicitly models or teaches appropriate
behaviours, actions, responses.
2 PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
LEARNING QUESTIONS
SOURCES OF EVIDENCE
For example….
Discussion with the trainee which shows an understanding of:
In what ways are teachers accountable for pupils’ attainment and progress?
- how teachers and schools are accountable for pupil progress
In what ways can a teacher make an impact on pupils’ attainment and
- age-related expectations of achievement and progress
progress?
- an awareness of the impact they have upon pupil progress
How do you use age-related expectations for pupil achievement and progress
- an awareness of the effect of different learning approaches and
in your planning?
strategies, in relation to learning theories, and their fitness for
How might you evaluate the impact that you are having on pupils’ learning
purpose
within your lessons?
Planning which shows:
How might you evaluate the impact that you are having on the learning of
- Annotations which reflect the use of assessment data to inform/change
groups of pupils within your lessons?
subsequent lessons;
How might you evaluate the impact that you are having on pupils’ learning
An
awareness of prior learning
over time?
- clear development of ideas across a lesson and from one lesson to the
How might you evaluate the impact that you are having on the learning of
next
groups of pupils over time?
Can you explain the impact you have had on pupils’ achievements on this
Lesson evaluations showing:
placement?
- Identification of pupils’ progress against learning objectives
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?
- Reflection upon pupils’ progress and the trainee’s impact upon this;
- Reflection upon pupils’ progress and implications identified for the next
lesson
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
- effective feedback/observations/marking which demonstrates pupils’
What learning theories are you aware of?
progress over time e.g. over a series of lessons
How are these learning theories applied in the classroom?
- records of pupils’ progress/achievements
What strategies have you used to scaffold learning effectively?
- regular reviewing of pupils’ targets to inform future planning
With reference to learning theories, why have you selected a particular
- evidence of effective feedback
teaching/learning approach or strategy, and how has this promoted learning?
30
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
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.
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.
 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
encourages pupils to work with positive
consistently expects and supports
Is proactive in implementing strategies
to manage teaching and learning
attitudes and develop positive learning
pupils to work with positive attitudes which support pupils to work with
activities which encourage pupils to
behaviours.
and develop positive learning
positive attitudes and develop positive
work with positive attitudes and
behaviours.
learning behaviours.
develop positive learning behaviours.
e.g. supporting pupils to: develop resilience/learn from mistakes; be keen to find out more; be willing to deepen and consolidate knowledge; be willing to improve their work;
develop confidence; work independently (via accessible resources, working walls, helpsheets, writing frames etc.)
31
LEARNING QUESTIONS
3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
SOURCES OF EVIDENCE
For example….
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?
In what ways is your pedagogy /practice related to the phase in which you are
teaching?
How do you help pupils to understand the relevance and value of what they are
learning?
How do you encourage pupils to engage critically with their learning of the subject?
How does this foster appreciation of the subject?
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?
How do you use appropriate vocabulary for developing mathematic understanding?
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?
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
Planning which:
- demonstrates a sufficiently secure grasp of the concepts, ideas and principles
to be taught
- reference to the relevant school curriculum for the age range taught
- Identification of potential misconceptions and misunderstandings
- Identifies the value/relevance of what is to be learned
- identification of opportunities to reinforce literacy, articulacy and standard
English across the curriculum
Lesson evaluations which note:
- pupil misunderstanding and misconceptions and steps take/to be taken to
address these
- reflection on the trainee’s subject knowledge.
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
32
3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
DfE Teachers’ Standards
‘Not Yet Meeting’ the Standard
3 ‘Requires Improvement’
2 ‘Good’
1 ‘Outstanding’
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 use this knowledge to develop
learners’ understanding and skills and address
pupils’ misconceptions and misunderstandings.
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
…in their planning to develop learners’
understanding and skills and address pupils’
misconceptions and misunderstandings.
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.
requires support to develop pupils’ reading, writing,
communication and mathematical skills within
subject/ across the curriculum (as appropriate to
phase)
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 develop pupils’
reading, writing, communication and
mathematical skills within subject/ across the
curriculum (as appropriate to phase)
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.
..to develop pupils’ reading, writing,
communication and mathematical skills
within subject/ across the curriculum (as
appropriate to phase)
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 enhance the progress of pupils’ reading,
writing, communication and mathematical
skills within subject/ across the curriculum
(as appropriate to phase)
as grade 2; in addition, engaging in
evaluative dialogue about the impact on
learning of the innovations implemented.
Over time, the trainee has a very limited impact on
pupil progress. The trainee ‘not yet meeting’ the
Standard demonstrates that he/she:





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
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
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.
is developing secure knowledge and understanding
of the subjects/curriculum taught for the age phase
in which they are training to teach...
e.g. implements new approaches/strategies identified by the school or trainee; implements
outcomes of school-based staff training in which they have participated.
With support can help pupils to understand the
Can help pupils to understand the value of
Is able to plan a range of opportunities
Takes every opportunity to help pupils
value of learning
learning.
which help pupils to understand the value
understand the value of learning. e.g. both
of learning.
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.
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
As for grade 3; in addition this will be evident
promote high standards of communication, reading
of communication, reading and writing and
across an increasing proportion of
across the trainee’s practice.
and writing and mathematics. Requires support to
mathematics, and sometimes builds into their
the curriculum
build into their teaching appropriate opportunities to teaching appropriate opportunities to support the
support 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 and
knowledge and understanding of the principles
addition confidently and competently
practices of teaching and assessing reading and
and practices of teaching and assessing reading
teaches and manages all elements of
writing, including the use of systematic synthetic
and writing, including the use of systematic
the phonics lesson.
phonics. Requires support to apply this effectively
synthetic phonics, to be able to apply this
across the specific age phases they are training to
effectively across the specific age phases they are
training to teach
teach.
For definition and further information see: ‘Systematic Synthetic Phonics in ITT: Guidance and Support Materials’
In relation to early years OR primary mathematics:
In relation to early years OR primary
In relation to early years OR primary
Is developing understanding of the principles and
mathematics: will know and understand the
mathematics:
practices of teaching and assessing early
principles and practices of teaching and assessing
As for 3; in addition confidently
mathematics.
early mathematics, to be able to apply this
teaches and manages all elements of
Requires support to apply this effectively across the
effectively across the specific age phases they are
the mathematics lesson.
specific age phases they are training to teach.
training to teach.
33
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
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.
LEARNING QUESTIONS
4. PLAN AND TEACH WELL-STRUCTURED LESSONS
SOURCES OF EVIDENCE
For example….
Planning which:
How do you set clear, challenging and differentiated learning objectives?
- sets challenging objectives based on prior assessments;
How do your lessons make effective use of time?
- has a clear structure
How do you ensure that your lessons have sufficient time for all phases of the lesson?
- is sufficiently detailed
How do you ensure that what you plan meets the needs of all children?
- seek to relate to/incorporate pupils’ interests;
How do you manage transitions effectively?
What constitutes an effective plenary?
Lesson observations which note:
- enthusiasm for what is being taught/learned
How do you know your pupils have understood what you have communicated to
- a clearly structured, well-paced lesson
them?
- questioning which builds on answers given and where pupils are asked to
How do you explain key content clearly and make it accessible to all abilities?
explain their thinking and reflect upon their learning;
How will you check pupils’ knowledge and understanding during the course of a
- effective plenaries;
lesson?
- effective transition management
- clear explanations and use of appropriate vocabulary
- appropriate teaching and learning strategies and resources
How do you communicate enthusiasm for what is being learned?
- use of ICT (where appropriate) to support/enhance learning
How do you know that you have aroused pupils’ curiosity?
How do you plan and deliver an imaginative/creative lesson?
Lesson evaluations which:
How do you know that pupils are engaged in learning in all stages of the lesson?
- identify strengths and areas for development
How do you know that pupils are making progress in all stages of the lesson?
- reflect upon pupil outcomes
How have you used ICT effectively to enable learners or enhance learning?
- clearly feed into future practice
How do you reflect on the strengths and areas for development of your lesson? How
does this reflection inform subsequent planning?
34
4. PLAN AND TEACH WELL STRUCTURED LESSONS
DfE Teachers’ Standards

impart knowledge and
develop understanding
through effective use of
lesson time
‘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:
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.
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 miniplenaries/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 develop pupils’ knowledge,
understanding and skills.
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.
Can develop pupils’ knowledge,
understanding and skills.
use subject specific vocabulary and is
beginning to adapt their language to suit
the learners they teach introducing new
ideas with developing clarity.
use subject specific vocabulary accurately,
and 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 set/manage appropriate
activities.
Understands how homework or other out
of class work can sustain learners’
progress/ consolidate learning/ prepare for
new learning and can set/manage
appropriate activities.
Understands how homework or other
out of class work can sustain learners’
progress/ consolidate learning/ prepare
for new learning and can set/manage
appropriate and engaging activities
Can develop, consolidate and deepen
Consistently develops, consolidates
pupils’ knowledge, understanding and
and deepen pupils’ knowledge,
skills.
understanding and skills.
e.g. using questions/designing activities with appropriate levels of task demand (application/evaluation/creation etc.); using questioning to probe pupils’ responses and challenge thinking;

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
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
promotes learning through employing a
promotes learning through employing a
Proactively promotes learning
which engage pupils, arouse their curiosity range of approaches, strategies and
range of approaches, strategies and
through employing a range of often
and/or promote learning. Is familiar with
resources which engage pupils, and arouse
resources which engage pupils, arouse
imaginative and creative
different approaches to learning and a
their curiosity.
their curiosity and sustain interest in
approaches, strategies and
range of strategies and resources but
learning.
resources which engage pupils,
requires support to use effectively.
arouse their curiosity and sustain
interest in learning.
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, which
support their teaching, pupils’ learning.
teaching, and pupils’ learning.
appropriate, to support their teaching,
clearly enhance their teaching and
pupils’ learning.
pupils’ learning.
e.g. set homework tasks, manage regular homework activities such as spellings, home-school reading OR online activities.
TS 4 continued over
35
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.
LEARNING QUESTIONS
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
SOURCES OF EVIDENCE
For example….
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?
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?
How do you devise age appropriate teaching and learning strategies?
Why are these particularly appropriate for the children you are teaching?
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
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
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
36
5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS
DfE Teachers’ Standards
‘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:
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
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.
can recognise the different needs and
strengths of all learners and can
differentiate appropriately by
matching learning activities to
individual need.

know when and how to
differentiate appropriately, using
approaches which enable pupils to
be taught effectively

have a secure understanding of
how a range of factors can inhibit
pupils’ ability to learn, and how
best to overcome these

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

recognises the different needs and recognises the different needs and
strengths of all learners and
strengths of all learners and consistently
usually differentiates
differentiates appropriately by matching
appropriately by matching
learning activities to individual need
learning activities to individual
across the range of lessons/subjects
need
taught
is aware of a range of factors that are
has a clear recognition of how to
as for grade 2, however, this is achieved
potential barriers to achievement and deal with any potential barriers to consistently, across a range of
understands how experienced
learning through deploying welllessons/subjects;
teachers use a range of strategies to
targeted interventions;
Understands the causes of low
reduce these barriers. They begin to
understands how to challenge
achievement; challenges and motivates
deploy these strategies themselves,
and motivate pupils/learners
pupils/learners where attainment is low
with advice from experienced
where attainment is low and uses and uses effective strategies to support
teachers and support staff.
strategies to support
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.
can use and evaluate distinctive
teaching approaches which engage
and support them.
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;
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.
e.g. activities, resources, expectations and language are well matched to the pupils’ age/stage of development.
37
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.
38
6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
DfE Teachers’
Standards
‘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:

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.
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:
for the age phase in which they are
for the age phase in which they are training to teach, has a secure understanding of:
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 national
ability to make assessments against
assessments against national benchmarks.
against national benchmarks.
benchmarks.
national benchmarks.
Has a developing understanding of the
Can set success criteria which link to the learning
Sets clear and accurate success criteria which
Makes effective use of clear and accurate success
purposes of a limited range of
objective;
break down the objective and enable children
criteria to maximise learning;
assessment strategies to assess pupil
identifies assessment opportunities and strategies in
to 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 to systematically assess learners’
success criteria linked to objectives.
assessment strategies to check learners’
strategies in their planning and uses an
understanding throughout the lesson, identifying
understanding in their lessons.
increasing range of strategies to check learners’
and supporting individuals who are not progressing
understanding throughout the lesson and adapt
and intervening quickly to help them to learn.
teaching within the lesson to promote 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
assessment information systematically to adapt
assessment information formatively
Pupils’ prior learning is identified on plans and is used
adapt future lessons/teaching in an increasing
future lessons in a wide range of ways to promote
to plan future lessons.
to guide planning.
range of 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
Uses pupil records to monitor progress and can identify Uses pupil records to monitor progress over
Uses pupil records to monitor progress of individuals
how assessment data is used to
where pupils may be making less progress. Begins to
time, identifying where individuals make less
and groups (e.g. SEN/EAL/PP ) over time. Plans and
monitor progress.
deploy intervention strategies with advice from
progress, and deploying well-targeted
implements effective interventions to promote the
experienced staff.
interventions to enable pupil progress.
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
with some support from experienced teachers, can
Understands school’s system of personal targetUnderstands school’s system of target-setting and
and set targets/next steps
review progress and guide pupils in reflecting on their
setting and can give examples of how they have
can give examples of how they have implemented
learning; identifying their progress and emerging
implemented this system in their teaching
this system in their teaching with an impact on
learning needs E.g. knows the children’s personal
(cross-reference with TS2)
learning
targets; can help the child to review his/her target and
(cross-reference with TS2)
next steps (cross-reference with TS2)
Is beginning to understand the value
provides regular, constructive oral/written feedback,
provides regular, constructive oral/written
They consistently provide pupils with, personalised
of feedback but requires support to
consistent with school policy, which helps pupils to
feedback, consistent with school policy, and
developmental oral/written feedback, consistent
provide regular, constructive
make progress. They are able to encourage pupils to
helps pupils to make progress which targets
with school policy, which accurately targets further
oral/written feedback which helps
respond to feedback.
further improvement.
improvement
pupils to make progress or which is
Opportunities are provided for pupils to
Opportunities are provided for pupils to engage with
consistent with school policy.
respond to feedback to secure progressfeedback to secure rapid progress.
39
7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
LEARNING QUESTIONS
SOURCES OF EVIDENCE
For example….
What steps do you take to minimise poor behaviour arising in the first place?
To what extent are pupils involved and motivated within your lessons?
How do you consider classroom management issues when selecting activities and
resources and organising groups?
How do you communicate behavioural expectations to pupils?
What daily routines do you use to minimise disruption?
To what extent do you the use the school’s behaviour policy?
How do you identify the main behaviour challenges in your teaching?
What are you doing to address these?
How do you use and justify a variety of behaviour management strategies?
To what extent have you established consistent and effective systems?
What areas still need development?
What strategies have you used to establish good relationships with pupils?
How have these been successful?
To what extent do you use positive reinforcement to promote a positive classroom
ethos?
What challenging incidents have you experienced and are you able to learn from
these?
How do you know when and who you might seek additional support from in
managing (challenging) behaviour?
How do you promote good behaviour around the school?
What strategies do you use to promote independent behaviour management?
Planning which:
- Shows awareness of potential behavioural issues
- Show strategies planned to minimise behavioural issues (e.g. seating
planned for pair/group work; use of support staff; discussion of
expectations etc);
Lesson evaluations which:
- analyse behaviour problems and evaluate strategies
- recognise behaviour strategies which promoted a calm and purposeful
atmosphere
Lesson observations which note:
- an awareness of the whole class and behaviour
- use of school behaviour policies and procedures;
- use of a range of behaviour management strategies at a range of levels
graded to the problem;
- communication of high expectations of behaviour
- the avoidance of confrontation and being drawn into arguments when
disciplining pupils;
- varying style, tone and language depending on audience;
- use of non-verbal communication;
- effective management of transitions;
- promotion of a positive and purposeful working environment
Record-keeping which:
- record sanctions and rewards
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
40
7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
DfE Teachers’
Standards




manage classes
effectively, using
approaches which are
appropriate to pupils’
needs in order to involve
and motivate them
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
‘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:
Recognises that well-planned and
effectively managed lessons which engage
and motivate pupils contribute to successful
behaviour management and learning.
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 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 seek
additional support in addressing the needs of
pupils where significantly challenging
behaviour is demonstrated.
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.
Requires prompting to take responsibility for
promoting good and courteous behaviour
both in classrooms and around the
school/setting
As for Grade 3, and in addition, recognises
Consistently reflects upon and evaluates the
and is accountable for the impact of their
impact of their own planning and teaching on the
own planning and teaching on the
behaviour and learning of the pupils in their class,
behaviour and learning of the pupils in
adapting their practice to promote learning
their class and can adapt their practice to
behaviours.
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, seeks additional support in
addressing the needs of pupils where
significantly challenging behaviour is
demonstrated.
where relevant, seeks additional support in
where relevant, proactively seeks additional
addressing the needs of pupils where
support in addressing the needs of pupils where
significantly challenging behaviour is
significantly challenging behaviour is demonstrated
demonstrated and can implement some
and where appropriate, consistently implements a
appropriate strategies.
range of 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
behaviour policy:
behaviour policy:
policy:
- establishes clear rules and routines,
- establishes clear rules and routines,
- establishes clear rules and routines, exercising
exercising appropriate authority to manage
exercising appropriate authority to manage
appropriate authority to manage learners’
behaviour positively.
learners’ behaviour in a way which
behaviour consistently in a way which promotes
promotes self control and independence
self control and independence
takes responsibility for promoting good and courteous behaviour both in classrooms and around the school/setting, and for promoting clear
messages about the impact of bullying and prejudiced behaviour on pupils’ well-being in accordance with school policy (cross-reference with TS1)
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.
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.
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.
Understands the need for and is beginning to
promote mutually respectful relationships
between trainee and pupils (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
has developed mutually respectful
relationships between trainee and
pupils (cross-reference with TS1)
has a developing rapport with learners
(cross-reference with TS1)
Has established a rapport with learners(cross-reference
with TS1)
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
41
LEARNING QUESTIONS
8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
SOURCES OF EVIDENCE
For example….
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?
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
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?
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?
How have you engaged parents in their child’s learning?
Lesson evaluations which:
- evaluate appropriate use of teaching assistants/other adults
- reflect upon steps taken in response to previous evaluations,
coaching and feedback.
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.
42
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 other adults 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.
43
LESSON ASSESSMENT DESCRIPTORS
Notes on
use:
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.
NOT YET MET
Climate for
Learning (TS1)
Engagement
(TS4)
Lesson
Structure and
Pace (TS4)
Subject
Knowledge
(TS3)
Explanations &
Language
(TS4)
Depth (TS4)
Learning
Behaviours
(TS2)
Meeting needs
of All
(TS5)
Assessment
and pupil
progress
(TS2/6)
Behaviour
Management
(TS7)
(In accordance
with the
school’s/
setting’s
behaviour
policy)
Management
of other adults
(TS8)
Impact on
Learning
(TS2)*
Preamble &
Part 2
RI
GOOD
OUTSTANDING
Is beginning to promote a
Can promote a ‘climate for Uses a range of strategies to
‘climate for learning’.
learning’.
promote a ‘climate for learning’.
e.g. trainee uses positive language and behaviour strategies, recognises effort…
requires support to identify
uses a limited range of
Uses a range of approaches/
strategies/ resources to
approaches/strategies/
strategies /resources to engage
engage learners.
resources to engage
pupils, arouse their curiosity and
pupils.
sustain interest in learning.
beginning to develop pace,
Lesson pace appropriate;
effective use of lesson time in most
though lesson may run out
stages of the lesson
of time
Uses a range of strategies, carefully
matched to learners needs, to promote
a ‘climate for learning’.
range of (often) imaginative and
creative strategies/resources used to
engage pupils, arouse their curiosity
and sustain interest in learning.
effective use of lesson time in all stages
of the lesson
Some accuracy of SK;
requires development.
Accurate SK is used to:
develop learners’
understanding; and to
address misconceptions.
some clarity of explanation/
instruction; some language
adapted to suit learners
new concepts/ instruction
clearly explained; adapts
language to suit learners
Accurate SK used in all phases of lesson
to: develop learners’ understanding;
and address misconceptions,
anticipated and arising during the
lesson, promoting learning
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.
new concepts/instruction clearly
explained; language well-matched
to learners’ needs
Is beginning to develop
Can develop pupils’
Can develop, consolidate and
develops, consolidate and deepens
pupils’ knowledge,
knowledge, understanding
deepen pupils’ knowledge,
knowledge, understanding and skills of
and skills.
understanding and skills.
all groups of pupils.
understanding and skills.
Little/no evidence of the
encourages pupils to work
expects and supports pupils to
Is proactive in implementing strategies
promotion of positive
with positive learning
work with positive learning
which support pupils to work with
learning behaviours.
behaviours
behaviours.
positive attitudes and learning
behaviours.
e.g. resilience, concentration, trying new things, improving…
developing understanding of Deploys a limited range of
Plans/deploys well-targeted
Plans/deploys well-targeted
barriers to learning
strategies to overcome
interventions to overcome barriers
interventions to overcome barriers to
barriers to learning
to learning
learning for a range of pupil needs
e.g. appropriate differentiation, considering motivation, supporting resources, appropriate pupil groupings, pre-teaching…
requires support to set
assessment criteria
Can set assessment criteria
which link to the learning
objective
developing understanding of
purpose of assessment
strategies
Identifies assessment
opportunities and
strategies in their planning
uses a limited range of
assessment strategies to
check learners’
understanding in their
lessons.
Little/no evidence of
self/peer assessment
Learners evaluate their
achievement
Requires support to exercise
appropriate 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.
exercises appropriate
authority to manage
behaviour positively.
mutually respectful trainee
- pupil relationships
learners respond promptly
to teachers’ direction and
work cooperatively
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
including clear questions
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.
manage learners’ behaviour largely
in a way which promotes self
control and independence
has a developing rapport with
learners
Makes effective use of clear and
accurate assessment criteria to
maximise learning.
Identifies a wide range of assessment
strategies in their planning
systematically and effectively assesses
learners’ understanding throughout the
lesson, identifying and supporting
individuals who start to fall behind and
intervening quickly to help them to
improve their learning.
Learners evaluate their achievement
against success criteria which improves
their performance within the lesson.
manage learners’ behaviour
consistently in a way which promotes
self control and independence
an established rapport with learners
learners demonstrate positive
learners display very high levels of
attitudes towards teacher,
engagement, courtesy, collaboration
learning and others; lesson flows
and cooperation
smoothly
deploys support staff
Deploys support staff as
Deploys support staff, in all phases of
enabling learning and
appropriate in all phases of the
the lesson and in an extended range of
teaching.
lesson and in an increasing range
ways which maximises learning
of ways which promotes learning
Some learners make
Most learners make
All learners make progress/learning in
Learning not evident
progress or learning in
progress/learning in most parts of
all parts of lesson.
some parts of lesson
lesson.
* Impact on Learning should be highly weighted in assigning a lesson grade
Needs support to ensure
Excellent professional practice is demonstrated including: working in line with school policies and practices;
appropriate professional
striving to work to the best of his/her ability; safeguarding children’s well-being; tolerant and respectful
practice
behaviour and relationships with all.
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