Preparation Days: Monday 27th – Tuesday 28th April
Block Placement: Wednesday 29th April - Tuesday 30th June
Early Years and Primary
PGCE 14-15
PP4 Placement Guide
1
The Core PGCE Primary and Early Years Partners’
Intranet
Explore the Partners’ Intranet for placement resources, training information, dates,
conference resources, examples of completed forms, ‘how to’ 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
CONTENTS
1
PAGE
Introductory Information
Contacts and PP4 Calendar
5
Context of placement and Key Expectations
6
University-based training in Managing Good Behaviour
7
Safeguarding Guidance
2
Checklists for
 PP4 Checklist for Trainees
 Checklist for Teaching Placement File
 PP4 Mentor Checklist
 PP4 Class Teacher Checklist
8
9
10
11
12
13
3
Forms
15
4
Guidance on Lesson Planning, Evaluation, Assessment of
and Tracking of Pupil Progress
17
5
Weekly Guidance



Projected build-up of teaching
For EARLY YEARS and PRIMARY Trainees
For Mentors
21
23
31
6
Training tasks
37
7
Guidance for Observations undertaken by Trainees
41
8
Assessment of Trainees against the Teachers’ Standards
 Maximising the progress of trainees
43
• Trainees failing to make ‘Minimum progress’ or ‘causing
concern’
44
• Ofsted Criteria for Assessing Trainees’ Outcomes
46
• Warwick Assessment Descriptors
51
• Lesson Assessment Descriptor
69
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
4
1.
INTRODUCTORY INFORMATION CONTACTS & PP4 CALENDAR
Partnership Development Officer: Leigh Capener
Email: l.capener@warwick.ac.uk
University Contacts:
Link tutor…………………………………….
Telephone………………………….………
Email………………………………….………
Student Services Co-ordinators:
Megan Allan: Megan.Allan@warwick.ac.uk 02476 523932
Halima McGee: h.k.mcgee@warwick.ac.uk 02476 522047
Louise Hazelwood L.Hazelwood@warwick.ac.uk 02476 151059
Emma Rawlings E.Rawlings@warwick.ac.uk 02476 528340
Reception: 02476 523801
Email: pgce@warwick.ac.uk
Website: http://www2.warwick.ac.uk/fac/soc/cpe/
Fax: 024 7657 2638
Key Dates for PP4
w/b
27.4.15
4.5.15
Mon
Tue
PP4 Preparation
Days
Bank
Holiday
11.5.15
PP4 (3)
18.5.15
University
Call Back
Day
Fri
PP4 (5)
8.6.15
PP4 (6)
15.6.15
PP4 (7)
Notes
Monday is a call-back day to the
University where trainees will study
their subject specialism.
Please email the Interim Profile to
your LINK TUTOR by Thursday
21st May for consideration at the
INTERIM REVIEW Meeting.
INTERIM
PROFILE
DUE (15)
PP4 (4)
HALF-TERM
1.6.15
PP4 (8)
PP4 (9)
29.6.15
Thurs
PP4 (2)
25.5.15
22.6.15
Wed
Personalised
Transition Days
Please email the Final Profile to
your LINK TUTOR and lesson
observations, and mentor meeting
logs to the Student Services Team
by Wednesday 24th June
FINAL
PROFILE
DUE (19)
University-based
NQT preparation
Exam
Board
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, 2012).
5
CONTEXT for PP4
Context: Early Years Trainees
The Early Years course qualifies trainees to teach across the Early Years and Key Stage 1. Thus their course
includes a substantive placement in both phases. The Early Years trainees’ course has introduced the EYFS
and the seven areas of learning and development; and the National Curriculum for Key Stage 1, including the
core and elements of foundation subjects. 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 universitybased training to school-based practice; a six week PP2 placement in a Nursery setting; and for most trainees,
a seven week placement KS1 .
Any Early Years trainees in KS1 on PP4 will benefit from a phased induction into teaching and learning in Key
Stage 1, where they are expected to teach across all areas of the KS1 curriculum.
Context: Primary Trainees
The Primary course qualifies trainees to teach across Key Stages 1 and 2 and has covered the core
curriculum and elements of foundation subjects. 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; a six week PP2 placement and a seven week PP3.
Trainees are likely to be undertaking PP4 in a different age phase to that of PP2 and PP3.
KEY EXPECTATIONS FOR EARLY YEARS AND PRIMARY TRAINEES ON PP4
On PP4 trainees should build up to an NQT-equivalent timetable of 80% per trainee, and show that they can
sustain this. During the rest of their time in school they will be expected to observe and learn from
good/outstanding practice, complete training tasks designed to further their professional skills and
understanding meet with subject leaders and carry out preparation tasks for teaching.
 Develop readiness to be an NQT, take on the role of the class teacher and promote pupils’
progress across the curriculum.
 Further develop and demonstrate excellence in national priority areas of:
- ‘Behaviour to learn’ practice
- Promoting progress in phonics and Early Reading
 Hone expertise in Assessment for Learning practice including:
-
Effective use of success criteria, peer and self-assessment
Formative and continuous assessment data to inform planning
Understanding of and use school’s target-setting
Record-keeping practice to promote progress
 Develop Assessment of Learning practice including:
- Assessment against national standards
- Understanding of statutory assessment
- Understanding how assessment data is used to track progress of individuals and groups, and
-
their role as the class teacher in this
Developing understanding of appropriate interventions to promote progress
Report writing
 Promote the progress of all through meeting individual needs and overcoming barriers to learning
 Provide an engaging curriculum which implements school or university-based innovations and
helps pupils to understand the value of learning.
 Develop skills in managing homework and communicating with parents in order to promote pupil
progress
 Meeting ALL standards on this placement at the ‘Good’ or ‘Outstanding’ level

 Meeting any remaining Standards from previous KS 1 placements at least at the ‘RI’ level (see
additional Action Plan).
6
University
Based Training in promoting and managing good behaviour
Before PP1 & Serial Placement
• The importance of pre-empting misbehaviour
with engaging, well-pitched, accessible, wellplanned and organised lessons
• Training in the effective use of Voice from
external specialist
• Awareness of the importance of teacher
presence
• Awareness of common, low-level behaviours
• The importance of understanding why
children might misbehave
• Behaviour TO learn
• The importance of positive self esteem for
learning
• The effects of our body language, tone of
voice and the importance of phrasing things
positively to promote a learning climate and
positive relationships (role play – ‘Sit down
Mia’)
• The establishment phase of the year and
setting/teaching rules
• A hierarchy of positive strategies to manage
behaviour
• Trainees are guided to observe behaviour management on PP1 and serial placement days
and to read school behaviour policy before each placement
Before PP3
 Training in the management of ‘challenging behaviour’ by external ESBD specialist including:
 Understanding children’s behaviours and
 Individual Behaviour Plans
 Managing refusal
 Managing crises (triggers/escalation and
actions
 Assertion techniques
 Managing relationships
 Coaching behaviour
appropriate actions)
 Creating ‘SPACE’
Before PP4
Training in proactive and reactive responses
to ‘bullying’ by external SEMH specialist
including:

Definitions of bullying

Why children bully

Cyber-bullying

Prejudice-based bullying (race, religion
or belief, gender, sexual orientation, or
because a child is adopted, has caring
responsibilities or belongs to a particular
community)

Proactive and reactive solutions to
bullying
Training in Mental Health issues by external
SEMH specialist including:
 To be aware of a range of mental health risk
factors and protective factors.
 To identify what is within the norms of child
& adolescent behaviours and what is a
cause-for-concern.
 To know how to provide mental health ‘first
aid’.
 To know when and how to refer
appropriately to more specialist support.
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SAFEGUARDING
Safeguarding is everyone’s responsibility.
Every year children make disclosures to trainees.
Do you know your school’s safeguarding procedures?
Do you know who the Designated Child Protection Officer is?
Do you understand school procedures to follow if a child makes a
disclosure to you?
As a priority you must ensure that you:
(a)
know who the designated Child Protection Officer (CPO) is;
(b)
have read and understood the school’s/setting’s Child Protection
and Safeguarding policy;
(c)
implement this policy.
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 Child Protection Officer (CPO).
If the allegation is against the CPO go to the Head or the CP 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
2. CHECKLISTS
The following checklists are designed to assist all parties before, during and after the placement so
that expectations, responsibilities and tasks are clear. They may well be useful prompts for mentor
meetings and/or discussions between the parties. More detailed week by week guidance is given
in section 5.
This section also includes a “checklist for teaching placement file” which gives guidance to trainees
on how they should organise their placement files.
9
PP4 Checklist for Trainees
Before placement
Meet with personal tutor to set targets for the placement
Write a letter of introduction to the placement school/setting and provide Link Tutor with a copy;
email and post copies to the Headteacher
Look at the Ofsted website and the school’s/setting’s latest inspection report; and the Ofsted
school data dashboard
Make sure you know how to get to the school/setting and how long the journey will take
Collect and read the Placement Guide
Start a placement file(s)
Meet Link Tutor and exchange contact details
On the preparation training days
Ensure that the school is shown a copy of your University of Warwick Vetting Check form
(which gives your DBS Enhanced Disclosure number and date)and photo ID documentation
Share placement targets and action plan with mentor and class teacher
Ensure that you understand the school’s/Setting’s behaviour policy
Find out about safeguarding/child protection procedures and the ‘Designated Child Protection
Officer’ in school/Setting
Find out about individual needs: special needs, EAL, G&T, medical issues etc. associated with
the class(es) you will be teaching
Find out about the school’s/setting’s use of commercial schemes for any area to be taught
during this placement
Collect a timetable for the class(es) you will be working in and know school times
Collect a class/group list of all pupils you will be expected to teach on this placement and how
they are grouped
Observe teaching and routines in your class
Find out what you will be expected to teach on the first few days of the placement
Update school placement file
Plan the lessons you are expected to teach on the first few days of block placement
Plan for any resources needed for the teaching
Seek advice if unsure about activities for teaching and learning
Research any topics appropriate for the placement
Once timetables have been established, make sure that your Link Tutor has a copy
During the placement
Arrive on time every day and appropriately and professionally dressed
Notify the school and Absence Line and Link Tutor of any absences
Plan in advance and check initial plans with class teacher/Mentor
Assess pupils’ learning to inform future planning and as a basis for evaluating your teaching
Keep placement file up to date and always in school/setting
Complete all training tasks
Prepare for and attend all Mentor meetings and write up the on the ‘Weekly Mentor Log’ (see
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/forms)
Ensure that you monitor your progress against the Teachers’ Standards and Warwick
Assessment Descriptors and discuss this progress with your Mentor and Link Tutor so that
you are clear about the ‘next steps’.
Log your weekly lesson observation grade online:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/monitoring/
Refer to Section 5: Week-by-Week Guide for further guidance
Towards the end of the placement and afterwards
Discuss placement outcomes with Mentor and Link Tutor and review PP4 targets
Reflection Point 4 is after PP4: at this point reflect upon your progress and record your
reflections in your e-PDP
Meet personal tutor to set targets for Career Entry Development Profile
10

Checklist for teaching placement file
Divider Heading
Contents

Lesson/Activity plans with copy of the plan and weekly
plan for any observer and any associated resources

Plans for Teaching Assistant(s)

PP4 Targets and Action Plan

Action Plan from subject knowledge Audits

School-based Training Log: Keep a record of planned
activities to support your professional development

Weekly Mentor Meeting Logs

(Completed) Lesson Observation Forms

Timetable identifying what and when you are teaching
each week: 1 timetable per week showing the build-up of
responsibility

Class Lists including groupings/sets for different areas of
learning/ subjects

IEPs/EHCs etc.

Medium-term/weekly plans (initially provided by school)

Lesson/weekly plans with evaluations in date order and
any associated resources

Day-to-day records of pupils’ attainment against
lesson/activity objectives e.g. record-keeping sheets, TA
TODAY
YOUR TRAINING
INFORMATION
TIMETABLES
CLASSROOM
MANAGEMENT
AND ROUTINES
CURRICULUM
PLANS
Organised by
week/subject/areas of
learning
ASSESSMENT
FOR/OF
LEARNING
planning sheets, ‘post-it’ notes, samples of marked
work/annotated work against objectives

Pupils’ targets and information about prior learning and
achievement and progress (Provided by school)
INFORMATION
ABOUT THE
SCHOOL

Any key policies e.g.
TRAINING TASKS

safeguarding/behaviour/assessment/marking policies etc.
Evidence of tasks (handwritten notes are acceptable)
NB. The last two sections may be placed in a separate file if too bulky.
11

Checklist for Mentors
Before the placement
I have an up-to-date Reference Guide for Training in Schools / Early Years Settings, and the
Placement Guide. I know where to access the DfE’s Teachers’ Standards and Initial teacher
training (ITT) criteria (DfE, 2012).
I have aware of the expectations for this placement via the Placement Guide/Placement Briefing
I know the trainees that are expected, and the dates of the preparation training days
I know who the University Link Tutor is and how I can contact him/her
The trainees are placed in classes where they will be well-supported
The class teachers have been encouraged to attend the CT training sessions OR have read the
online CT Training materials
I have briefed the class teacher(s) about the expectations for this placement
I have begun to arrange a training programme for each trainee
I have organised an induction programme for the preparation training days
I have arranged for self or others to be available to work with the trainee(s) on the prepreparation training days
Preparation training days
Know who will welcome the trainee(s) and show them around
Relevant policies (e.g. Child protection/safeguarding, behaviour, assessment etc.) are available
for trainees to read/make notes from, and trainees know who the Designated Child Protection
Officer is
Trainees have a copy of the plan of the building and know about fire drills etc.
Timetables and school’s subject plans are available
Trainees have a copy of long/medium plans/overviews and short term weekly/daily plans
Trainees know where additional resources and equipment are located and how they may access
them
Trainees are aware of individual needs e.g. in relation to pupils’ health, SEND, EAL, G&T etc.
I have a copy of the trainee’s PP4 targets
Trainees are clear about teaching expectations for the first few days of the placement
During Placement
Arrange Mentor meetings for each week of the placement
Arrange weekly observations of trainees by mentor/class teacher/appropriate subject specialists
Arrange for trainee’s teaching of their specialism to be observed by an appropriate member of
staff
Arrange for the trainees’ teaching of phonics to be observed by an appropriate member of staff
using the Phonics Observation Form (triplicate copy provided/additional e-copies available
online: http://warwick.ac.uk/primary-mentor (Follow ‘Essential Documentation’)
Formatively monitor Trainee’s progress against the Teachers’ Standards and Warwick
Assessment Descriptors and discuss this progress with the trainee and Link Tutor so that
trainee is clear about their ‘next steps’ so that their progress (and pupils’ progress) is maximised.
Monitor trainees’ files including planning, evaluation, assessment and record-keeping
Monitor progress against trainee’s PP4 targets
Arrange joint observation with the Link Tutor
In consultation with the trainee and class teacher, complete Interim Profile and email to Link
Tutor. Download form from: http://warwick.ac.uk/primary-mentor (Follow ‘Essential
Documentation’)
Provide the trainee with a copy of their Interim Profile
Notify the trainee, Link Tutor and University of any difficulties that arise on the placement as
early as possible
Towards the end of the placement
In consultation with the trainee and class teacher, complete Final Profile and email to Link
Tutor. Download form from: http://warwick.ac.uk/primary-mentor (Follow ‘Essential
Documentation’)
Provide the trainee with a copy of their Final Profile
Evaluate completion of trainee’s PP4 targets
Return associated paperwork to the University by the specified deadline (lesson observation
forms/mentor logs)
Please complete the online placement evaluation form: http://warwick.ac.uk/primary-mentor
(Follow ‘Evaluations’)
12

Checklist for Class Teachers
Before the placement
I have attended the class teacher training or read the online class teacher briefing see:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow Mentor, CT and
LT Training sessions)
I have a copy of the Placement Guide and I am aware of the expectations for this placement
I know the name of the trainee, and the dates of the preparation training days
Preparation training days
Share the class timetable
Share copies of long/medium plans/overviews and short term weekly/daily plans
Ensure that the trainee is aware of individual needs e.g. in relation to pupils’ health, SEND, EAL,
G&T etc.
Ensure that the trainee is aware of pupils eligible for pupil premium funding and relevant
interventions
Share assessment data and records to enable the trainee to plan appropriately
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.
Establish trainee’s prior experiences e.g. from letter to school.
Ensure appropriate timetabling of PPA time so that the trainee and class teacher are able to
undertake shared/supported planning together.
Ensure that the trainee is clear about teaching expectations for the first few days of the
placement
During Placement
Role model good/outstanding professional practice to the trainee, including behaviour
management and practice in assessment and monitoring pupil progress
Undertake shared/supported planning with the trainee, gradually reducing support so that the
trainee learns to plan independently; ensure the trainee is clear about their planning
responsibilities
Provide on-going informal feedback to the trainee (including feedback on planning, teaching and
assessment practice) and guidance for improvement to support rapid progress
Where requested by the mentor, undertake a formal written observation of the trainee’s
teaching, recording this on the observation proforma (provided in triplicate) and providing verbal
feedback. Ensure clear targets are set and linked to the appropriate Teachers’ Standard.
Monitor progress towards trainee’s PP4 targets
Provide feedback to the mentor on the trainee’s 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
13

14
3. PP4 FORMS
The following forms have been supplied to schools as ‘triplicated’ forms

Lesson Observation Forms (Parts One and Two)

Phonics observation form
The following forms are available as e-copies, downloadable from the University’s
website: http://warwick.ac.uk/primary-mentor (follow ‘Essential Documentation’)
Please contact the Student Services Team or your Link Tutor for the password.

PP4 Early Years and Primary Interim Profile

PP4 Early Years and Primary Final Profile

Log of weekly mentor meetings
Please note that:

The information in the completed profiles is used by personal tutors to begin to compile
a reference for trainees for their first appointment.

The information in the profile is also used to set targets for the trainees Career Entry
Profile

The information on the profile is discussed at the placement review meetings and
where needs are identified, trainees may be asked to complete additional days in
school to make up for absence and/or invited to attend Further Professional Training
sessions.
15
16
4. LESSON PLANNING, LESSON EVALUATION, ASSESSMENT AND
TRACKING PROGRESS ON PP4
Trainees’ use of Individual Lesson Plans
At the beginning of PP4, 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 and 3, for PP4, trainees will be
placed in a different age range and for some trainees, in a different key stage and setting.
 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 recognises that the ‘key consideration should be the development of pupils’ learning
rather than sticking rigidly to a format’. (Ofsted, 2013). On PP3, trainees were encouraged to adapt
the layout of the lesson plan proforma, and so on PP4 trainees should very much be encouraged to
think about:
 the most appropriate lesson structure to promote learning. [All planning formats are available
electronically, facilitating adaptation according to this need. (http://warwick.ac.uk/primarymentor follow ‘Essential Documentation’).]
 adapting their lesson as they teach in order to maximise learning e.g. responding to
misconceptions, i.e. not sticking rigidly to their plan.
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.
17
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.
Evaluation and Assessment
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
developing their ability 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:

ensure that they annotate their plans, indicating any changes made as they taught.

explicitly assess and record pupils’ learning against their lesson objectives (see also
section 4. Planning, Evaluation and Assessment)

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 inform future plans.
Planning sequences of lessons – 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. Both Weekly and Medium-term planning proformas are
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 Primary trainees to teach science, computing and foundation
subject lessons working from detailed medium-term plans.
All proformas are available electronically so the boxes can be expanded where necessary or the
planning format altered to suit the particular learning intention, pupils and context.
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential
Documentation’’)
18
ASSESSMENT AND TRACKING PROGRESS ON PP4
On PP3 trainees refined their assessment for learning skills demonstrating effective use of:
 clear objectives and success criteria;
 ensuring that objectives and success criteria were shared with and understood by pupils (and
co-constructed 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;
 use of assessment information to promote progress within and between lessons;
 use of their records to review pupil progress over time and to help inform decisions which
promote pupil progress
On PP4, trainees should continue to develop these skills and in preparation for
taking on the role of class teacher as an NQT should also develop:
 their record-keeping to recognise the progress of groups of pupils e.g. SEN, EAL,
Summer born, Pupil Premium
 the ability to assess pupils’ attainments against national benchmarks e.g. new
national curriculum/APP/NC levels /EYFS Profile statements
 understanding of statutory assessment requirements, including SATS, Teacher
Assessments, Phonics Screening Check and moderation.
 understanding of school and classroom level processes to track the progress of
individuals and groups of pupils, and the analysis of this data
 understanding of the class teacher’s role in tracking the progress of individuals and
groups and accountability for pupil progress
 understanding of Interventions arising from tracking processes and evaluation of
these approaches;
 skills and understanding in report-writing.
In conducting or finding out about assessment trainees will be working towards the
achievement of the following standards:
Make accurate and productive use of assessment (TS 6):

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.
And, Promote good progress and outcomes by pupils (TS 2):

be accountable for attainment, progress and outcomes of pupils

plan teaching to build upon pupils’ capabilities and prior knowledge

guide pupils to reflect on the progress they have made and their emerging needs

encourage pupils to take a responsible and conscientious attitude to their own work and
study.
19
20
5. WEEK-BY-WEEK GUIDANCE
On PP4 trainees should build up to teaching, and show they can sustain a timetable of 80%.
Whilst not timetabled to teach, trainees might:
• Undertake school-planned training activities
e.g. observe good/outstanding practice in
own/other classes; meet with colleagues;
• Support the class teacher
• Carry out School-based Training Tasks
• Self-assess progress (against WADs)
• Join planning meetings and contribute to
planning
• Maintain up-to-date teaching file
• Attend mentor meeting and write up log
• Contribute to the wider life of the school
Week
SUGGESTED BUILD-UP OF TEACHING TIMETABLE*
1
% of
timetable
30%
Suggested Responsibilities: Plan/teach/assess/evaluate:
EARLY YEARS
PRIMARY
Quickly build up to teaching whole class
and group sessions, writing individual
plans.
- a sequence of whole class lessons in English
or maths.
- some foundation subjects.
-
2
3
4
40%
Teach whole class and group sessions.
Begin to take more responsibility for
planning the environment inside and out.
50%
Teach across an increasing proportion of
the EYFS curriculum, including whole class
and group sessions. Take responsibility for
monitoring the whole class whilst involved
in group sessions Continue to plan for
continuous provision, inside and out.
60%
Teach whole sessions across the
curriculum, managing the
planning/provision for the whole class.
-
a sequence of whole class lessons in English
or maths (alternating with what was taught
the previous week).
Science
some foundation subjects (MFL should be
prioritised if trainee’s specialism)
-
a sequence of whole class lessons in English
or maths (alternating with what was taught
the previous week).
-
science
-
foundation subjects (MFL should be
prioritised if trainee’s specialism)
-
sequence of whole class lessons in English
and maths.
-
science
-
foundation subjects (MFL should be
prioritised if trainee’s specialism)
-
All English and maths
science
foundation subjects (MFL priority for
specialists).
Half Term
5
70%
6
9
80%
Manage the whole class. Continue to
provide a stimulating environment for
children both indoors and outdoors.
Becoming NQT-ready: taking full responsibility for the timetable (excluding 20% PPA time)
*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 and sustain their 80% teaching responsibility as appropriate to the individual trainee.
*Individual school contexts: the balance of subjects taught will also need to meet the needs of pupils and
schools, for example, during SATS preparation, Primary trainees may be expected to take responsibility for
more foundation subjects teaching and less core teaching; or the school may ask the trainee to work with
specific sets of pupils to support SATs preparation within the core subjects.
21
Meeting the Teacher’s Standards in KS 1
All trainees are expected to show ‘robust practice’ through meeting all of the Teachers’ Standards in
both of the key stages for which they are training (i.e. KS1 and KS2 for Primary trainees and Early
Years and KS 1 for Early Years trainees). Any trainees who have Standards unmet from their KS 1
placement will need to address and meet these Standards at least at the ‘RI’ level on PP4 in order
to gain QTS. Where this applies, trainees will meet with their Personal Tutor prior to PP4 to discuss
and agree an action plan to ensure that these Standards are met. Most trainees will be able to show
that they have met the relevant standards through their teaching of phonics in KS1 (see below).
However, some trainees may need a little longer in KS1 to demonstrate the ‘robust practice’
required.
Teaching Phonics on PP4
Where trainees were placed in KS1 as early as PP2, their substantive experience of teaching
phonics will have been some time ago. Given the importance of Phonics and Early Reading, all
trainees who are in KS2 for PP4 are expected to return to KS1 to teach a minimum of one week of
Phonics on PP4. This will offer recent and relevant experience of the teaching of Phonics and Early
Reading and promote their confidence and competence in this area at the point of qualification.
This will also provide a natural opportunity to address remaining KS1 Standards where applicable.
22
WEEK-BY-WEEK GUIDANCE for EARLY YEARS AND PRIMARY TRAINEES
Preparation days: Monday 27th – Tuesday 28th April
Trainee Tasks
This is not an exhaustive list, but you should:
1. Policies: ensure you have accessed and taken account of relevant school policies – especially
- Safeguarding (including child protection procedures and personnel)
- Behaviour (including rules, rewards/ sanctions, anti-bullying and home-school agreement)
- Assessment (including marking and feedback)
- Health and safety, (including risk assessment, safety and security procedures)
- Equal Opportunities and Race Relations
- Special Educational Needs
- Staff handbook/staff meetings/staffroom protocols
2. Pupils: ensure you are aware of:
- pupils with specific needs e.g. SEND, EAL, G&T; under-performing groups; medical; and practices to overcome
barriers to learning;
- pupils eligible for pupil premium funding and associated targeted interventions;
- assessment data on pupils (e.g. age-related achievements) and pupils’ individual targets;
- pupils with ‘challenging’ behaviour, and associated behaviour plans.
3. Having audited the range of needs in your class, self-assess your preparedness to teach across this range of
abilities. Seek support accordingly.
4. Find out about:
- School routines e.g. at the beginning/end of the day/use of outdoor areas/breaks/lunch/ including liaison with
parents/carers
- the availability and deployment of teaching assistants in the class you will teach.
- school worship and assemblies, and expectation for your attendance/participation.
5. Make sure you have started a school placement file (see checklist in section 2);
6. Work with groups, getting to know the children as this will help to inform your planning;
7. Undertake activities which help to establish you as an authority figure and demonstrate your teacher presence e.g.
reading a story to the class, bringing children in from lunchtime, taking the register etc.;
8. Share your PP4 targets, school-based training tasks (section 6) and KS1 Action Plan (if applicable) with mentor and
class teacher;
9. Agree timetable for planning/teaching and undertake GUIDED JOINT PLANNING WITH YOUR CLASS TEACHER;
10. You have a responsibility to communicate with the school and to ask appropriate questions in order that you can
fulfil your responsibilities i.e. be proactive!
11. Write up the log of your mentor meeting on the proforma for your mentor to sign (download from Mentor Portal –
‘Essential Documentation’); ensure appropriate reference is made to the Teachers’ Standards.
23
Trainee Observations
This is not an exhaustive list, but you should:
1. Observe the class teacher teaching;
2. Observe classroom and school routines;
3. Observe how the behaviour policy is implemented
(including the use of rewards and sanctions);
4. Identify ‘stop’ signal(s) in use;
5. Ensure you are aware of classroom rules;
6. Ensure that you learn pupils’ names quickly;
7. Identify the range of phases/age-specific
activities, approaches and resources that the
class teacher uses to engage pupils and promote
learning (and minimise behaviour problems);
8. Identify how the teacher creates a good and safe
environment and promotes a climate for
learning
9. Observe how the needs of individual pupils with
specific needs are met.
responsibility for around
30% of the timetable
WEEK 1: Wednesday 29th April – Friday 1st May
EARLY YEARS
PRIMARY
Quickly build up to teaching whole class and group sessions, writing individual plans.
Plan/teach/assess/evaluate a sequence of whole class lessons in English or
maths and some foundation subjects.
PLANNING AND TEACHING
ASSESSMENT, RECORDING & REPORTING
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
- Plan/teach/assess/evaluat
e as indicated above;
(plan and teach
sequences of
lessons/linked activities to
aid development of
assessment for learning);
- Observe the teaching of
PE in preparation for
teaching a sequence of
lessons in this subject;
- Primary: Observe the
teaching of science in
preparation for teaching a
sequence of lessons in
this subject;
- In preparation for week 2,
agree timetable for the
following week and
undertake GUIDED JOINT
PLANNING WITH YOUR
CLASS TEACHER to enable
pupil progress.
- With your class teacher, review the
assessment data on your class. How is this
data generated? How is the progress of
individuals and groups tracked e.g.
SEN/Pupil premium?
- Use school assessment data, and
assessment data gained over the course
of the 2 preparation days to inform your
planning;
- Ensure that you have established recordkeeping systems in place;
- Check that your objectives and success
criteria are age appropriate;
- ASSESS the extent to which pupils have
achieved the learning objective, maintain
RECORDS of this assessment information
and USE it to inform planning;
- Apply the school’s marking policy to
provide appropriate feedback to pupils
(oral and written) to promote progress;
- Explore/implement approaches to pupil
self/peer assessment as appropriate to
your age-phase (see assessment wiki for
ideas).
- ‘Teach’ established classroom/school routines,
that is, set clear expectations (in-line with school
routines and rules) and actively reward/reinforce
these routines/rules when correctly implemented;
- In particular, teach clear routines for transitions
(e.g. moving to/from the carpet) and for stopping
the class;
- Ensure all lessons and resources are prepared in
advance;
- Remember to use positive language and to reward
the behaviour you want;
- For minor disruption, remember to use a hierarchy
of sanctions - least intrusive first (e.g. NVC, moving
towards disruption, offering support);
- Implement the behaviour policy, including
sanctions where necessary.
- Implement appropriate approaches where more
challenging behaviours are evident;
- Reflect upon the extent to which you are
promoting a ‘climate for learning’.
- Respond to feedback provided by your Mentor
and class teacher in order to promote good
behaviour to learn;
- Develop your
understanding of the
individual needs of
pupils in your class
(SEND, EAL, G&T, pupil
premium, medical,
under-performing
groups etc.) and the
distinctive
approaches/interventi
ons that the teacher
uses to meet these
needs;
- begin to implement
appropriate
approaches to meet
needs;
- at the end of this
week, reflect upon the
appropriateness of
your differentiation
and adjust accordingly.
24
PROMOTING YOUR
PROGRESS
- Observe teaching
and learning to
develop
understanding of
age-appropriate
pedagogy and
curriculum;
- Attend the weekly
mentor meeting;
write up the log of
the meeting on the
proforma for
signing;
- Ask for feedback on
your behaviour
management and
classroom
‘presence’;
- Plan in training
tasks to be
completed (whilst
teaching
commitment is
lowest)
responsibility for around 40% of the
timetable
WEEK 2: Tuesday 5th – Friday 8th May
EARLY YEARS:
-
Teach whole class and group sessions. Begin to take more responsibility for
planning the environment inside and out.
PLANNING AND TEACHING
- Plan/teach/assess/evaluate as
indicated above.
- During this week observe teaching
to develop understanding of ageappropriate pedagogy and
curriculum;
- Consider how to make
lessons/sessions meaningful to
pupils (TS 3b) e.g.: starting from
pupils’ interests; relating learning to
real-life contexts or the world of
work; promoting life aspirations; or
preparing outcomes for real
audiences;
- Observe PE, and in particular,
strategies to include pupils with
SEND; arrange to teach a sequence
of lesson in PE;
- In preparation for week 3, agree
timetable for the following week
and undertake JOINT PLANNING
WITH YOUR CLASS TEACHER to
enable pupil progress.
ASSESSMENT, RECORDING &
REPORTING
- Are your objectives and success
criteria clear? Evaluate how well they
are understood and USED by children
in your lesson.
- ASSESS the extent to which pupils
have achieved the learning objectives,
maintain RECORDS of this assessment
information and USE it to inform
planning;
- Can you use the school’s system of
self/peer assessment, or implement
your own strategies?
- Ensure that you are planning
opportunities to capture evidence of
learning in all phases of the lesson
(right-hand side of lesson plan) (the
assessment Wiki might suggest ideas
for new assessment strategies to try).
- Are you using assessment data within
the lesson to adapt your teaching and
promote progress?
- Observe strategies and approaches
that your class teacher uses to
promote independent and
autonomous learning.
PRIMARY:
- a sequence of whole class lessons in English or maths (alternating with what
was taught the previous week).
- science and some foundation subjects (MFL should be prioritised if trainee’s
specialism)
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
PROMOTING YOUR PROGRESS
- Remember to maintain positive
interactions with pupils in order
to promote positive relationships
(the ’relationship bank’) and
support a climate for learning.
- Where there are no pupils with
particularly ‘challenging’
behaviour in your class, arrange
to observe the management of
challenging behaviour in another
class.
- Evaluate the
distinctive
approaches you are
using to meet the
needs of pupils with
specific needs;
- with the CT/mentor,
review the
differentiation/interv
entions/practices
that you are using to
promote learning;
- Discuss with your
CT/Mentor causes of
low achievement
and strategies to
challenge/motivate
pupils from
underperforming
groups.
- Attend weekly Mentor meeting
and write up the log of the meeting
on the proforma for signing remember to reference the
Teacher’s Standards as
appropriate;
- Complete training and tasks.
- Begin to review progress towards
Teachers’ Standards by highlighting
your achievements on the
‘Warwick Assessment Descriptors’
and discuss with your mentor. The
purpose of this is to ensure that
both you and your mentor have a
shared understanding of your
development, and the ‘next steps’
in order to maximise your
progress AND enable you to
promote PUPILS’ progress.
25
responsibility for around
50% of the timetable
WEEK 3: Monday 11th – Friday 15th May
EARLY YEARS:
- Teach across an increasing proportion of the EYFS curriculum, including whole
PRIMARY:
- a sequence of whole class lessons in English or maths (alternating with
what was taught the previous week)
- science and foundation subjects (MFL priority if trainee’s specialism)
class and group sessions. Take responsibility for monitoring the whole class
whilst involved in group sessions Continue to plan for continuous provision,
inside and out.
PLANNING AND TEACHING
- Plan/teach/assess/evaluate a as indicated
above;
- Consider how you can set ageappropriate ‘homework’ or plan out-ofclass activities to consolidate/extend
learning;
- Where you have been able to observe PE,
arrange to teach a sequence of PE
lessons, planning how you will include
pupils with SEN;
- Review classroom pedagogy/approaches
against your knowledge of how pupils
learn (e.g. consider the application of
behaviourism, constructivism, social
constructivism, social learning theory,
motivation theory etc.) Consider the
concept of ‘fitness or purpose’ i.e. are
some approaches more appropriate than
others for particular purposes? Discuss
this with your CT/Mentor (evidence for TS
2d).
- In preparation for week 4, agree
timetable and undertake JOINT
PLANNING WITH YOUR CLASS TEACHER
to enable pupil progress, developing
increasing independence in your
planning, especially in areas of
confidence..
ASSESSMENT, RECORDING &
REPORTING
- SATS week: in your nonteaching time, where
possible, take opportunities
to observe SATS processes
and procedures in school,
to enhance your
understanding of statutory
assessment requirements
(TS6).
- Discuss statutory
assessment in EYFS or
KS1/2 with the relevant
phase leader;
- Ensure that you understand
the school’s target-setting
processes and systems
for/with pupils. Ensure that
you are aware of pupils’
targets and use them in
your planning and teaching.
- Review your records, are
all pupils/groups of pupils
e.g. SEN/EAL/Pupil
Premium/Summer
born/underperforming
groups etc. making
progress?
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
PROMOTING YOUR PROGRESS
- Continue to respond to feedback
provided by your Mentor and
class teacher in order to promote
good behaviour to learn;
- Remember to maintain positive
interactions with pupils in order
to support a climate for learning.
- Implement appropriate
strategies to manage more
challenging behaviours, seeking
support where necessary;
- Observe and develop your
awareness of how your class
teacher (and other teachers you
observe) promote a climate for
learning which encourages pupils
to take responsibility for their
own learning;
- Reflect upon the extent to which
you are:
- developing a rapport with
learners and
- promoting a ‘climate for
learning’ which encourages
pupils to take responsibility for
their own learning;
- Where appropriate, implement
strategies to
challenge/motivate pupils from
underperforming groups;
- From reviewing your recordkeeping, are there any
patterns? e.g. one or more
pupils/groups of pupils who
sometimes do not meet the
learning objective; analyse why
this might be i.e. what are the
barriers to learning?
- What might you do to
overcome these barriers? E.g.
plan interventions for these
pupils/groups; develop quality
first teaching approaches; or
implement simple personalised
learning approaches.
- Remember to annotate plans
to indicate
adjustments/interventions to
meet needs;
- Review your differentiation
and the extent to which it is
enabling progress for all groups
of learners.
- Attend weekly Mentor
meeting and write up the log
of the meeting on the
proforma for signing remember to reference the
Teacher’s Standards as
appropriate;
- Complete training tasks.
- Continue to review progress
towards Teachers’ Standards
by highlighting your
achievements on the
‘Warwick Assessment
Descriptors’ and discuss with
your mentor.
26
WEEK 4: Tuesday 19th – Friday 22nd May (Monday 18th University-based Specialism Training)
EARLY YEARS:
- Teach whole sessions across the curriculum, managing the
PRIMARY:
- sequences of whole class lessons in English and maths.
- science and foundation subjects (MFL priority if trainee’s specialism)
planning/provision for the whole class.
PLANNING AND TEACHING
- Plan/teach/assess/evaluate as indicated above;
- Primary: Teach an increasing range of
foundation subjects including PE;
- Check plans and timetable for the following
week; undertake joint planning with the class
teacher; where appropriate, take more
responsibility for planning independently;
- Where possible, take responsibility for
preparing a medium term plan(s) for after halfterm, which identifies provision for pupil
progression across a sequence of lessons that
builds on learners’ capabilities and prior
knowledge; share with your class teacher for
formative feedback;
- Review your teaching: Are you:
- implementing strategies/approaches to
promote independent and autonomous
learning?
- Using a range of ICT resources to enhance
learning;
- Engaging pupils through use of a range of
imaginative teaching approaches and
resources?
- Consider how your teaching is age-appropriate
and takes account of how children in your agephase learn; discuss this with your Mentor
(evidence for TS 2d/5d)
responsibility for around
60% of the timetable.
ASSESSMENT, RECORDING &
REPORTING
- Discuss and where possible
participate in assessment against
national standards (e.g. ELGs/new
NC/APP/ NC levels) with your class
teacher/subject leaders; explore
how this data is used by the school
to track progress;
- Where possible, participate
in/observe preparations for pupil
progress meetings.
- Ensure that you are using pupils’
targets to promote progress;
Review you assessment and
recording practices:
- Are you using an increasing range
of assessment strategies in all
stages of the lesson and using this
information to adapt your
teaching within the lesson?
- Are you making effective use of
self and peer assessment to
promote progress within the
lesson?
- Are you developing a range of
records?
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
Reflect upon your
management of more
challenging behaviour, do you
make use of:
- behaviour plans to
understand individuals (e.g.
awareness of triggers and
appropriate actions)?
- basic assertion techniques?
- a hierarchy of sanctions?
- de-escalation techniques?
- appropriate body/verbal
language and positioning?
- If there are individual
needs within your class
with which you are less
familiar, conduct some
research into these
needs; discuss with
your class
teacher/mentor/school
SENCO;
- Review how well you
challenge higher
attaining/G&T pupils
and ask for
feedback/support as
appropriate.
- Discuss with your class
teacher/Mentor how
school/class-based
interventions to
promote pupil progress
are evaluated.
- Ask for feedback on your
management of
challenging behaviour;
HALF TERM
27
PROMOTING YOUR
PROGRESS
- Carry out any training tasks
not already completed;
- Attend the weekly Mentor
meeting and write up the
log of the meeting for
signing;
- Conduct focused
observations of other
teachers depending upon
individual needs, e.g.
behaviour management,
assessment for learning,
phonics etc.;
- Complete a self-assessment
of the Interim Profile (due
in after half term, ready to
share with your mentor.
- Review progress towards
meeting your PP4 targets.
- If applicable, review
progress towards meeting
Standards on the KS1
Action Plan;
responsibility for around
70% of the timetable.
WEEK 5: Monday 1ST – Friday 5th June
EARLY YEARS:
- Manage the whole class. Continue to provide a stimulating environment for
children both indoors and outdoors.
PLANNING AND TEACHING
- Plan/teach/assess/evaluate
as indicated above;
- Continue to develop
opportunities to set engaging
age-appropriate homework
or out-of-class activities to
consolidate/extend learning;
- Continue to consider how to
make learning meaningful to
pupils. What innovations can
you build into your practice?
Can you implement ideas
from your subject specialism
day or from CPD received in
school? (This will provide
additional evidence for TS
3b). Can you engage in
evaluative discussion about
these practices and their
impact on learning?
- Have you taught a sequence
of lessons in PE?
- Check plans and timetable for
the following week;
undertake joint planning with
the class teacher; take more
responsibility for planning
independently.
-
-
-
-
ASSESSMENT, RECORDING &
REPORTING
Ensure you are maintaining a range of
records (see Section 4) and that
assessment information is
consistently used within and
between lessons to adapt teaching
and inform planning;
Review your use of pupils’ targets and
pupil self/peer assessment – how well
does this promote learning within a
lesson?
If not already considered, discuss
school systems and key principles of
report writing. When and how are
ports written? Ask if you can view
some examples to support
completion of your school-based task.
Continue to seek opportunities to
participate in assessment against
national standards, so that you are
able to become increasingly accurate
in your judgments.
PRIMARY:
- All English and maths
- science and foundation subjects (MFL priority if trainee’s specialism).
BEHAVIOUR TO LEARN
INDIVIDUAL NEEDS
PROMOTING YOUR PROGRESS
- Reflect upon and evaluate
the extent to which your
management of behaviour
uses a range of strategies
to promote:
- Learning behaviours;
- Pupils’ self-control and
independence;
- Flow of the lesson
- Learners’ engagement,
courtesy, collaboration and
cooperation.
- Review ALL of the pupils in your
class; take steps to ensure that
you know all pupils equally well;
at this stage of PP4, what other
barriers to learning are you now
aware of? E.g. pupils with a
short concentration span, pupils
who struggle to complete work
in the given time. How can you
overcome barriers to learning
for these pupils?
- Ensure that you are meeting the
needs of G&T and more able
pupils;
- Review your record-keeping to
identify the learning and
progress of all pupils in your
class; are there any pupils who
seem to make less progress?
Can you identify what the
barriers to learning might be?
- Evaluate and discuss approaches
to overcome barriers to learning
with your class teacher.
- Reflect upon the effectiveness
of strategies to
challenge/motivate pupils from
underperforming groups;
- Carry out any training tasks not
already completed;
- Attend the weekly Mentor
meeting and write up the log of
the meeting for signing;
- Conduct focused observations of
other teachers depending upon
individual needs.
- Discuss the Interim Profile with
your Mentor (submitted on
Wednesday) and ensure you are
clear about the targets set on this
profile and how to achieve them,
to maximise your achievements
on this placement.
28
WEEKS 6-8
Monday 8th – Friday 12th June; Monday 15th – Friday 19th June; Monday 22nd – Friday 26th June
responsibility for around
80% of the timetable.
PRIMARY and EARLY YEARS:
- Becoming NQT-ready: Taking full responsibility for the timetable (excluding 20% PPA time)
PLANNING AND TEACHING
ASSESSMENT, RECORDING & REPORTING
- Plan/teach/assess/evaluat
e as indicated above;
- Reflect upon the extent to
which you have evidence
that:
- you can implement
strategies which allow
pupils demonstrate
independent and
autonomous learning
- your planning clearly
identifies provision for
pupil progression
within and across a
sequence of lessons
that builds on
learners’ capabilities
and prior knowledge.
Continue to make good use of your
formative and continuous assessment
strategies, reflecting upon the extent to
which you have evidence that you can:
- Systematically and effectively check
learners’ understanding throughout
lessons and act on this information,
intervening with noticeable impact on
learning;
- Make effective use of clear and accurate
assessment criteria to maximise learning,
- Use self/peer assessment which
improves performance;
- work with pupils to ensure that your
oral/written feedback accurately targets
further improvement and secures rapid
progress;
- Use pupils’ targets to make a positive
impact on learning;
- Track pupils’ progress and the progress
of groups, contributing over time to
pupils making good progress.
BEHAVIOUR TO
LEARN
- Continue to
reflect upon
and develop
the
effectiveness
of your
teaching and
management
of behaviour to
learn so that
learning and
progress are
maximised.
- Find out about the Phonics screening
check taking place w/b 15th June.
29
INDIVIDUAL NEEDS
PROMOTING YOUR PROGRESS
- Evaluate the
effectiveness of your
strategies to overcome
barriers to learning for
individuals and groups,
including
underperforming groups;
- Use this evaluation to
plan well-targeted
interventions to support
the learning and progress
of all pupils/groups of
pupils across a range of
subjects/lessons.
- Remember to annotate
plans to indicate
adjustments/intervention
s to meet needs;
- Review your
differentiation and the
extent to which it is
enabling progress for all
groups of learners.
- Carry out any training tasks not already completed;
- Attend the weekly Mentor meeting and write up
the log of the meeting for signing;
- Conduct focused observations of other teachers
depending upon individual needs.
- Review progress towards Teachers’ Standards by
highlighting your achievements on the ‘Warwick
Assessment Descriptors’;
- Begin to plan how you might make best use of the
2 ‘Personal Transition Days’ in week 9.
Additionally in week 8:
- Review, and ensure your Mentor signs off, your
PP4 targets;
- If applicable, ensure that all remaining Standards
from KS1 Action Plan are achieved and signed off;
- Review progress towards Teachers’ Standards by
highlighting your achievements on the Warwick
Assessment Descriptors. Discuss achievement with
your mentor to inform the Final profile; agree areas
which might constitute targets for your NQT Year/
Warwick Career Entry Profile;
- Ensure that you receive a copy of your Final Profile.
- You have now reached Reflection Point 4 and can
reflect upon your progress in your e-PDP.
WEEK 9: Monday 29th – Tuesday 30thth (2 days only)
SCHOOL-BASED PERSONAL TRANSITION DAYS: FROM TRAINEE TO NQT
A. Tasks for trainees who have met all of the Teachers’ Standards and been recommended for the Award of QTS:
These two SCHOOL-BASED days are flexible to allow you to respond to your development needs or professional interests in order to promote your transition from
‘Trainee’ to ‘NQT’. Personal transition activities may be undertaken in the school in which you have gained a teaching post for September, or in your PP4 school.
Personal
transition
activities
in
Employing
School
Personal
transition
activities
in
PP4 School
Examples of personal transition activities might include:
- Spending time with your new class and learning about school expectations, norms and routines;
- Talking to your new class’s current teacher and learning about children’s specific needs and any barriers to learning;
- Finding out about characteristics of the school’s intake e.g. % of pupils EAL, SEND, G&T and the implications for your developing practice
- Finding out about your school’s development priorities and how this might relate to your targets in your CEDP;
- Meeting your Induction Mentor, sharing your CEDP and agreeing targets and actions
Trainees and mentors should feel free to arrange activities which are appropriate to the trainee’s needs/professional interests at this stage of their
career. Development needs or professional interests might be identified in the trainee’s:
- online e-PDP;
- Phonics Map;
- Teacher’s Sense of Self Efficacy Scale;
- Final Profile;
Examples of potential activities might include to:
- Observe or work alongside teachers in a different phase to develop your understanding of pupil transition and progression;
- Observe or work alongside teachers who exemplify outstanding practice in an area of need/professional interest identified in any of the above
documents;
- Find out more about areas of interest e.g. school or curriculum leadership, SEN, EAL, G&T;
- Visit linked schools to observe practice in your specialism (e.g. schools in the same cluster).
- Observe or work alongside teachers in your PP4 school in the age range where you anticipate you will be teaching in September (if known).
B. Tasks for trainees who are continuing to work towards the Teachers’ Standards and the Award of QTS:
Experience has shown us that some trainees need a little longer than the length of the planned programme to securely meet the standards for QTS. For these trainees, you should
continue to work with your class, class teacher, mentor and link tutor to address the areas of practice identified on your Action Plan in order to make progress towards the Teachers’
Standards.
30
WEEK-BY-WEEK GUIDANCE for MENTORS
This 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 have agreed to train the trainee.
Mentors are encouraged to interpret the guidance flexibly to fit the context of the placement and a
trainee’s individual needs.
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.
Weekly Mentor Meeting
Each trainee should have a weekly meeting with the Mentor, to review progress and set new targets to further
development. The trainee should take responsibility for recording the meeting on the Mentor Meeting Log and
providing the Mentor with a copy (The Mentor Meeting Log can be downloaded from the Partners’ Intranet:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ follow ‘Essential Documentation’).
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.
Meeting the Teacher’s Standards in KS 1
All trainees must meet all of the Teachers’ Standards in both of the key stages for which they are training (i.e.
KS1 and KS2 for Primary trainees). Any trainees who have Standards or sub-statements unmet from their KS
1 placement will need to address and meet these Standards/statements at least at the ‘RI’ level on PP4 in
order to gain QTS. Where this applies, trainees will meet with their Personal Tutor prior to PP4 to discuss and
agree an action plan to ensure that these Standards/statements are met.
Teaching Phonics on PP4
We ask that all trainees should be observed and given formative feedback on their teaching of phonics a least
once during the placement (using the Phonics Observation Proforma). Given the importance of Phonics and
Early Reading, trainees who are in KS2 for PP4 are expected to return to KS1 to teach a minimum of one
week of Phonics. This will offer recent and relevant experience of the teaching of Phonics and Early Reading
and promote their confidence and competence in this area at the point of qualification.
This will also provide a natural opportunity to address remaining KS1 Standards/sub-statements, where
applicable.
Overleaf is a set of week-by-week prompts which give ideas for key foci for discussion, observation
and action.
31
Preparation days: Monday 27th – Tuesday 28th April
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.
3.
Clarify safeguarding/child protection procedures and personnel;
4.
Arrange access to relevant school policies;
5.
Meet trainee(s) to discuss: PP4 targets; school-based training tasks; and Action Plan to achieve remaining
Standards from previous KS1 placement (if applicable) (copies provided by trainee).
6.
Check trainee’s previous placement profile and any action following placement review.
7.
Ensure that trainee(s) have relevant information about:
- individual needs e.g. SEND/medical issues, G&T, EAL etc.;
- pupils eligible for pupil premium funding and associated targeted interventions;
-pupils from underperforming groups and associated targeted interventions;
- assessment information about pupils (e.g. age-related achievements, pupil progress and tracking data) and
pupils’ individual targets;
8.
Provide information about the curriculum being taught for the period of the placement.
9.
Clarify the expectations for the trainee’s planning/teaching for the first full week of the placement; ensure
that the trainee has GUIDED JOINT PLANNING with the CLASS TEACHER.
10. Arrange for trainee to work with groups, getting to know the class.
11. Encourage trainee to undertake activities which help to establish them as an authority figure and demonstrate
teacher presence e.g. reading a story to the class, bringing children in from lunchtime, taking the register etc.
32
WEEK 1: Wednesday 29th April – Friday 1st May
EARLY YEARS
Quickly build up to teaching whole class and group
sessions, writing individual plans.
30% of timetable
PRIMARY
Plan/teach/assess/evaluate a sequence of whole class
lessons in English or maths and some foundation subjects.
Suggested foci for week 1
1. Ensure that a date has been agreed for the joint observation with the link tutor.
2.
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.
3.
Discuss trainee’s progress with the class teacher.
4.
Offer support and constructive feedback, on the key areas of assessment, behaviour management and
meeting individual needs e.g. how effective is the trainee’s:
a. teacher presence, behavior management, promotion of a ‘climate for learning’ and management of the
behaviour of any pupils with more challenging behavior;
b. setting of clear objectives and success criteria, use assessment data to plan lessons, use of the school’s
marking and feedback policy?
c. Understanding of the needs of individuals and groups within their class and associated interventions.
5.
Ensure trainees can observe science (Primary trainees) and PE taught to their class in preparation for teaching
a sequence of lessons in these subjects.
6.
As part of the training plan, arrange for the trainee to undertake focused observations of other teachers
depending upon his/her individual needs; and in particular to develop assessment skills.
7.
Monitor/support completion of: trainee’s placement file (planning/evaluations/record-keeping); and schoolbased training tasks.
WEEK 2: Tuesday 5th – Friday 8th May
40% of timetable
EARLY YEARS:
Teach whole class and group sessions. Begin to take
more responsibility for planning the environment
inside and out.
PRIMARY:
- a sequence of whole class lessons in English or maths
(alternating with what was taught the previous week).
- science and some foundation subjects (MFL should be
prioritised if trainee’s specialism)
Suggested foci for week 2
1.
Ensure that trainees undertake GUIDED JOINT PLANNING with their CLASS TEACHERS to enable pupil
progress.
2.
Discuss trainee’s progress with the class teacher.
3.
Offer support and constructive feedback, for example, on the trainee’s:
- assessment skills e.g. using assessment data within and between lessons to adapt teaching and inform
planning; their developing understanding of assessment strategies for all stages of the lesson; and record
keeping; awareness of strategies to promote independent and autonomous learning.
- developing behavior management, including positive interactions and the management of more challenging
behavior; where there is no particularly challenging behavior in the trainee’s class, could they observe in
another class?
- ability to differentiate and meet the needs of groups of pupils; .
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; observe the teaching of PE,
developing awareness of strategies to include pupils with SEND. They should arrange to teach a sequence of
PE lessons.
5.
Monitor/support completion of: trainee’s placement file (planning/evaluations/record-keeping); school-based
training tasks.
6.
You might begin to 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.
33
50% of timetable
WEEK 3: Monday 11th – Friday 15th May
SATS WEEK
EARL Y YEARS:
PRIMARY:
Teach across an increasing proportion of the EYFS
- a sequence of whole class lessons in English or maths
curriculum, including whole class and group sessions.
(alternating with what was taught the previous week)
Take responsibility for monitoring the whole class
- science and foundation subjects (MFL priority if
whilst involved in group sessions Continue to plan
trainee’s specialism)
for continuous provision, inside and out.
Suggested foci for week 3
1. Ensure that trainees undertake JOINT PLANNING with their CLASS TEACHERS to enable pupil progress; where
appropriate, trainees may begin to develop some independence in planning in areas of greater confidence.
2.
Discuss trainee’s progress with the class teacher.
3.
Where trainees have been able to observe PE, they should teach a sequence of PE lessons, planning how to
include pupils with SEN.
4. Offer support and constructive feedback, for example, on the trainee’s:
- assessment skills e.g. using pupils’ targets to promote progress; reviewing their records, to evaluate whether
are all pupils/groups of pupils are making progress? e.g. SEN/EAL/Pupil Premium/Summer born/
underperforming groups etc.
- developing rapport with pupils and their ability to promote a ‘climate for learning’ which encourages pupils to
take responsibility for their own learning
- developing ability to: implement strategies to challenge/motivate pupils from underperforming groups; analyse
their records to identify barriers to learning and how to overcome these barriers; effectiveness of their
differentiation to enable progress for all groups of learners.
5.
As part of the training plan, please ensure that the trainee has opportunities to learn about statutory ‘SATS’
assessment taking place in school this week; and statutory assessment in their relevant age-phase; ensure
that trainees understand the importance of effective communication with parents, the range of
communications undertaken by school and have opportunities to develop these important skills.
WEEK 4: Tuesday 19th – Friday 22nd May
60% of timetable
(Monday 18th: University-based Specialism Training) INTERIM PROFILE DUE
EARLY YEARS:
PRIMARY:
Teach whole sessions across the curriculum, managing
- sequences of whole class lessons in English and maths.
the planning/provision for the whole class.
- science and foundation subjects (MFL priority if trainee’s
specialism)
Suggested foci for week 4
1.
Ensure that trainees undertake joint planning with their class teachers developing more independence in
planning; where possible, trainees should take responsibility for preparing a medium term plan(s) for after
half-term, which identifies provision for pupil progression across a sequence of lessons.
2.
Ensure that the trainee is teaching a sequence of PE lessons.
3. Offer support and constructive feedback, for example, on the trainee’s:
- assessment skills e.g. assessment against national standards (e.g. ELGs/new NC/APP/ NC levels);
understanding of tracking pupils’ progress, contributing to/observing pupil progress meetings; self/peer
assessment to promote progress within the lesson;
- developing understanding of the management of challenging behaviour e.g. behavior plans to understand
individuals/triggers/de-escalation techniques/body language; using pupils’ targets to promote progress;
- understanding of the needs of SEN pupils in their class and their ability to challenge higher attaining/G&T
pupils; understanding of how school/class-based interventions to promote pupil progress are evaluated.
4.
As part of the training plan, please share strategies and processes challenging higher attaining and gifted and
talented pupils; and ask trainees to explain how their teaching is age-appropriate and takes account of how
children in their age-phase learn (TS2d/5e); arrange focused observations as appropriate.
5.
Monitor/support completion of: trainee’s placement file (planning/evaluations/record-keeping); and schoolbased training tasks.
6.
Discuss trainee’s progress with the class teacher and review the trainee’s progress against the Warwick
Assessment Descriptors (WADs). Complete the Interim Profile (due on Thursday 21st May), for discussion with
the CT and trainee. Review the trainee’s progress towards meeting his/her PP4 targets and KS1 Action Plan) if
appropriate).
34
HALF TERM
WEEK 5: Monday 1ST – Friday 5th June
EARLY YEARS:
Manage the whole class. Continue to provide a
stimulating environment for children both indoors and
outdoors.
70% of
timetable
PRIMARY:
- All English and maths
- science and foundation subjects (MFL priority if
trainee’s specialism).
Suggested foci for week 5
1. Ensure that trainees undertake joint planning with their class teachers to enable pupil progress, taking more
responsibility for planning independently.
2. Offer support and constructive feedback, for example, on:
- the effectiveness of the trainee’s assessment strategies to promote progress within and between lessons e.g.
self/peer assessment, use of pupils’ targets; and increasing accuracy in assessment against national standards;
- the effectiveness of the trainee’s management of behavior to promote the learning of all pupils; pupils’ selfcontrol and independence; the flow of the lesson; and learners’ engagement, courtesy and collaboration.
- 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;
- the effectiveness of the trainee’s strategies to challenge/motivate pupils from underperforming groups.
3. As part of the training plan, discuss school systems and key principles of report writing; share some examples
of written reports to support completion of the trainee’s school-based task on report writing (preparation for
NQT year)
4.
Monitor/support completion of: trainee’s placement file (planning/evaluations/record-keeping); school-based
training tasks.
5. Ensure the trainee is clear about the targets set on the Interim Profile (‘next steps’) and how to achieve them
in order to maximise their progress.
WEEKS 6-8
80% of
Monday 8th – Friday 12th June; Monday 15th – Friday 19th June; Monday 22nd –
timetable
Friday 26th June
PRIMARY and EARLY YEARS:
- Becoming NQT-ready: taking full responsibility for the timetable (excluding 20% PPA time)
Suggested foci for weeks 6 - 8
1. Evaluate the extent to which trainee’s planning identifies provision for pupil progression within and across a
sequences of lessons that build on learners’ capabilities and prior knowledge.
2. Offer support and constructive feedback, for example, on the trainee’s :
- use of assessment to: adapt teaching within and between lessons and make a noticeable impact on progress;
allow pupils to take responsibility for their own learning; track pupils’ progress and the progress of groups,
contributing over time to pupils making good progress.
- ability to plan well-targeted interventions and differentiate 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;
3. As part of the training plan, discuss the Phonics Screening Check taking place w/b 15th June.
4. Discuss trainee’s progress with the class teacher; check progress against targets and in preparation for
completing the Final Profile (in week 8) review the trainee’s progress against the Warwick Assessment
Descriptors (WADs).
And in Week 8
5. Review/sign off the trainee’s PP4 targets and KS1 Action Plan (if applicable).
6. Complete the Final Profile in consultation with the trainee and class teacher.
7. Email a copy of the Final Profile to the Link Tutor by Wednesday 24th June.
8. Ensure that the trainee has a copy of his/her final profile.
9. Return other documentation e.g. Lesson observation forms, Mentor Logs to the Student Services Team by the
end of the placement.
35
WEEK 9: Monday 29th – Tuesday 30thth (2 days only)
PERSONAL TRANSITION DAYS: FROM TRAINEE TO NQT
A. Tasks for trainees who have met all of the Teachers’ Standards and been recommended for
the Award of QTS:
These two SCHOOL-BASED days are flexible to allow personalised activities which aim to promote
transition from ‘Trainee’ to ‘NQT’. Personal transition activities may be undertaken in the school in which
the trainee has gained a teaching post for September, or in their PP4 school.
Examples of personal transition activities might include:
- Spending time with their new class and learning about school expectations, norms
and routines;
Personal
- Talking to their new class’s current teacher and learning about children’s specific
transition
needs and any barriers to learning;
activities
- Finding out about characteristics of the school’s intake e.g. % of pupils EAL, SEND,
in
G&T and the implications for their developing practice
Employing
- Finding out about their school’s development priorities and how this might relate to
School
their targets in their CEDP;
- Meeting their Induction Mentor, sharing their CEDP and agreeing targets and actions
Personal
transition
activities
in
PP4
School
Trainees and mentors should feel free to arrange activities which are appropriate to the
trainee’s needs/professional interests at this stage of their career. Development needs or
professional interests might be identified in the trainee’s:
- online e-PDP;
- Phonics Map;
- Teacher’s Sense of Self Efficacy Scale;
- Final Profile;
Examples of potential activities might include to:
- Observe or work alongside teachers in a different phase to develop their
understanding of pupil transition and progression;
- Observe or work alongside teachers who exemplify outstanding practice in an area of
need/professional interest identified in any of the above documents;
- Find out more about areas of interest e.g. school or curriculum leadership, SEN, EAL,
G&T;
- Visit linked schools to observe practice in their specialism (e.g. schools in the same
cluster).
- Observe or work alongside teachers in their PP4 school in the age range where you
anticipate you will be teaching in September (if known).
B. Tasks for trainees who are continuing to work towards the Teachers’ Standards and the Award
of QTS:
Experience has shown us that some trainees need a little longer than the length of the planned programme to securely
meet the standards for QTS. These trainees, should continue to work with their PP4 class, class teacher, mentor and
link tutor to address the areas of practice identified on their Action Plan in order to make progress towards the
Teachers’ Standards.
Your support in helping your trainee to respond to identified development needs and professional interests is
appreciated.
Thank you for the support and training provided by you and your staff over PP4.
36
7. TRAINING TASKS
All trainees are asked to complete a number of training tasks whilst on placement. The purpose
of these tasks is to help trainees to bridge the gap between theory and practice and they are thus
an integral part of their professional development.
Some tasks may be directly assessed and, if this is the case, guidelines on submission are
provided. Other tasks, whilst not directly assessed, will contribute to a trainee’s professional
development in a number of ways, for example:

Ensuring relevant experiences to develop the skills/understanding required for the
trainee’s NQT year.

informing school-based reflection and discussions with colleagues, mentors, link tutors
and peer partners;

promoting reflection and evaluation within university-based seminars where trainees share
and evaluate their experiences thus informing their future practice;

informing written assignments for the award of PGCE;

informing the trainee’s e-PDP (electronic Professional Development Profile) another
assessed element of the course which in turn feeds into target-setting and action-planning
for professional practice.
All trainees will have discussed the tasks at the University as part of the teaching sessions so
they should be clear about the expectations.
It is the trainee’s responsibility to complete these tasks, contributing to the achievement of
Standard 8, where trainees are expected to:
-
take responsibility for improving teaching through appropriate professional development
(TS 8),
however, we ask schools to facilitate the collection of the necessary data for the tasks that follow.
If trainees are not able to complete tasks, they may be disadvantaged in terms of the assessment
for the course. We encourage trainees to discuss findings/issues/questions arising with mentors,
link tutors, peers and their university-based tutors.
.
37
PP4 PLACEMENT TASKS
TS
PROFESSIONAL STUDIES TASKS: ASSESSMENT, TRACKING PROGRESS AND
REPORTING
1.
2.
3.
Objectives: to develop ARR skills appropriate to an NQT role including:
- skills of assessment against national standards
- developing understanding of and contributing to processes to track pupils progress
- developing an understanding of interventions to promote pupil progress;
- Understanding and applying key principles of reporting to parents.
ASSESSMENT AGAINST NATIONAL STANDARDS
(a) With appropriate staff, discuss and participate in assessment against national standards
e.g. Development Matters, ELGs, NC levels, APP, new NC programmes of study etc.
(b) PRIMARY TRAINEES
Assess three pupils in one aspect of English, mathematics and science against national
standards
(b) EARLY YEARS TRAINEES
Complete a detailed Foundation Stage Profile for three children using existing and newly
acquired evidence;
TRACKING PROGRESS
(a) School Level: meet with the school’s data manager to find out about school systems to
track pupil progress and the progress of groups. Relevant questions might include:
- What system is used?
- What data does this produce?
- How is this data analysed?
- How is this school-level data used?
- What school priorities are identified from this data analysis?
- What is planned to meet these proprieties?
- How are the resulting actions/interventions evaluated?
(b) Class Level: ask your class teacher how (s)he contributes to and uses school-level data;,
be as involved in this as you can be, including pupil progress meetings;
(c) Class Level: with your class teacher, review the assessment data on your class. How is
this data generated? How is it recorded? How is it used? What interventions are in place
for pupils in your class/elsewhere in the school? What account is taken of pupils’ views
on the use of interventions?
(d) Develop a bank of intervention ideas for use in your NQT year. You might identify:
- Whole school –‘Quality-first’ teaching interventions e.g. whole school initiatives
to promote pupil progress e.g. feedback, peer-tutoring, self/peer assessment,
mixed-ability grouping, developing learning behaviours.
- Focused Interventions for groups/individuals e.g. small group tuition, specialist
teachers, one-to-one teaching programmes, SEAL programmes, phonics
programmes, oral language interventions, individual behaviour plans.
- Class-based individual personalised interventions e.g. writing frames, teaching
assistant support, class teacher support, flexible seating plans.
TASK OUTCOME: in order to build up your knowledge of a bank of intervention strategies,
you will share one intervention of your choice in a ‘TeachMeet’ with your PS group on the
Post-PP4 University-based Conference Days.
REPORTING & COMMUNICATING WITH PARENTS
(a) Review examples of reports shared with you by the school;
(b) With appropriate staff, discuss principles of effective report-writing and how to
appropriately communicate pupils’ progress and achievements to parents/carers;
(c) Use both your own and the class teacher’s existing assessment data (both formative
and assessment against national standards (as above)) as a basis for writing a report for
one child using the school’s report proforma.
(d) Finally, discuss this report with your Class Teacher/Mentor.
(e) Upload this report to your Mahara e-PDP (TS 8).
38
TS
2,
6
TS
2,
4,
6
TS
2,
6,
8

PROFESSIONAL STUDIES TASKS
4.
Communication with Parents
This task builds upon the ‘Communicating with Parents’ task completed on PP3. Teachers’
Standard TS 8e ‘communicate effectively with parents with regard to pupils’ achievements
and well-being’ is one that is sometime given less attention, yet it is fundamentally
important for pupil progress a skill that headteachers tell us they want to see in NQTs and a
skill you will need from day one in your NQT role. The objectives of this task, are, therefore,
to:
- Raise your awareness, at an early stage on PP4, of the breadth of opportunities for
home-school communication in your current school;
- Allow you to develop and demonstrate skills in effective communication with parents
(a) At an early stage on PP4, discuss, with your mentor/class teacher, the range of
opportunities to communicate with parents and plan/agree how you can be involved;
(b) Discuss with your Class Teacher/Mentor school policy/practice/guidance in relation to
the REACT framework:
Relationships/Engagement/Approachability/Communication/Tricky situations.
(c) Complete the table below with evidence to chart your developing understanding skill in
relation to this standard. You are not expected to provide evidence of each activity,
these are simply provided as possible activities; feel free to add your own.
(d) Add your evidence/reflections and upload examples from the table below to your
Mahara e-PDP – TS8 page.
TS
8
TS 8e ‘communicate effectively with parents with regard to pupils’ achievements and wellbeing’.
Possible
Opportunities
RI Level (3)
Good Level (2)
Outstanding Level (1)
can communicate effectively,
verbally and in writing with
parents/carers with regard to
learners’ achievements and wellbeing.
As for 3; in addition the trainee is
beginning to take responsibility for
communicating with parents in an
appropriate manner, to support
pupils’ learning/well-being.
As for 3; however the trainee is
proactive in promoting effective
communication with parents which
supports pupil learning/well- being.
Informal
communications with
parents at the start/end
of the school day
Home-school diary
working with parents as
classroom helpers
Phone update
School learning platform
e.g. online newsletter,
blog etc.
Newsletter/letter
End of Year Report
Summary text
message/e-mail
Certificates of
achievement
Parents’ Evening
workshops for parents
Other- please specify
39
COMPLETED
RELEVANT
STANDARDS
ENGLISH – PRIMARY TRAINEES ONLY
NB. English task for EY trainees is incorporated into the PS Assessment Task on assessment.
1.
THE TEACHING OF READING
Aim: to further develop your experience and understanding of the teaching of reading
Whichever phase you are teaching on PP4, there is an English SBT for you to
complete called Learning About The Teaching of Reading. Schools organise their
English curriculum, teaching of literacy and of reading very differently from one
another and it is important that you gain a full picture in each of your placement
schools about this important aspect of pedagogy.
TS 3, 4,
5 and 6
You will need to download the booklet from the Resources For School Placement
area of the English section of the PGCE website.
2.
PHONICS – for trainees in KS2 only
Aim: to deepen your experience and understanding of the teaching of phonics
You must arrange with your Mentor to return to KS1 to plan and teach a week of
phonics at an appropriate point in your placement. You may teach a group of
children or a whole class. You should be observed teaching phonics and given
appropriate feedback on the phonics observation proforma.
TS 3, 4
SEN and PE Training Task
If you were unable to complete this task on PP3, then you should complete it on PP4.
Aims:
- to develop your understanding of how to meet the needs of pupils with special educational needs and disabilities
and be able to use and evaluate distinctive teaching approaches to engage and support them (TS5) within the national
priority subject of PE.
Guidance:
your should share the concise case study which you develop through this task with your fellow trainees
(see below) in order to build a community of knowledge;
read the contributions of your colleagues in order to further develop your own understanding of this
important topic.
1. Read the school’s SEN and Inclusion policy. What reference is made to PE?
2. Discuss with key personnel e.g. the SEN co-ordinator, PE co-ordinator what adaptations are made
to support pupils with SEN/D in PE.
3. (a) Where possible, arrange to observe PE lesson(s) where ‘quality first’ teaching and/or
‘reasonable adjustments’ allow pupils with SEN/D to participate fully.
(b) Where possible, discuss how pupils’ needs are planned for with the member of staff teaching
the lesson(s).
4. Contribute to the on-line Wiki page for your Professional Studies group to share one concise casestudy, identifying:
- the pupil’s need(s)
- ‘quality first teaching or ‘reasonable adjustments to meet the pupil’s needs within PE
- Evaluate how successful you/school staff felt these measures to be and why.
NB. please ensure anonymity of the school and pupil in this case-study
For an example, and to add your case-study, go to :
http://www2.warwick.ac.uk/fac/soc/cpe/current/sen/sen_and_pe_wiki
40
TS 1,
TS 2,
TS 5
8. GUIDANCE FOR OBSERVATIONS UNDERTAKEN BY TRAINEES
Guidance for Trainees
As part of a training plan, trainees will observe good and outstanding teaching practice
in their placement school, as appropriate to their needs. In order that the trainees focus
their observations, a set of observation proformas have been designed to guide their
observations of teaching in school.
The observation proformas are subject specific and focus on key aspects of subject
teaching. These observations could form part of the discussions during weekly mentor
meetings when focusing on teaching and learning strategies.
The subject/phase specific observation proformas are available as electronic documents
online: http://warwick.ac.uk/primary-mentor follow ‘Essential Documentation’
41
42
9. Assessment of Trainees against the Teachers’ Standards
Maximising the progress of trainees
Processes are in place which aim to ensure that all trainees maximise their progress over each
placement and over the course of their PGCE. These include ensuring that:
 there are clear expectations for all parties;
 regular meetings are held according to the guidelines;
 targets are negotiated, agreed, set and monitored;
 progress against the Teachers’ Standards and Warwick Assessment Descriptors is
formatively monitored; and
 appropriate and regular feedback is given.
Consistent assessment of trainees across placements is essential in maximising the progress of
trainees. Formative assessment and self-assessment using the Warwick Assessment
Descriptors is, therefore, an integral part of the assessment process ensuring that trainees
are completely aware of their strengths and areas for development and the appropriate actions
they might take. Summative reviews of trainees’ achievement take place at the interim and end
point of every placement.
Clear expectations of progress are also established as follows:
Desirable Achievement and Progress
PP2 (Interim)
PP2 (Final)
PP3 (Interim)
PP3 (Final)
PP4 (Interim)
PP4 (Final)
Best-fit
achievement at:
‘Working Towards’
level or above;
a mix of grades
WT & 3.
Best-fit
achievement at:
‘Requires
Improvement’ level
or above; a mix of
grades 3 & 2.
Best-fit
achievement at:
‘Requires
Improvement’ level
or above; a mix of
grades 3 & 2.
Best-fit
achievement at:
‘Good’ level or
above; a mix of
grades 2 & 1
Best-fit
achievement at:
‘Good’ level or
above; a mix of
grades 2 & 1
Achievement at:
‘Outstanding’
level.
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s
practice is
consistent with
Preamble/Part 2
Trainee’s
practice is
consistent with
Preamble/Part 2
Minimum Achievement and Progress
PP2 (Interim)
PP2 (Final)
PP3 (Interim)
PP3 (Final)
PP4 (Interim)
PP4 (Final)
Best-fit
achievement at:
‘Working Towards’
level;
Largely WT
grades.
Achievement at:
‘Requires
Improvement’
level;
a mix of grades
WT & 3.
Achievement at:
‘Requires
Improvement’
level;
a mix of grades
WT & 3.
Achievement at:
‘Requires
Improvement’, a
mix of grades 3
and 2; or ‘Good’
level.
Achievement at:
‘Requires
Improvement’, a
mix of grades 3
and 2; or ‘Good’
level.
Achievement at:
‘Good’ or
‘Outstanding’
level.
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
43
Trainees failing to make ‘Minimum progress’ or ‘causing concern’
Prompt Intervention
Concerns about a trainee’s performance are usually identifiable at an early stage, allowing prompt
intervention by the school, notification of the Link Tutor and coordinated support from both school and
university leading to successful outcomes.
A ‘Cause for Concern’ grade is identified where:
- a trainee is failing to make progress despite the support offered;
- where there are serious concerns about the trainee’s performance with reference to the Teachers’
Standards and particularly with reference to the Preamble and Part 2 (for example: negative
impact on pupil progress; inappropriate professional behaviour of trainees by not following
professional policies and procedures of the setting; or insufficient regard for the safety and
safeguarding of pupils).
Any trainee causing concern does not, of course, reflect negatively on a particular teacher, mentor or
school training programme. Having monitoring processes in place provides a robust means of providing
prompt intervention to promote a trainee’s progress and assure quality. There is a clear process in place
for Communication of ‘Cause for Concern’ – see below.
Figure 1: Communication process for ‘Cause for Concern’.
Formal Monitoring Points
Where progress concerns are identified by the mentor and Link Tutor, they will be formally
monitored/documented at Interim and Final Placement Review Meetings. The following steps will be taken:
(a) Trainees will be informed in writing to ensure that they understand the need for action and support
(‘Progress’ letter);
(b) Additional support will be provided to help trainees re-establish appropriate progress.
The support will vary depending on the point of identification, so that,
Support during a placement is likely to include:
- an action plan drawn up in consultation with the trainee, link tutor and mentor
- additional focused training and support from school;
- additional support from the University link tutor;
- pastoral support by the trainee’s personal tutor;
Support at final (end) point of a placement is likely to include:
- relevant Further Professional Training provided by the University;
- pastoral support by the trainee’s personal tutor.
44
Additional guidance for supporting trainees failing to make ‘expected progress’ or
‘causing concern’
For the small minority of trainees whose progress falls below expectations, self-assessment can be at
variance with the assessment of Mentors and tutors. ‘Weaker’ and failing trainees sometimes locate
their problems outside of themselves, displaying reluctance to accept any responsibility for their
difficulties. In these cases, the requirements for openness, honesty and regularity in assessment and
for a secure evidence base are even more important. There are a number of reasons why trainees
may be experiencing difficulties; these vary considerably, both in complexity and severity. It is often
possible in these circumstances to put in place support mechanisms which ultimately can lead to
success
Some general principles apply:
 prompt intervention is important; it allows difficulties to be dealt with at an early stage and may
prevent potential problems from escalating;
 University tutors and Student Services Team should be alerted as soon as possible where
problems are identified (see Communication Process on previous page) to allow a coordinated
approach to be planned; thereafter, all parties should be kept informed of developments. A quick
response to such information is to be expected from both University and school-based staff;
 ‘weaker’ trainees who struggle with tasks which others take in their stride often benefit from a
‘small steps’ approach, which analyses tasks into their component parts, enabling these trainees to
move towards their ultimate objective more gradually; this usually requires a weekly ACTION
PLAN with carefully graduated targets, clearly specified actions, and progress meetings (download
Action Plan from the Mentors’ Portal:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential
Documentation’)
 detailed and thorough record keeping is essential; records should specify dates, times,
purposes and outcomes of meetings, trainee performance, and behaviour, provision offered, or
made, etc. Detailed records are crucial either as evidence demonstrating progress, or to support
‘Cause for Concern’ decisions if that is the recommendation at the end of the placement;
 where trainees have been impervious to advice and guidance, Mentors should not be afraid to
instruct the trainee.
45
Assessing trainees’ outcomes (extract from Ofsted “Initial Teacher Education (ITE) inspection
handbook”, for use from June 2014
A new Ofsted framework for the inspection of Initial Teacher Education came into effect in June 2014.
Paragraphs 116 to 134 of the inspection handbook (Ofsted, 2014) give the following guidance on how
they will judge trainees’ outcomes. Please read the following carefully and refer to the Ofsted grade
descriptors following para. 134 when judging how well trainees are attaining. This guidance should be
used in conjunction with the Warwick descriptors.
Criteria and outline guidance
Outcomes for trainees
100. Outcomes are evaluated in terms of four separate areas:
 attainment
 how well trainees teach
 completion rates
 employment rates.
101. For each phase inspected, inspectors must gather evidence on each of these criteria to
reach their overall judgement about how well individual trainees benefit from their training.
102. Inspectors must test the ITE partnership’s response to individual needs by observing
how well it helps all trainees to become good or better teachers. Where inspection evidence
reveals that variations in the quality of provision have an adverse impact on particular
groups, inspectors will identify this as an area for improvement.
103. Depending on the type of ITE partnership and where relevant, inspectors will pay
particular attention to the achievement of:
 trainees in different primary, secondary and FE subject(s)/specialisms
 trainees following core undergraduate, professional graduate and postgraduate
training routes and/or School Direct or School Direct (salaried) routes
 trainees following specific age-range training programmes
 trainees placed in particular schools, colleges and/or settings or clusters of schools,
colleges and/or settings
 trainees working in other learning and skills settings, for example work-based learning
 trainees with protected characteristics as defined in the Equality Act 2010.1
Attainment
104. Attainment is defined as the standard reached by a trainee at the end of the training
provided. For primary and secondary trainees, this is how well they meet the minimum level
of practice expected of teachers as defined in the Teachers’ Standards.
1
This includes trainees identified by gender, sexual orientation, gender identity, ethnicity or age, and trainees of different
faiths, disabled trainees and those who have special educational needs.
46
105. The Teachers’ Standards state that:
‘Providers of Initial Teacher Training (ITT) will assess trainees against the standards
in a way that is consistent with what could reasonably be expected of a trainee
teacher prior to the award of qualified teacher status (QTS). Providers will need to
ensure that their programmes are designed and delivered in such a way as to allow
all trainees to meet these standards, as set out in the Secretary of State’s
Requirements for Initial Teacher Training.’
106. Inspectors must consider whether trainees awarded QTS have demonstrated the
Teachers’ Standards in full.
124. The 2014 professional standards are designed to:
 set out clear expectations of effective practice in education and training
 enable teachers and trainers to identify areas for their own professional development
 support initial teacher education
 provide a national reference point that organisations can use to support the
development of their staff.
How well trainees teach
125. When inspectors observe teaching they are also observing the pupils’/learners’
responses, including in lessons and from work in their books/folders. The key factor in
judging the quality of teaching over time is the impact teaching has on the quality of learning
of pupils/learners.
126. When assessing the quality of primary and secondary trainees’ teaching over time,
inspectors should refer to the Teachers’ Standards in full.
127. In part one of the Teachers’ Standards, standards for teaching are presented as
separate headings, numbered from one to eight. They state that:
‘A teacher must:
 set high expectations which inspire, motivate and challenge pupils
 promote good progress and outcomes by pupils
 demonstrate good subject and curriculum knowledge
 plan and teach well-structured lessons
 adapt teaching to respond to the strengths and needs of all pupils
 make accurate and productive use of assessment
 manage behaviour effectively to ensure a good and safe learning environment
 fulfil wider professional responsibilities.’
128. In part two, the standards for professional and personal conduct state that:
47
‘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.
‘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.’
129. The Teachers’ Standards include a series of bullet points on pages 6–9 and state that:
‘The bullets, which are an integral part of the standards, are designed to amplify
the scope of each heading. The bulleted sub-headings should not be interpreted as
separate standards in their own right, but should be used by those assessing
trainees to track progress against the standard, to determine areas where
additional development might need to be observed, or to identify areas where a
trainee is already demonstrating excellent practice relevant to that standard.’
130. The standards set out the key areas in which a teacher should be able to assess her or
his own practice and receive feedback from colleagues. Inspectors must ensure that the ITE
partnership has systems and procedures in place for trainees to be appropriately assessed
and receive feedback to support their professional development.
131. All trainees should adhere to an appropriate standard of professional conduct,
determined by the ITE partnership’s code of professional conduct, including conduct on the
use of social media and appropriate professional dress for the context in which they are
working.
Completion rates
133. Completion rates are defined as the proportion of trainees who successfully complete
their training and, in the case of primary and secondary trainees, achieve qualified teacher
status (QTS). Judgements will be based on comparisons with national and regional
benchmark data where available.
Employment rates
134. Employment rates are defined as the proportion of trainees who either secure or
continue in employment as teachers. Judgements will be based on comparisons with national
and regional benchmark data where available.
48
Grade descriptors: Outcomes for trainees
Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’
approach that relies on the professional judgement of the inspection team.
Outstanding (1)

All primary and secondary trainees awarded QTS exceed the minimum level of practice
expected of teachers as defined in the Teachers’ Standards by the end of their training.
Trainees demonstrate excellent practice in the majority of the standards for teaching and
all related to their personal and professional conduct.

Much of the quality of trainees’ teaching over time is outstanding and never less than
consistently good.

Completion rates are consistently high.

Employment rates are consistently high.2

There are no significant variations in the outcomes achieved by different groups of
trainees.
Good (2)

All primary and secondary trainees awarded QTS exceed the minimum level of practice
expected of teachers as defined in the Teachers’ Standards by the end of their training.
Trainees demonstrate excellent practice in some of the standards for teaching and all
related to their personal and professional conduct.

Much of the quality of trainees’ teaching over time is good; some is outstanding.

Completion rates are above national and regional benchmarks.

Employment rates are above national and regional benchmarks.

Outcomes for almost all trainees and groups of trainees are at least good.
Requires improvement (3)

All primary and secondary trainees awarded QTS meet the minimum level of practice
expected of teachers as defined in the Teachers’ Standards by the end of their training.

The quality of trainees’ teaching over time requires improvement as it is not yet good.

Completion rates are either in line and not improving, or just below national and regional
benchmarks.

Employment rates are either in line and not improving or just below national and regional
benchmarks.

The quality of outcomes for all groups of trainees requires improvement as it is not yet
good.
Inadequate
Outcomes are likely to be inadequate if any of the following apply.
2

Trainees awarded QTS fail to meet the minimum level of practice expected of teachers as
defined in the Teachers’ Standards by the end of their training.

The quality of trainees’ teaching over time is weak such that it contributes to
pupils/learners or groups of pupils/learners making inadequate progress.

Completion rates are consistently below national and regional benchmarks.

Employment rates are consistently below national and regional benchmarks.

There are wide gaps in the attainment of different groups of trainees.
‘Consistently high’ is defined as being well above national and regional benchmark data for the last three years.
49
50
Teachers’ Standards DfE 2013:
Guidance on the use of the Warwick assessment descriptors (September 2014)
Guidance for Use
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, LEARNING QUESTIONS AND EVIDENCE HAVE
BEEN UPDATED ON 3 OCCASIONS: FOLLOWING EVALUATION AND REVIEW BY
PARTNERSHIP MENTORS AND LINK TUTORS AT THE PRIMARY AND EARLY YEARS
PARTNERSHIP CONFERENCE IN SEPTEMBER 2012; AFTER ONE YEAR OF USE, IN
JULY 2013, BY A GROUP OF MENTORS, CLASS TEACHERS AND LINK TUTORS FROM
THE PARTNERSHIP; and FOLLOWING THE INTRODUCTION OF THE NEW OFSTED
INSPECTION FRAMEWORK FOR ITT IN JUNE 2014.
PARTNERSHIP COLLEAGUES ARE THANKED FOR THEIR VALUABLE FEEDBACK AND
CONTRIBUTIONS
51
LEARNING QUESTIONS
PREAMBLE
SOURCES OF EVIDENCE
For example…. How do you:
 show your commitment to your pupils and teaching?
 show that you are accountable for achieving high standards in your own
work and conduct?
 respond to guidance from your class teacher and/or mentor
 feel that you have been able to respond to previous targets?
 set out to establish respectful relationships with colleagues and parents?
Trainee’s conduct :
- they are keen to respond to guidance and feedback and accept responsibility
for making changes to their own practice
- they plan, prepare and teach to the best of their ability, and to a generally
consistent standard;
- they are well prepared for lessons including researching relevant subject
knowledge
- they make an effort to build positive relationships with colleagues and parents
Lesson plans: with annotated evaluations/changes/assessments.
Lesson evaluations: with honest reflections
Mentor meetings logs: completed by trainee and showing a response to previous targets
Lesson observations: which note good subject knowledge and organisation.
1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS
LEARNING QUESTIONS
SOURCES OF EVIDENCE
For example…. How do you:
 show your awareness of the school health and safety policy? How is this reflected
in your planning?
 use the classroom environment to support your learners?
 motivate or enthuse pupils?
 ensure tasks are relevant end engaging?
 set meaningful and challenging targets for pupils?
 act as a positive role model in class and in the wider school?
 encourage all pupils to participate fully in their learning?
 create relationships with pupils based on mutual respect?
Lesson observations which note:
- Challenging objectives
- appropriate actions to minimise health and safety risks;
- appropriate behavioural expectations clearly set
- enthusiasm.
- Trainee challenges inappropriate behaviour/comments (sexist, racist, homophobic
etc.)
Lesson plans: where appropriate including risk assessment.
Resources: planned to engage and stimulate
Activities: relevant to pupil experience
Lesson evaluations: reflecting on : Learning environment, classroom management strategies,
differentiation
Assessment records which show evidence of progress over time for individual pupils.
Professional development programme (SENCO, EAL,TAs etc)
52
PREAMBLE
Teachers’ Standards DfE 2013
Teachers make the education of their pupils their first concern, and are accountable for
achieving the highest possible standards in work and conduct.
Teachers act with honesty and integrity; have strong subject knowledge, keep their
knowledge and skills as teachers up-to-date and are self-critical; forge positive professional
relationships; and work with parents in the best interests of their pupils.
The trainee awarded QTS demonstrates as a minimum that he/she:
makes the education of their pupils their first concern, and is accountable for
achieving the highest possible standards in work and conduct; acts with
honesty and integrity; has strong subject knowledge, keeps their knowledge
and skills as a teacher up-to-date and is self-critical; forges positive
professional relationships; and works with parents in the best interests of their
pupils.
1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS
DfE Teachers’ Standards
 establish a safe and
stimulating environment for
pupils, rooted in mutual
respect
‘Not Yet Meeting’ the
Standard
3 ‘Requires Improvement’
2 ‘Good’
1 ‘Outstanding’
Over time, the trainee has a very limited
impact on pupil progress. The trainee ‘not
yet meeting’ the Standard demonstrates
that he/she:
Over time, the trainee contributes to some
groups of pupils making expected progress.
Trainee requires targeted support to become
‘Good’. The trainee awarded QTS at the ‘requires
improvement’ level demonstrates these
characteristics:
Over time, the trainee contributes to groups
of pupils making at least expected
progress. The trainee achieving the standards
at a ‘good’ level demonstrates these
characteristics:
Over time, the trainee contributes to groups
of pupils making at least good progress. The
trainee achieving the standards at an
‘outstanding’ level demonstrates these
characteristics:
is developing the ability to create a
stimulating environment; motivating
and inspire some learners to engage
in learning.
can create a stimulating environment,
motivating and inspiring most learners to
engage in learning.
generally creates a stimulating
environment, motivating and inspiring
most learners to engage in learning.
generally creates a stimulating
environment which generates high levels
of enthusiasm, participation and
commitment to learning.
consistently manages the learning
environment and resources to ensure the
emotional and physical safety of learners.
is highly pro-active in managing the
learning environment and resources to
ensure the emotional and physical safety
of learners.
e.g. displays, working walls, accessible well-organised resources etc.
is developing the ability to manage
can manage the learning environment and
the learning environment and
resources to ensure the emotional and
resources to ensure the emotional
physical safety of learners. Some support
and physical safety of learners..
may still be required.
 set goals that stretch and
challenge pupils of all
backgrounds, abilities and
dispositions
 demonstrate consistently
the positive attitudes,
values and behaviour
which are expected of
pupils.
is developing mutually respectful
has developed mutually respectful
has a developing rapport with learners
relationships between themselves
relationships between themselves and
and pupils.
pupils.
understands the need to set
can set appropriately challenging
generally sets appropriately challenging
appropriately challenging
expectations for all pupils, believing that all
expectations for all pupils, believing that
expectations for all pupils;
learners have the potential to make progress. all learners have the potential to make
Is developing the willingness to
Some support may still be required.
progress.
believe that all learners have the
potential to make progress.
can demonstrate the positive
consistently demonstrates the positive
consistently demonstrates the positive
attitudes, values and behaviour they
attitudes, values and behaviour they expect
attitudes, values and behaviour they
expect of learners, but this may not
of learners in their class
expect of learners around the wider
always be consistent.
school.
E.g. They demonstrate: enthusiasm for working with children and young people and for teaching and learning; respectful language,
courtesy and good manners.
53
Has established a rapport with learners
consistently sets appropriately challenging
expectations for all pupils, across the
range of lessons/subjects taught
believing that all learners have the
potential to make progress.
Is proactive in consistently demonstrating
the positive attitudes, values and
behaviour they expect of learners around
the wider school.
e.g. explicitly models or teaches
appropriate behaviours, actions,
responses.
2 PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
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?
54
2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
DfE Teachers’ Standards
‘Not Yet Meeting’ the Standard
. The trainee ‘not yet meeting’ the
Standard demonstrates that he/she:
 be accountable for
attainment, progress and
outcomes of the pupils
 be aware of pupils’
capabilities and their prior
knowledge, and plan teaching
to build on these
 guide pupils to reflect on the
progress they have made and
their emerging needs
3 ‘Requires Improvement’
Trainee requires targeted support to become
‘Good’. The trainee awarded QTS at the ‘requires
improvement’ level demonstrates these
characteristics:
2 ‘Good’
The trainee achieving the standards at a
‘good’ level demonstrates these
characteristics:
1 ‘Outstanding’
The trainee achieving the standards at an
‘outstanding’ level demonstrates these
characteristics:
understands how teachers are accountable for the attainment, progress and outcomes of pupils
needs support to recognise how their
practice impacts upon pupil progress
and outcomes.
is aware of the impact that they have on
pupils’ attainment, progress and outcomes,
and accepts responsibility for this.
Even with support, the trainee has a
very limited impact on pupil progress.
With appropriate support, contributes over
time to some groups of pupils making
expected progress.
Some support is still required to ensure that
short and medium term planning and
teaching demonstrate an understanding of,
and provision for, pupil progression that
builds on learners’ capabilities, and prior
knowledge.
requires support to ensure that short
and medium term planning and
teaching demonstrates an
understanding of, and provision for,
pupil progression that builds on
learners’ capabilities, interests and
prior knowledge.
with support is developing the ability
to incorporate into lessons
opportunities for learners to evaluate
their achievement
with support, is developing the ability
to guide pupils in reflecting on their
learning and identifying their progress
and emerging learning needs
 demonstrate knowledge and
understanding of how pupils
learn and how this impacts on
teaching
can engage in a mentor-led discussion
about how effective teaching and
learning strategies are informed by an
understanding of how pupils learn
 encourage pupils to take a
responsible and conscientious
attitude to their own work
and study.
with support, is developing the ability
to manage teaching and learning
activities which encourage
independent and autonomous learning
gives examples of the impact that
they have on pupils’ attainment,
progress and outcomes, and accept
responsibility for this.
With appropriate support,
contributes over time to groups of
pupils making expected progress.
can explain how their short and
medium term planning and
teaching demonstrate provision for
pupil progression across a
sequence of lessons that builds on
learners’ capabilities, and prior
knowledge.
Can incorporate into lessons
opportunities for learners to
evaluate their achievement which
therefore improves their
performance.
Understands school’s system of
personal target-setting and
implements this system in their
teaching
gives a variety of examples of the impact
that they have on pupils’ attainment,
progress and outcomes, and accept
responsibility for this.
With appropriate support, contributes
over time to groups of pupils making at
least good progress.
can explain, across a range of
lessons/subjects, how their short and
medium term planning and teaching
clearly identifies provision for pupil
progression across a sequence of lessons
that builds on learners’ capabilities, and
prior knowledge.
Regularly incorporate into lessons
opportunities for learners to evaluate
their achievement which therefore
improves their performance.
consistently manages teaching and
learning activities which encourage
independent and autonomous
learning.
Is proactive in implementing strategies
which promote independent and
autonomous learning.
Can incorporate into lessons, opportunities
for learners to evaluate their achievement
e.g. incorporate opportunities for self and
peer assessment against learning
objectives/success criteria.
with guidance from experienced teachers,
Understands school’s system of targetcan review progress and guide pupils in
setting and can give examples of how they
reflecting on their learning; identifying their
have implemented this system in their
progress and emerging learning needs. E.g.
teaching with a positive impact on
knows children’s personal targets; can help
learning
the child to review targets and next step.
is able to explain how effective teaching and learning strategies are informed by an understanding of how pupils learn and offer a
rationale for choices made in the context of practice.
Can manage teaching and learning activities
which encourage independent and
autonomous learning.
e.g. supporting pupils to develop resilience and confidence; promoting independence via accessible resources, working walls, helpsheets, writing frames etc.
55
LEARNING QUESTIONS
For example….
3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
SOURCES OF EVIDENCE
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?
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
How do you select appropriate activities/approaches for teaching?
Planning which:
In what ways is your pedagogy /practice related to the phase in which you are
- demonstrates a sufficiently secure grasp of the concepts, ideas and
teaching?
principles to be taught
How do you help pupils to understand the relevance and value of what they
- reference to the relevant school curriculum for the age range taught
are learning?
- Identification of potential misconceptions and misunderstandings
How do you encourage pupils to engage critically with their learning of the
- Identifies the value/relevance of what is to be learned
subject?
- identification of opportunities to reinforce literacy, articulacy and
How does this foster appreciation of the subject?
standard English across the curriculum
How do you identify opportunities, or capitalise upon opportunities to
promote high standards in literacy, articulacy and standard English?
How do you adapt your language and expectations to meet the needs of all
learners?
Lesson evaluations which note:
- pupil misunderstanding and misconceptions and steps take/to be taken
to address these
- reflection on the trainee’s subject knowledge.
How do you use appropriate vocabulary for developing mathematic
understanding?
Lesson observations which note:
- a sufficiently secure grasp of the concepts, ideas and principles to be
taught
- the trainee’s ability to deal with misconceptions and
misunderstandings either within the lesson, or in subsequent lessons
- pedagogy appropriate to the subject matter and pupils
- enhanced motivation because pupils understand the relevance/value of
what they are learning
- the trainee’s ability to model and promote high standards in literacy,
articulacy standard English and where appropriate, phonics and
number
Phonics specific questions:
How do you:
- understand and systematically plan for progress in SSP?
- explain the role of phonics in the teaching of reading?
- articulate phonemes accurately?
- make links between discrete phonics and language use in other subjects?
56
3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
DfE Teachers’ Standards


have a secure knowledge of the
relevant subject(s) and curriculum
areas, foster and maintain pupils’
interest in the subject, and address
misunderstandings
demonstrate a critical
understanding of developments in
the subject and curriculum areas,
and promote the value of
scholarship
‘Not Yet Meeting’ the Standard
3 ‘Requires Improvement’
2 ‘Good’
1 ‘Outstanding’
Over time, the trainee has a very limited impact
on pupil progress. The trainee ‘not yet meeting’
the Standard demonstrates that he/she:
Over time, the trainee contributes to some
groups of pupils making expected progress.
Trainee requires targeted support to become
‘Good’. The trainee awarded QTS at the
‘requires improvement’ level demonstrates
these characteristics:
has a secure knowledge and understanding of
the relevant subjects/curriculum for the age
phase in which they are training to teach; and
can use this knowledge
…in their planning to develop learners’
understanding and skills and address pupils’
misconceptions and misunderstandings.
Over time, the trainee contributes to
groups of pupils making at least
expected progress. The trainee
achieving the standards at a ‘good’ level
demonstrates these characteristics:
Over time, the trainee contributes to groups
of pupils making at least good progress. The
trainee achieving the standards at an
‘outstanding’ level demonstrates these
characteristics:
has 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.
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 develop the reading, writing,
communication and mathematical skills of
pupils they teach.
as for grade 3; in addition, implementing
innovations to improve their practice.
to effectively teach reading, writing,
communication and mathematical skills to
enhance the progress of pupils.
as grade 2; in addition, engaging in evaluative
dialogue about the impact on learning of the
innovations implemented.
is developing secure knowledge and
understanding of the subjects/curriculum taught
for the age phase in which they are training to
teach...
...requires support to use this knowledge to
develop learners’ understanding and skills and
address pupils’ misconceptions and
misunderstandings.
requires support to recognise the need to
extend and update their subject and pedagogical
knowledge as a key element of continuing
professional development and when prompted
shows the ability and readiness to do so.
recognises the need to extend and update their
subject and pedagogical knowledge as a key
element of continuing professional development
and shows the ability and readiness to do so.
With support can help pupils to understand the
value of learning
Can help pupils to understand the value of
learning.
e.g. implements new approaches/strategies identified by the school or trainee; implements
outcomes of school-based staff training in which they have participated.
Is able to plan a range of opportunities
Takes every opportunity to help pupils
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.



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.
With help, is able to understand how to
understands the need to promote high
As for grade 3; in addition this will be
promote high standards of communication,
standards of communication, reading and
across an increasing proportion of the
reading and writing and mathematics. Requires
writing and mathematics, and sometimes builds
curriculum
support to build into their teaching appropriate
into their teaching appropriate opportunities to
opportunities to support the development of
support the development of these areas.
these areas
if teaching early reading: is developing secure
if teaching early reading: demonstrates secure
if teaching early reading: As for 3; in
knowledge and understanding of the principles
knowledge and understanding of the principles
addition confidently and competently
and practices of teaching and assessing reading
and practices of teaching and assessing reading
teaches and manages all elements of the
and writing, including the use of systematic
and writing, including the use of systematic
phonics lesson.
synthetic phonics. Requires support to apply this synthetic phonics, to be able to apply this
effectively across the specific age phases they
effectively across the specific age phases they
are training to teach
are training to teach.
For definition and further information see: ‘Systematic Synthetic Phonics in ITT: Guidance and Support Materials’
In relation to early years OR primary
In relation to early years OR primary
In relation to early years OR primary
mathematics: Is developing understanding of
mathematics:
mathematics:
the principles and practices of teaching and
will know and understand the principles and
As for 3; in addition confidently teaches
assessing early mathematics.
practices of teaching and assessing early
and manages all elements of the
Requires support to apply this effectively across
mathematics, to be able to apply this effectively
mathematics lesson.
the specific age phases they are training to
across the specific age phases they are training
teach.
to teach.
57
As for grade 3; in addition this will be evident
across the trainee’s practice.
if teaching early reading: As for 2; in addition
confidently and competently utilises
appropriate incidental opportunities during
teaching across a range of curriculum contexts
to apply principles of systematic synthetic
phonics
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
For example….
4. PLAN AND TEACH WELL-STRUCTURED LESSONS
SOURCES OF EVIDENCE
How do you set clear, challenging and differentiated learning objectives?
How do your lessons make effective use of time?
How do you ensure that your lessons have sufficient time for all phases of the lesson?
How do you ensure that what you plan meets the needs of all children?
How do you manage transitions effectively?
What constitutes an effective plenary?
How do you know your pupils have understood what you have communicated to them?
How do you explain key content clearly and make it accessible to all abilities?
How will you check pupils’ knowledge and understanding during the course of a lesson?
How do you communicate enthusiasm for what is being learned?
How do you know that you have aroused pupils’ curiosity?
How do you plan and deliver an imaginative/creative lesson?
How do you know that pupils are engaged in learning in all stages of the lesson?
How do you know that pupils are making progress in all stages of the lesson?
How have you used ICT effectively to enable learners or enhance learning?
How do you reflect on the strengths and areas for development of your lesson? How
does this reflection inform subsequent planning?
58
Planning which:
- sets challenging objectives based on prior assessments;
- has a clear structure
- is sufficiently detailed
- seek to relate to/incorporate pupils’ interests;
Lesson observations which note:
- enthusiasm for what is being taught/learned
- a clearly structured, well-paced lesson
- questioning which builds on answers given and where
pupils are asked to explain their thinking and reflect upon
their learning;
- effective plenaries;
- effective transition management
- clear explanations and use of appropriate vocabulary
- appropriate teaching and learning strategies and
resources
- use of ICT (where appropriate) to support/enhance
learning
Lesson evaluations which:
- identify strengths and areas for development
- reflect upon pupil outcomes
- clearly feed into future practice
4. PLAN AND TEACH WELL STRUCTURED LESSONS
DfE Teachers’ Standards

impart knowledge and
develop understanding
through effective use of
lesson time

promote a love of learning
and children’s intellectual
curiosity

set homework and plan other
out-of-class activities to
consolidate and extend the
knowledge and
understanding pupils have
acquired
‘Not Yet Meeting’ the Standard
2 ‘Good’
1 ‘Outstanding’
Over time, the trainee has a very limited impact
on pupil progress. The trainee ‘not yet meeting’
the Standard demonstrates that he/she:
Over time, the trainee contributes to some
groups of pupils making expected progress.
Trainee requires targeted support to become
‘Good’. The trainee awarded QTS at the ‘requires
improvement’ level demonstrates these
characteristics:
3 ‘Requires Improvement’
Over time, the trainee contributes to
groups of pupils making at least
expected progress. The trainee achieving
the standards at a ‘good’ level
demonstrates these characteristics:
Over time, the trainee contributes to
groups of pupils making at least
good progress. The trainee achieving
the standards at an ‘outstanding’
level demonstrates these
characteristics:
Requires support to plan appropriately
structured lessons and to set clear and/or
challenging learning objectives.
Is beginning to develop pace, however
lessons tend to run out of time, e.g.
plenaries are omitted, or task time is
reduced by lengthy introductions.
can plan appropriately structured lessons with
clear and challenging learning objectives, some
support may be required.
teaches appropriately structured and paced
lessons which make effective use of lesson
time to promote learning . e.g. using
introductions, mental/oral starters, plenaries.
generally plans appropriately
structured lessons with clear and
challenging learning objectives
as for grade 3, however, this is
achieved at all stages of the lesson.
e.g. using mini-plenaries/adapting
teaching within lessons to promote
learning.
consistently plans appropriately
structured lessons with clear and
challenging learning objectives
As for grade 2, however, this is
achieved consistently across a
range of lessons.
Is beginning to use subject specific
language accurately
Is beginning to adapt their language to suit
the learners they teach introducing new
ideas with developing clarity.
adapts their language to suit the learners they
teach introducing new ideas and concepts
clearly.
As for grade 3; in addition language is
well-matched to learners’ needs
Understands how homework or other out
of class work can sustain learners’
progress, consolidate learning and with
help, can design and set appropriate tasks
Understands how homework or other out of
class work can sustain learners’ progress,
consolidate learning and can design and set
appropriate tasks
Understands how homework or other
out of class work can sustain learners’
progress, consolidate learning and can
design and set appropriate and
engaging tasks
………………………………………………….uses subject specific language accurately……………………………………………………………………….
uses exceptionally clear and
carefully structured language
when introducing new ideas and
concepts which is consistently
matched to the full range of
learners needs.
With support is able to teach lessons
teaches lessons which engage pupils, arouse
The trainee teaches well, engaging
The trainee teaches exceptionally
which engage pupils, arouse their curiosity their curiosity and promote learning through
pupils, arousing their curiosity and
well, engaging pupils, arousing
and/or promote learning . Is familiar with
employing, a range of approaches to learning,
promoting learning through employing, their curiosity and promoting
different approaches to learning and a
strategies and resources
a range of carefully matched
learning through employing, a
range of strategies and resources but
approaches to learning
range of often imaginative and
requires support to use effectively.
/strategies/resources to great effect.
creative approaches to learning
/strategies/resources to great
effect.
e.g. approaches to learning such as interactive, practical, enactive, didactic, visual, auditory, kinaesthetic; strategies such as partner talk, modelling, explanation,
demonstration, questioning; and resources such as ICT, puppets, games, visual resources, artefacts
Requires support to use appropriate ICT to Uses ICT, as appropriate, to support their
uses a range of ICT resources, as
uses a range of ICT resources,
support their teaching, pupils’ learning.
teaching, and pupils’ learning.
appropriate, to support their teaching,
which clearly enhance their
pupils’ learning.
teaching and pupils’ learning.
TS 4 continued over
59
As for grade 2; in addition
recognising that the intended
audience is both parent and child
e.g. provides clear written
instructions/a worked example
etc.


reflect systematically on the
effectiveness of lessons and
approaches to teaching
contribute to the design and
provision of an engaging
curriculum within the
relevant subject area(s).
Requires high levels of support to reflect
reflects upon the effectiveness of lessons and
upon the effectiveness of lessons and
approaches to learning to inform future planning,
approaches to learning to inform future
teaching and learning; seeks advice from
planning, teaching and learning; and is
colleagues on how to improve, and acts
beginning to seek advice from colleagues
appropriately on written and oral feedback and
on how to improve; tries to act
targets.
appropriately on written and oral
feedback and targets.
e.g. respond to targets set by colleagues e.g. on lesson observation proforma, report.
Requires support to work collaboratively
working collaboratively with more experienced
with more experienced colleagues;
colleagues, can contribute to the planning and
requires support to contribute to the
development of an engaging curriculum.
planning and development of an engaging
curriculum.
As for grade 3; in addition, evaluation is
systematic and reviews impact on
learners. They use well-focused short- and
longer-term developmental targets to
improve their practice.
working collaboratively with more
experienced colleagues, can proactively
contribute to the planning and
development of an engaging curriculum.
As for grade 3; in addition
reflects critically enabling
them to analyse, evaluate
and improve their own
practice, judging its impact
on all groups of learners.
working collaboratively with
more experienced colleagues,
can actively contribute
creative ideas to the planning
and development of an
engaging curriculum.
5. ADAPT TEACHING TO RESPOND TO THE STRENGTH AND NEEDS OF ALL PUPILS
LEARNING QUESTIONS
SOURCES OF EVIDENCE
For example….
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
60
5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS
DfE Teachers’ Standards
‘Not Yet Meeting’ the
Standard
3 ‘Requires Improvement’
Over time, the trainee has a very limited
impact on pupil progress. The trainee ‘not
yet meeting’ the Standard demonstrates
that he/she:
Over time, the trainee contributes to some
groups of pupils making expected
progress. Trainee requires targeted
support to become ‘Good’. The trainee
awarded QTS at the ‘requires improvement’
level demonstrates these characteristics:
Over time, the trainee contributes to
groups of pupils making at least
expected progress. The trainee
achieving the standards at a ‘good’ level
demonstrates these characteristics:
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.
recognises the different needs and
strengths of all learners and usually
differentiates appropriately by
matching learning activities to
individual need
can use and evaluate distinctive
teaching approaches which engage and
support them.
generally uses and evaluates
distinctive and carefully-matched
teaching approaches which engage
and support them.
As for grade 3; in addition the
trainee explains how/why the
teaching and learning experiences
are developmentally-appropriate,
can evaluate their effectiveness;
and demonstrate phase expertise.

know when and how to
differentiate appropriately, using
approaches which enable pupils to
be taught effectively

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

2 ‘Good’
1 ‘Outstanding’
Over time, the trainee contributes to
groups of pupils making at least good
progress. The trainee achieving the
standards at an ‘outstanding’ level
demonstrates these characteristics:
recognises the different needs and
strengths of all learners and
consistently differentiates
appropriately by matching learning
activities to individual need across
the range of lessons/subjects taught
is aware of a range of factors that are
has a clear recognition of how to
as for grade 2, however, this is
potential barriers to achievement and
deal with any potential barriers to
achieved consistently, across a range
understands how experienced teachers learning through deploying wellof lessons/subjects;
Understands the causes of low
use a range of strategies to reduce
targeted interventions;
achievement; challenges and
understands how to challenge and
these barriers. They begin to deploy
motivates pupils/learners where
motivate pupils/learners where
these strategies themselves, with
attainment is low and uses effective
attainment is low and uses
advice from experienced teachers and
strategies to support underperforming
strategies to support
support staff.
groups
underperforming groups
has a clear understanding of distinctive needs, for example those: with special educational needs; with high ability;
with English as an additional language; with disabilities; from underperforming groups; eligible for the pupil premium.
For the age range they are training to
teach, shows an awareness of how
children and young people develop and
is able to devise developmentallyappropriate teaching and learning
experiences
e.g. activities, resources, expectations and language are well matched to the pupils’ age/stage of development.
61
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.
62
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.
2 ‘Good’
1 ‘Outstanding’
Over time, the trainee contributes to some
Over time, the trainee contributes to groups
of pupils making at least expected progress.
groups of pupils making expected
progress. Trainee requires targeted
The trainee achieving the standards at a ‘good’
support to become ‘Good’. The trainee
level demonstrates these characteristics:
awarded QTS at the ‘requires improvement’
level demonstrates these characteristics:
for the age phase in which they are training to teach, has a secure understanding of:
Over time, the trainee contributes to
groups of pupils making at least good
progress. The trainee achieving the
standards at an ‘outstanding’ level
demonstrates these characteristics:
for the age phase in which they are training to teach,
has a developing understanding of:
- the statutory assessment requirements for the relevant subjects/curricula continuous assessment and summative tests, examinations and assessment arrangements;
- how schools/settings use national and/or local benchmarks to assess achievement, set targets and monitor progress
- the statutory assessment requirements for the relevant subjects/curricula;
- how schools/settings use national and/or local benchmarks to assess achievement, set targets and monitor progress
And with support, is developing the ability to make
And with support can make broadly
And can make broadly accurate
And can make accurate assessments against
assessments against national benchmarks.
accurate assessments against national
assessments against national benchmarks.
national benchmarks.
benchmarks.
Has a developing understanding of the purposes of a
uses a limited range of assessment
plans informal and structured assessment
consistently plans informal and structured
limited range of assessment strategies to assess pupil
strategies to assess pupil progress, and can
opportunities into their teaching, using an
opportunities, using a wide range of strategies, to
progress; requires support to set assessment criteria.
set assessment criteria.
increasing range of strategies, to assess
assess pupil progress.
pupil progress, and sets clear and accurate
Makes effective use of clear and accurate
assessment criteria
assessment criteria to maximise learning
Is beginning to keep records of attainment and is
beginning to use assessment information formatively to
plan future lessons.
Has a developing understanding of how assessment
data is used to set periodic targets for the pupils that
they teach and with help can use these targets to
inform their planning and feedback.
With support can monitor, review and set targets/next
steps

3 ‘Requires Improvement’
Is beginning to understand the value of feedback to
pupils but requires support to provide regular,
constructive oral/written feedback which helps pupils
to make progress. Is starting to encourage pupils to
engage with and respond to feedback
keeps records of attainment and uses
assessment information formatively to plan
future lessons.
keeps a range of records of attainment and
check learners’ understanding throughout
lessons, using assessment information
formatively to adapt teaching within
lessons and plan future lessons.
keeps a range of records of attainment and uses
assessment information formatively to plan future
lessons and systematically and effectively check
learners’ understanding throughout lessons,
anticipating where intervention may be needed
and doing so with notable impact on the quality of
learning.
understands how assessment data is used to set periodic targets for the pupils that they teach and they use these targets to inform their planning
and feedback.
with some support from experienced
teachers, can review progress and guide
pupils in reflecting on their learning;
identifying their progress and emerging
learning needs E.g. knows the children’s
personal targets; can help the child to
review his/her target and next steps (crossreference with TS2)
provides pupils with regular, constructive
oral/written feedback which helps them to
make progress. They are able to encourage
pupils to engage with and respond to
feedback.
Understands school’s system of personal
target-setting and can give examples of how
they have implemented this system in their
teaching
(cross-reference with TS2)
Understands school’s system of target-setting and
can give examples of how they have implemented
this system in their teaching with an impact on
learning
(cross-reference with TS2)
provides pupils with regular, constructive
oral/written feedback and helps them to
make progress by discussing assessments
with them so that learners know how well
they have done and what they need to do
to improve
They provide pupils with regular, constructive
oral/written feedback
and work with them to accurately target further
improvement and secure rapid progress
63
7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
LEARNING QUESTIONS
SOURCES OF EVIDENCE
For example….
Planning which:
- Shows awareness of potential behavioural issues
What steps do you take to minimise poor behaviour arising in the first place?
- Show strategies planned to minimise behavioural issues (e.g. seating
To what extent are pupils involved and motivated within your lessons?
planned for pair/group work; use of support staff; discussion of
How do you consider classroom management issues when selecting activities
expectations etc);
and resources and organising groups?
How do you communicate behavioural expectations to pupils?
Lesson evaluations which:
What daily routines do you use to minimise disruption?
- analyse behaviour problems and evaluate strategies
- recognise behaviour strategies which promoted a calm and purposeful
To what extent do you the use the school’s behaviour policy?
atmosphere
How do you identify the main behaviour challenges in your teaching?
Lesson observations which note:
What are you doing to address these?
- an awareness of the whole class and behaviour
How do you use and justify a variety of behaviour management strategies?
- use of school behaviour policies and procedures;
To what extent have you established consistent and effective systems?
- use of a range of behaviour management strategies at a range of levels
What areas still need development?
graded to the problem;
What strategies have you used to establish good relationships with pupils?
- communication of high expectations of behaviour
How have these been successful?
- the avoidance of confrontation and being drawn into arguments when
To what extent do you use positive reinforcement to promote a positive
disciplining pupils;
classroom ethos?
- varying style, tone and language depending on audience;
What challenging incidents have you experienced and are you able to learn
- use of non-verbal communication;
from these?
- effective management of transitions;
How do you know when and who you might seek additional support from in
- promotion of a positive and purposeful working environment
managing (challenging) behaviour?
Record-keeping which:
How do you promote good behaviour around the school?
- record sanctions and rewards
What strategies do you use to promote independent behaviour management? Discussion with the trainee which shows awareness of:
- specialist staff/provision e.g. SENCO
- reasons why pupils and/or specific individuals misbehave
- a range of strategies
- the importance of promoting positive pupil relationships
64
7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
DfE Teachers’
Standards
‘Not Yet Meeting’ the Standard
Recognises that well-planned and
Recognises and is accountable for the
Reflects upon and evaluates the impact of
effectively managed lessons which
impact of their own planning and
their own planning and teaching on the
engage and motivate pupils,
teaching on the behaviour and learning of behaviour and learning of the pupils in their
contribute to successful behaviour
the pupils in their class.
class, and can adapt their practice to
management and learning.
promote learning behaviours.
understands how barriers to learning can impact on pupil behaviour and, working alongside experienced teachers/support staff, can
(where appropriate) apply strategies to address these.
where relevant, understands when to
where relevant, proactively seeks
where relevant, proactively seeks additional
seek additional support in addressing
additional support in addressing the
support in addressing the needs of pupils
the needs of pupils where significantly
needs of pupils where significantly
where significantly challenging behaviour is
challenging behaviour is
challenging behaviour is demonstrated
demonstrated and where appropriate
demonstrated.
implements strategies.
In accordance with the
In accordance with the school’s/setting’s
In accordance with the school’s/setting’s
school’s/setting’s behaviour policy:
behaviour policy:
behaviour policy:
- establishes clear rules and routines,
- establishes clear rules and routines,
- establishes clear rules and routines,
exercising appropriate authority to
exercising appropriate authority to
exercising appropriate authority to manage
manage behaviour positively.
manage learners’ behaviour in a way
learners’ behaviour consistently in a way
which promotes self control and
which promotes self control and
independence
independence
takes responsibility for promoting good and courteous behaviour both in classrooms and around the school/setting.
Requires support to implement well-planned and
effectively managed lessons which engage and
motivate pupils, is beginning to recognise that
such strategies contribute to successful behaviour
management.
Has a developing understanding of how barriers to
learning can impact on pupil behaviour
Where relevant, requires prompting to recognise
when to seek additional support in addressing the
needs of pupils where significantly challenging
behaviour is demonstrated.

have clear rules and routines
for behaviour in classrooms,
and take responsibility for
promoting good and
courteous behaviour both in
classrooms and around the
school, in accordance with
the school’s behaviour policy
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.

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:
manage classes effectively,
using approaches which are
appropriate to pupils’ needs
in order to involve and
motivate them
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
2 ‘Good’
Over time, the trainee has a very limited impact on
pupil progress. The trainee ‘not yet meeting’ the
Standard demonstrates that he/she:


3 ‘Requires Improvement’
Requires prompting to take responsibility for
promoting good and courteous behaviour both in
classrooms and around the school/setting
Is beginning to have high expectations of
behaviour, but requires support to establish a
framework for discipline which uses praise,
sanctions and rewards consistently and fairly.
has high expectations of behaviour,
and establishes a framework for
discipline which uses a range of
strategies (praise, sanctions and
rewards) consistently and fairly.
Understands the need for and is beginning to
promote mutually respectful relationships between
trainee and pupils (cross-reference with TS1)
has developed mutually respectful
relationships between trainee and
pupils (cross-reference with TS1)
Requires support to create a good and safe learning
environment where learners respond promptly to
teachers’ direction and work cooperatively with
each other
As a result of the above , they are able
to create a good and safe learning
environment where learners respond
promptly to teachers’ direction and
work cooperatively with each other
65
Over time, the trainee contributes to
groups of pupils making at least
expected progress. The trainee achieving
the standards at a ‘good’ level
demonstrates these characteristics:
Over time, the trainee contributes to groups
of pupils making at least good progress.
The trainee achieving the standards at an
‘outstanding’ level demonstrates these
characteristics:
has high expectations of behaviour, and
establishes a framework for discipline
which evaluates and develops a range
of strategies (praise, sanctions and
rewards) and implements these
consistently and fairly.
has a developing rapport with learners
(cross-reference with TS1)
has high expectations of behaviour, and
establishes a framework for discipline which
evaluates and develops a range of strategies
(praise, sanctions and rewards) and
implements these consistently, fairly and in a
way which promotes the flow of the lesson.
Has established a rapport with
learners(cross-reference with TS1)
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
LEARNING QUESTIONS
For example….
8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
SOURCES OF EVIDENCE
Trainee’s conduct :
- which shows engagement in the wider life of the school
- positive feedback from colleagues about the trainee’s conduct around
school
- positive feedback from colleagues about the trainee’s ability to
establish positive relationships
- positive feedback from colleagues about the trainee’s ability to work in
teams and contribute appropriately
Beyond your classroom practice, how have you contributed to the wider
school community?
With whom do you feel you have established effective professional
relationships?
How have you established these relationships?
How have you used staff expertise in the school to support you?
Give examples of your ability to work collaboratively with colleagues.
How successfully have you integrated into staff teams and established
positive working relationships with colleagues, including those with specific
responsibility areas?
Planning which show:
- appropriate deployment of teaching assistants/other adults
- annotations as a result of previous evaluation/assessments
In what ways have you been able to deploy support staff to support learning
and teaching?
Lesson evaluations which:
- evaluate appropriate use of teaching assistants/other adults
- reflect upon steps taken in response to previous evaluations, coaching
and feedback.
What action have you taken to improve your teaching?
What action have you taken in response to feedback from mentoring and
coaching?
What professional development targets have you identified?
Lesson observations
Mentor Meeting Logs which :
- recognise participation in the wider life of the school
- responsiveness to previous targets
- consultation with pastoral staff and SENCO to better understand the
pupils they teach; team teaching; contribution to the success of the
paired placement; understanding of the needs of the pupils in the class
and the ability to direct support staff to work with pupils as
appropriate.
How have you engaged parents in their child’s learning?
66
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 wellbeing.
‘Not Yet Meeting’ the Standard
3 ‘Requires Improvement’
2 ‘Good’
Over time, the trainee has a very limited impact
on pupil progress. The trainee ‘not yet meeting’
the Standard demonstrates that he/she:
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
Is beginning to make a positive contribution
is proactive in making positive contribution to is proactive and makes a significant
teachers to make a positive contribution to
to the wider life and ethos of the setting.
the wider life and ethos of the setting
contribution to the wider life and ethos
the wider life and ethos of the setting and
of their institution e.g. implements a
contributes when 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
professional relationships with colleagues and professional relationships with
skills required to work collaboratively.
the skills required to work
is able to contribute constructively to
colleagues and consistently contributes
collaboratively.
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,
(where applicable), liaises with, directs and
(where applicable), liaises with, directs
(where applicable), liaises with, directs
direct and deploy support staff enabling them to
deploys support staff enabling them to
and deploys support staff, in an
and deploys support staff, in an
facilitate learning and teaching.
facilitate learning and teaching.
increasing range of ways which
extended range of ways which
promotes learning
maximises learning
e.g. plans to deploy the TA in different phases of the lesson; or 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.
Requires support to take responsibility for
takes responsibility for improving teaching,
takes responsibility for improving
As ‘grade 2’; in addition they identify
improving teaching, and even with support,
and with support, they are able to identify
teaching, and independently identifies
opportunities to address and meet
struggles to identify subsequent or on-going
subsequent or ongoing personal
subsequent or ongoing personal
these targets.
personal professional development targets
professional development targets
professional development targets.
Tries to act appropriately on written and oral
acts appropriately on written and oral feedback and targets(cross-reference with T4);
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
Requires support to recognise the need to extend
development, showing the ability and readiness to do so (cross-reference with T3).
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
recognises the importance of good communication between home and school/setting with regard to pupils’ achievements and wellgood communication between home and school
being.
With guidance can communicate appropriately,
verbally and in writing with parents/carers with
regard to learners’ achievements and well-being.
can communicate effectively, verbally
As for 3; in addition the trainee is beginning
As for 3; however the trainee is
and in writing with parents/carers with
to take responsibility for communicating with proactive in promoting effective
regard to learners’ achievements and
parents in an appropriate manner, to support
communication with parents which
well-being.
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.
67
LEARNING QUESTIONS
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
SOURCES OF EVIDENCE
For example…. How do you:
understand and practise the professional duties and responsibilities set out in the statutory
frameworks within which teachers must work?
conduct yourself in an appropriately professional manner in the school/setting?
ensure that you arrive in the school and/or classroom in good time to prepare?
demonstrate your commitment to caring for/safeguarding all learners in order to realise their
potential?
demonstrate your commitment to respect and tolerance for those pupils with different
backgrounds, faiths and beliefs?
show your commitment to implementing the policies and practices of the school/setting?
demonstrate the positive values and behaviour expected from staff and pupils in the
school/setting?
ensure your personal beliefs are communicated appropriately to pupils?
challenge inappropriate behaviour/comments that may take place in other parts of the school
building/grounds?
Trainee’s conduct:
 is respectful of pupils, colleagues and the school/setting
 is punctual and well-presented
 is professional at all times, in all situations, with all stakeholders
 challenges inappropriate behaviour/comments: bullying, sexist, racist, homophobic
Part two: Personal and professional conduct
The trainee must:
A teacher is expected to demonstrate consistently high standards of personal and
professional conduct. The following statements define the behaviour and attitudes which
set the required standard for conduct throughout a teacher’s career.
 Teachers uphold public trust in the profession and maintain high standards of ethics
and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect,
and at all times observing proper boundaries appropriate to a teacher’s
professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with
statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of
law, individual liberty and mutual respect, and tolerance of those with
different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law.
 Teachers must have proper and professional regard for the ethos, policies and practices
of the school in which they teach, and maintain high standards in their own attendance
and punctuality.
 Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.
uphold public trust in the profession and maintain high standards of ethics and behaviour,
within and outside school/setting, by:
- treating pupils with dignity, building relationships rooted in mutual respect, and at all
times observing proper boundaries appropriate to a teacher’s professional position
- having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions
- showing tolerance of and respect for the rights of others
- not undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs and by beginning to develop learners’ wider understanding and appreciation of
social and cultural diversity
- ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability
or might lead them to break the law.
have proper and professional regard for the ethos, policies and practices of the school/setting
in which they teach, sharing in the collective responsibility for the implementation of policies
in the workplace and maintaining high standards in their own attendance and punctuality.
understand and always act within, the statutory frameworks which set out their professional
duties and responsibilities.
Mentor Meeting Logs which :
 identify appropriate professional behaviour outlined above
Discussion with the trainee which shows awareness of:
 commitment to demonstrating respect and tolerance for those pupils with different backgrounds,
faiths and beliefs
 knowledge of and commitment to implement the workplace policies and practices of the
school/setting
68
LESSON ASSESSMENT DESCRIPTORS
Notes on
use:
NOT YET MET
RI
GOOD
OUTSTANDING
These criteria should be used in conjunction with the Warwick Assessment Descriptors which will provide extension
and exemplification of the criteria listed below. Trainees do not need to meet all the statements within a particular
grade and alternatively schools may identify other relevant criteria. A ‘best-fit’ approach should be taken.
requires support to
identify strategies/
Engagement
resources; some learners
engaged
beginning to develop
Lesson
Structure and pace, though lesson may
run out of time
Pace
some clarity of
explanation/ instruction;
Explanations
some language adapted
& Language
to suit learners
Some accuracy of SK;
requires development.
Subject
Knowledge
limited range of
strategies/resources;
most learners engaged
range of strategies /resources
carefully matched to learners
needs; learners are
motivated and engaged
effective use of lesson time in
most stages of the lesson
range of (often) imaginative and
creative strategies/resources: high
levels of enthusiasm, participation
and commitment to learning
effective use of lesson time in all
stages of the lesson
new concepts/
instruction clearly
explained; adapts
language to suit
learners
Accurate SK used to:
develop learners’
understanding; and to
address
misconceptions.
new concepts/instruction
clearly explained; language
well-matched to learners’
needs
exceptionally clear and carefully
structured language; matched to the
full range of learners needs.
Accurate SK used in all
phases of lesson to: develop
learners’ understanding; and
address misconceptions,
promoting learning.
Uses strategies which
encourage independent
learning in all phases of the
lesson
Plans/deploys well-targeted
interventions to overcome
potential barriers to learning
Accurate SK used in all phases of
lesson to: develop learners’
understanding; and address
misconceptions, anticipated and
arising during the lesson, promoting
learning
Proactively implements strategies
which promote independent s
learning in all phases of the lesson
Lesson pace
appropriate;
Autonomous
learning
Little/no evidence of the
promotion of
independent learning.
encourages
independent learning.
Meeting
needs of All
developing
understanding of barriers
to learning
Deploys a limited range
of strategies to
overcome barriers to
learning
Uses a limited range of
assessment strategies
developing
understanding of
purpose of assessment
strategies
Assessment
and pupil
progress
requires support to set
assessment criteria
Sets assessment
criteria.
Little/no evidence of
self/peer assessment
learners evaluate their
achievement
learners evaluate their
achievement against success
criteria to improve
performance over time.
Implements the school’s/own
system of personal targetsetting in their teaching
exercises appropriate
authority to manage
behaviour positively.
manage learners’ behaviour
largely in a way which
promotes self control and
independence
has a developing rapport
with learners
Requires support to
exercise appropriate
Behaviour
authority to manage
Management
behaviour positively
beginning to promote
(In
mutually respectful
accordance
trainee - pupil
with the
relationships
school’s/
Some evidence that
setting’s
learners respond
behaviour
promptly to teachers’
policy)
direction and work
cooperatively
Management May not plan for/deploy
support staff to enable
of other
learning and teaching.
adults
Impact on
Learning*
Plans informal and
structured assessment
opportunities into their
teaching, using an increasing
range of strategies
Sets clear and accurate
assessment criteria
Learning not evident
mutually respectful
trainee - pupil
relationships
Plans/deploys well-targeted
interventions to overcome potential
barriers to learning for a range of
pupil needs
Plans informal and structured
opportunities, using a wide range of
strategies
Makes effective use of clear and
accurate assessment criteria to
maximise learning
learners to evaluate their
achievement against success criteria
which improves their performance
within the lesson.
Implements the school’s/own system
of personal target-setting in their
teaching with a noticeable impact on
learning
manage learners’ behaviour
consistently in a way which promotes
self control and independence
an established rapport with learners
learners respond
promptly to teachers’
direction and work
cooperatively
learners demonstrate
positive attitudes towards
teacher, learning and others;
lesson flows smoothly
learners display very high levels of
engagement, courtesy, collaboration
and cooperation
deploys support staff
enabling learning and
teaching.
deploys support staff, in an
increasing range of ways
which promote learning
deploys support staff, in an extended
range of ways which maximises
learning
Some learners make
progress.
Most learners make progress.
All learners make progress.
* Impact on Learning should be highly weighted in assigning a lesson grade
69