School Experience
Reflective Portfolio
Primary PGCE
2014-15
Name
Contents
Section 1: Generic Information
Rationale
Personal contact details
UW letter confirming DBS clearance
Code of Conduct form
Student Declaration form
Section 2: UW Information
Curriculum areas covered at UW
Assessment record
Professional Enquiry Tasks overview
PET Record
Section 3: School Experience Information
Record of School Experience
School information sheet
SE attendance form
Record of Observations
Tutorial form
Weekly review record
Mid-Point Review form
SE report
Section 4: Making Progress towards the Teachers’ Standards
Reflection – how and why we do it
Evidence – what can I include?
Meeting the Standards booklet
Making progress –overview of evidence for meeting the Teachers’ Standards
Packages of evidence for each Standard
Reflection on Continuous Professional Development Action Plan (SE2/3, if applicable)
Forms, guidance and exemplar materials are available on Blackboard (see the relevant SE area)
Section 1: Generic Information
Rationale
Personal contact details
UW letter confirming DBS clearance
Code of Conduct form
Student Declaration form
Rationale
Your Reflective Portfolio:
The Reflective Portfolio provides opportunities for trainees to evidence how they are making
progress towards meeting the Teachers’ Standards. It is a working document which helps
trainees make links between UW sessions, School Experience and academic and professional
development. It promotes critical reflection and encourages target setting in order to make
significant progress over the duration of the course. Evidence will enable trainees to
demonstrate competence in all Standards, including strengths in specific areas, as well as
showing the impact they have had on pupils’ progress. Trainees are expected to engage with
the Reflective Portfolio through independent work and directed tasks. The completed Reflective
Portfolio will be an excellent resource that can be used at interview and into the NQT year.
Personal contact details
Emergency contact details for trainee teachers on school experience
Name:
____________________________________________________
Course:
____________________________________________________
Year
Group:
____________________________________________________
Dates
in school:
____________________________________________________
In case of emergency I would like you to contact:
Name:
___________________________________________________
Address:
___________________________________________________
___________________________________________________
Telephone
Number:
___________________________________________________
If you cannot contact the person above, please try:
Name:
___________________________________________________
Address:
___________________________________________________
___________________________________________________
Telephone
Number:
___________________________________________________
Medical conditions that you should be aware of:
_____________________________________________________________
_____________________________________________________________
A copy of this form should be submitted to the school office of the placement setting and
a copy should be kept at the front of your SE file.
Code of Conduct form
University of Worcester
Primary Initial Teacher Training Programmes
Code of Professional Conduct
It is expected that all trainees who are on a programme leading to a recommendation of Qualified
Teacher Status (QTS) at the University of Worcester conduct themselves in a professional manner. The
Teachers’ Standards (2012) clearly reflect the expectations that must be met by those in the teaching
profession both in terms of teaching competence and behaviour. This code has been drawn up taking
account of these and professional values as stated in the handbook for your course.
Your professionalism will be commented on in your University reference.
Professionalism will be demonstrated by:
 Regular attendance including adherence to the procedures for notification of absence from both
university sessions and school placements. Your overall attendance will be monitored closely.
 Professional behaviour and respect for others including all university and school staff, other
trainees, children and parents.
 Punctuality to lectures and tutorials at university and as required by placement schools. Whilst
on placement, you are expected to adhere to the times required according to the SE Handbook.
 Appropriate use of internet facilities including email and social networking sites. Please refer
to your Course Handbook for further details.
 Taking responsibility for your own learning including the ability to listen to and act on
advice from others. This includes engaging in modules, completing tasks, attending tutorials
and taking responsibility for addressing areas of improvement by discussing concerns with
university tutors and school mentors.
 Not taking personal telephone calls, texting, emailing or using the internet unless directed
during university sessions or during teaching sessions whilst on school placements.
 Not turning up to school or university sessions under the influence of drugs or alcohol
 Maintaining an appropriate standard of dress and appearance when on school placement
– this will vary from school to school and it is the student’s responsibility to ensure they are fully
informed of the school’s expectations and dress accordingly.
 Not taking photographs, videos and other images of children without prior consent and
adhering to school policy when on placement.
 Respecting the confidentiality of school resources, staff and children.
A breach of one or more terms of the Code of Conduct may have implications for your continued
professional development and award of Qualified Teacher Status.
I declare that I acknowledge acceptance of this Code of Conduct as a trainee teacher of a programme of
Primary Initial Teacher Training at the University of Worcester.
Name:
Student Number:
BA Primary/ PGCE Primary/SD (delete as appropriate)
Date:
Academic/PAM Tutor:
Please sign and return the following page, keeping the above signed copy in section 1 of your Reflective
Portfolio.
University of Worcester
Primary Initial Teacher Training Programmes
Code of Conduct
I declare that I acknowledge acceptance of this Code of Conduct as a trainee
teacher at the University of Worcester.
Name:
Student Number:
Date:
Academic/PAM Tutor:
BA Primary/ PGCE Primary/SD
(delete as appropriate)
Section 2: UW Information
Curriculum areas covered at UW
Assessment Record
Professional Enquiry Tasks overview
PET Record
Curriculum areas covered at University
Please put brief details of the areas you have covered in sessions at UW in the relevant boxes. Share this with your
school mentor and SE tutor so that they are aware of your experience. Curriculum areas that you have not taught,
or those where your experience is limited, should form part of your targets for your next SE. Tutorial support for
these areas should be sought from subject tutors.
Term 1
English
Maths
Science
ICT
Art
DT
Geography
History
Languages
Music
P.E
R.E
PAM
Term 2
Term 3
Assessment Record
Please fill in brief details of all assignments, presentations, audits etc, along with subject specific feedback and the
grade that you received. Share this with your SE Tutor to help you set targets. This can also be used as evidence
towards meeting Teachers’ Standards.
Assignment title/focus
Feedback regarding subject knowledge
Mark/Grade
PGCE Professional Enquiry Tasks 2014-5
PSS
In order to extend your specialist knowledge in your subject area, look for opportunities to undertake the following
activities to enhance your understanding of current issues. It is expected that you will carry out as many of the
bullet pointed activities below as are practicable and appropriate in your school contexts. Keep your evidence in a
subject specialism file which should be used to inform and extend your RP:
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Use the School Experience Task form to consider the way in which subjects are managed within schools,
focusing on your area of specialism. (This should be done in SE1 if possible)
Consider the range of high quality resources available in schools to enhance teaching and learning in your
subject specialism and compile a list for future reference that you can add to over time.
Carry out observations of teaching in your area of specialism in at least 2 different key stages.
Focus on how progression is managed for your subject/area. Use lesson observation sheets to record your
thoughts and consider the strategies used to manage progress in your subject within your current setting.
Teach and reflect on one lesson in your subject specialism (whole class or small group) in a different KS to
your current class
Consider the role of the subject coordinator and reflect upon the key features of their role in terms of a
whole school approach to your subject.
Be observed by the subject coordinator for one of your weekly observations
Consider how these activities can be used to further enhance your understanding of the Teaching
Standards and use this to inform your RP.
NB. The list above is not definitive, additional information should be added as appropriate.
The subject specialism file is not an assessed requirement, however, much of the information you collect could
potentially be used as evidence for your RP and to support your CPD in your first appointment. The purpose of the
subject specialism file is to enable you to begin to develop a range of resources, strategies and information to
support your personal development and future subject leadership in schools. The file can be set up as you feel best
for your professional enhancement and development.
Science
Professional Enquiry Task 1 - Term 1
1. During the serial days of term 1, you will observe a science session and identify the science skills, in
relation to “Working Scientifically” (NC 2013) that are the focus for the session. For Nursery and Year R
classes the activities based on first hand experiences, in line with the Framework for the Early Years
Foundation Stage, will be used for this purpose. You will observe the children and make notes on the way
they work in relation to the focused investigational skills.
2. You will then identify, in consultation with your class teacher, a science activity that allows you to plan and
implement a session which promotes “Working Scientifically”, or the equivalent within the Early Years
Foundation Stage Framework. This should take place with a small group of children, maximum of 6 pupils.
Ideally this will form part of the science ‘topic’ being taught during the placement. However, if this is
problematic it may be necessary to devise a ‘one-off’ session on an aspect of Sc1/ EYFS to meet the
requirements of the task. This should be planned in consultation with your class teacher to be carried out
during the four week block practice.
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3. You are expected to write a session/lesson plan with all the required elements for the session and to collect
suitable evidence of children’s learning.
Some of the methods for collecting evidence that you might use are:
Observation.
Listening/ questioning. You might want to record the session or part of it.
Using children’s drawings or written work. You will need to collect the original work or a photocopy of it.
Photographs of the children working or the products such as models. You must get permission from the school
to take photographs.
You may wish to use more than one method for the session. You should make sure the methods used are
suitable for the age of the children and do not take the emphasis away from the science learning.
It is vital that you work with a small group of children, rather than a whole class, so that you have a chance to
observe and listen to individuals in the group.
4. You will be expected to bring the session/lesson plan, together with the suitable evidence for the children’s
learning to share with the rest of the group at a Science session after the four week block placement. At
that session you will be expected to:
a) Share the session/lesson plan and justify the activity in relation to the investigative focus.
b) Describe how the work was carried out and critically analyse the outcomes.
c) Demonstrate a clear and accurate understanding on what constitutes “ Scientific Enquiry” in relation to the
National Curriculum Science (2000)
d) Demonstrate appropriate understanding of the relationship between the National Curriculum (NC) for
Science and the Early Years Foundation Stage Framework.
e) Provide appropriate evidence to support claims made in relation to children’s learning and the critical
analysis of the session.
Professional Enquiry Task 2 – Term 2
In consultation with the class teacher, the trainee teacher will select three children whose science understanding is
below average, average and above average within the class. If possible one should be a child with SEND OR EAL.
The trainee teacher will evaluate and reflect on the impact of their input (teaching or supporting the teacher) on
these children’s learning and progress in science. This could be for one lesson, or better still over a series of
lessons.
You should find evidence to support your comments. This could be in the form of observation, listening/ response
to questioning, key points, using children’s drawings or written work (you will need to collect the original work or a
photocopy of it), lesson observations from teacher, comments from your own lesson evaluations.., or any other
methods that are appropriate.
During the summer term you will be expected to bring the evidence to a science session and to take part in a
discussion, using the evidence to demonstrate to other trainee teachers that progress has taken place. There will
be opportunities during this session to compare the achievements of other children of a similar age, and to take
part in discussions about children’s work from other years. This will help the trainee to develop their understanding
of how their teaching impacts on children’s learning, and what constitutes evidence of achievement.
Maths PETs
SE1
Questioning
When observing mathematics lessons focus on questioning.
 Listen to the questions the teacher asks and the ways in which children respond. Make a note of the
questions asked that particularly require children to think.
e-profile: SE1 – Questioning
Add an entry to your mathematics e-profile listing the questions you have heard that particularly require children to
think.
Number/calculation
Identify a group of children who are encountering difficulties with an aspect of number/calculation. Design an
activity/intervention to help them to develop their understanding. Evaluate how effective your activity/intervention
was. What worked and why? What implications does this have for your wider mathematics teaching?
e-profile: SE1 – Number/calculation
Evaluate the activity/intervention you used. What worked and why? What implications does this have for your wider
mathematics teaching
SE2
Lesson Study
Lesson Study is a form of classroom action research focusing on the development of teacher practice (see
Blackboard for more information). It involves collaboratively planning, teaching, observing and analysing learning
and teaching in ‘research lessons’. Use aspects of the Lesson Study approach (as listed below) to develop a
specific teaching technique (e.g. you could focus on the way you model the mathematics to the children, how you
develop opportunities for children to talk and discuss mathematics, effective use of questioning, appropriate
differentiation, use of models, images and resources etc.).
1.
2.
With your class teacher jointly identify the teaching technique you want to develop in mathematics during
SE2.
Identify around three ‘case pupils’ – this could be a high, middle and lower attaining pupil.
3.
4.
5.
6.
With the teacher jointly plan a ‘research lesson’ that makes use of the teaching technique you want to
develop.
While you are teaching the lesson ask the teacher to observe by focusing only on the case pupils’
learning and their progress.
Hold a post research lesson discussion analysing how the case pupils responded, what progress they
made, what evidence of learning or difficulties with learning they displayed and what can be learned about
the way the teaching or learning approach is further developed. Continue to develop this approach to
develop appropriate teaching strategies in mathematics.
Now reverse roles so that you have the opportunity to closely focus on the case pupils during a lesson the
teacher teaches using the same technique.
e-profile: SE2 - Lesson study
Write 500 words outlining what you have learnt about teaching mathematics from this experience, particularly
focusing on the technique you were developing.
SE3
Parents
During SE3 send home some ideas of mathematics tasks/activities/games that parents and children can do
together. Try to relate these to the mathematics that the children are learning in school.
e-profile: SE3 - Parents
Attach the ideas you send home to parents to an e-profile entry and reflect on any feedback you received from the
parents and/or the children.
Assessment
Find out about the approaches your school uses for summative assessment in mathematics
e-profile: SE3 - Summative assessment
By the end of week 40 (01/06/15) write an e-profile outlining the challenges of making summative judgments in
mathematics.
Computing PETs
For every School Experience, please ensure you find out the school’s Acceptable Use Policy and be aware of esafety protocols in place
SE1 – plan and deliver a lesson, using a resource promoting computer programming e.g. Scratch, Logo, Beebots
etc., with a small group of pupils to develop computational thinking. Upload your SKLP, lesson plan and a 300 word
reflection to your e-journal by 3.00 pm on Monday 22nd December 2014.
SE2 – use technology in a cross curricular manner to enhance learning. Upload your lesson plan and a 300 word
reflection by 3.00 pm on Friday 17th April 2015.
SE3 – use an element of computer science to plan and deliver three progressive sessions developing
computational thinking e.g. Beebots, Logo, Flowol, Scratch etc. Upload your SKLP, lesson plans and a 300 word
reflection by 3.00 pm on Friday 26th June 2015.
For students completing a SEND placement, the school based tasks will be personalised, to meet the specific
needs of the pupils.
English PETS
1. Phonics Tasks
You will complete Phonics tasks on School Experiences One and Two.
Each task consists of:
 An observation of a phonics session being taught, either by the class teacher or a Teaching Assistant.
 Planning, teaching and evaluating a phonics session. This does not have to be a whole class lesson and
can be carried out with a group of children. The aim of the task is to enable you to develop your subject
knowledge of grapheme/phoneme correspondences and to practise using the terminology, segmenting and
blending.
 Being observed teaching phonics to provide you with feedback about your progress.
It would be valuable to keep copies of these sessions in your SE file and your RP.
2. Reading Tasks: a) Reading Interview (SE1) b) Guided Reading (SE2)
a) See details on ‘Reading Interview’ sheet.
b) You should negotiate with your teacher/mentor to work with a group of children (6 maximum) on Guided
Reading. Over the course of the school experience, you will be expected to:
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Collect evidence about the children’s reading ability.
Collaborate with the class teacher in order to plan, teach and assess at least one Guided Reading
session, lasting about 20 minutes.
Use the planning pro-forma provided.
Set clear targets and learning objectives for the group of children.
Assess the children and gather evidence of their progress and attainment. Clearly record your findings.
If appropriate, ensure that your plan includes a focus on phonic skills.
Your school may still be using APP (Assessing Pupil Progress) in which case it may be
plan, teach and assess one or more of the Assessment Foci for Reading.
used to help you to
3. Grammar Task
School Experience One only
Using the pro-forma provided, plan and teach a grammar session to a small group of children or the whole class if
you wish. Consult and co-plan with your teacher in order to ensure that your lesson builds upon previous learning
and that you include new learning. Use the lesson to inform your SKLP and reference it in your RP.
You will be guided by English tutors on how to complete these tasks and they will be submitted in your
English Profiles.
DIRECTED STUDY TASKS
These will be explained in sessions but checklists are provided so that you can ensure that all items are submitted
in your English Profiles.
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Report on school’s approach to teaching reading (Pre-course Journal)
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Group planning and presentation of phonics lesson – Week 3
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In order to audit your grammatical subject knowledge, it is advisable to take Level 6 SPaG test online.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182324/sample_ks2_l6_english_gra
mmarpunctationandspelling_shortanswer.pdf
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Phonics Audits 1, 2 and 3
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Subject Knowledge Learning Plans 1 and 2
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Group Guided Reading Presentation – Week 21
Feedback will be provided by tutors on your Profile feedback RAG form.
Professional Enquiry Task (to be completed during most appropriate placement):
The Entitlement of Pupils in Mainstream Schools – SEN Provision – The Local Offer
Aims of the task
Professional Standards addressed:
•
Promote good progress and outcomes by pupils (S2)
•
Fulfil wider professional responsibilities (S8)
•
Have a knowledge and understanding of a range of teaching, learning and behaviour management
strategies and know how to use and adapt them, including how to personalise learning and provide opportunities
for all learners to achieve their potential. (Q10)
•
Know how to make effective personalised provision for those they teach, including those for whom English
is an additional language or who have special educational needs or disabilities, and how to take practical account
of diversity and promote equality and inclusion in their teaching (Q19)
How to carry out the task
This task will enable you to take a practical approach to the new changes in legislation taking place from
September 2014. Schools will have been working hard to put strategies in place to ensure they are compliant with
new guidance including responding to the Local Offer within their Local Authorities and putting together a school
response – looking at how they ensure that all children’s needs are met – either through high quality teaching,
interventions, working with outside agencies, parents and carers.
You will need to work with the SENCo on this task – finding out the planning processes which have taken place
over last academic year and how the school are responding to the new legislation, particularly looking at•
•
•
•
The Local Offer
The Graduated Response to planning and assessment (including levels of intervention)
The Plan
Involvement with Parents and Carers
This task should take the form of a commentary of approximately 1000 words which may include links to school
documentation (ethical considerations to be adhered to).
This task should form part of your RP and will help you to provide evidence for reflective practice. Please ensure
that this task is included in your RP folder to be checked at the end of your final teaching practice by the SENCo
who will add a reflective comment to support your work.
Record of Professional Enquiry Tasks
Subject
Focus Teachers’
Standard/s
Evidence
Completed
(Trainee and school
mentor to sign)
Section 3: School Experience Information
Record of School Experience
School information sheet
SE attendance form
Record of Observations
Tutorial form
Weekly review record
Mid-point review
SE report
Record of School Experience
Name………………………………………….……..
Please tick to show when you have had experience in the relevant year group.
SE1:
School ……………………..………..
Week
Visit days
1
2
3
4
5
6
7
8
FS/Rec
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Other
Year 3
Year 4
Year 5
Year 6
Other
Year 3
Year 4
Year 5
Year 6
Other
SE 2:
School:………………………………..
Week
Visit days
1
2
3
4
5
6
FS/Rec
Year 1
Year 2
SE 3:
School:………………………………..
Week
Visit days
1
2
3
4
5
6
7
8
9
FS/Rec
Year 1
Year 2
School Information Sheet
Trainee’s name:
Trainee contact details:
Supervisory Tutor:
Tutor contact details:
PGCE
School Experience: SE1 SE2 SE3
General Information about the school
Name of School:
Head Teacher:
School Address and Telephone number:
No. of children on roll:
No. of classes:
Lead Mentor:
Who to contact regarding illness or absence:
Named first aider:
Time school starts:
Have you read the Safeguarding Policy?
Designated Senior Teacher (DST):
Have you read the Assessment Policy?
Have you read the Marking Policy?
Have you read the Health and Safety Policy?
Have you read the Behaviour Policy?
Assembly times and staffing:
Dress code, including that for PE:
Playground Duties:
Fire Procedures/ Accidents or Emergencies
Staff Room Procedures (tea/coffee money/
notice boards/ seats, etc)
Staff Meetings/ T.E Days – are you expected
to attend?
Playground Duties:
Fire Procedures/ Accidents or Emergencies
Staffing
English:
Science:
Maths:
Computing:
SEND Co-ordinator:
Languages:
EYFS Co-ordinator:
KS Co-ordinators:
General Class Information
Names and roles of classroom staff:
No. of children in class:
Ages/Year Groups within class:
Children having SEND/EAL: Yes/No
Children with medical conditions: Yes/No
Please discuss these details with class teacher
Please ask for necessary information
Daily Routines (include a copy of your timetable):
School Experience attendance form
Name: …….....…........…………….….……
PGCE
School: …………….............……………………… Class: ……...…..……
School Experience: SE1, SE2, SE3
Serial Days/ Visit Days/
Monday
Week beginning:
AM
PM
Tuesday
AM
PM
Wednesday
AM
PM
Thursday
AM
PM
Friday
AM
Class Teacher
signature
PM
Block School Experience
Week beginning:
Monday
AM
PM
Tuesday
AM
PM
Wednesday
AM
PM
Thursday
AM
Half term and any TED dates do not count towards attendance.
(provide a copy for the University to be handed in with end of school report).
PM
Friday
AM
Class Teacher
signature
PM
Total attendance:
Record of observations
Please record your observations, whether formal or informal. This can then be used to see your
progress and any subjects where you have not been observed. This can be helpful when setting
targets. Your phonics observations should be included here.
SE
Date
Lesson Observed
Year
Group
Focus
Teachers’
Standards
Observer
Overall
Grade (if
applicable)
School Experience Tutorial form
Trainee Teacher:
School:
SE Tutor:
PGCE / SCHOOL DIRECT / 3YR BA
Pre School Experience Tutorial
Planning & resources received from school:
SE1 / SE2 / SE3
Date:
Has the timetable for the first week been agreed? Y/N
Has 10% PPA time been agreed?
Y/N
Has the School Experience File been set up?
Y/N
Has the RP File been set up?
Y/N
Summary of strengths from previous school experience:
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Planning & resources to be prepared:
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Summary of areas to develop:
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School Policies
Safeguarding
Received
Behaviour
Management
Health & Safety
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Post School Experience Tutorial
You must bring your SE report & copies of
all school mentor observations with you.
These copies must be sent to the
Partnership Administrator.
Has this been completed?
Y/N
Strengths discussed?
Y/N
Areas to develop discussed?
Recommended action / support:
Y/N
Date:
Any comments:
You must demonstrate full attendance on SE. Please bring previous SE attendance sheets
with you to your pre and post School Experience tutorials.
Pink copy for trainee (after pre-practice tutorial), yellow copy for trainee (after post-practice tutorial)
& white copy for SE tutor (send into Partnership Administrator at UW)
Weekly review record
Name:…………………………….…
PGCE: SE1 SE2 SE3
Week of practice:
Date:
Teachers’ Standards identified from previous review:
Review: (How have you aimed to meet your targets? How successful have you been? Use
lesson observation feedback, reflection forms etc. to provide evidence for this.)
Impact: (What impact has this had on your teaching and pupils’ learning?)
School mentor comment:
Target/s for following week:
Section 4: Making Progress towards the Teachers’ Standards
Reflection –how and why we do it
Evidence – what can I include?
Meeting the Standards booklet
Making progress – overview of evidence for meeting the Teachers’ Standards
Packages of evidence for each Standard (Please use file dividers to put your
evidence for each Standard in a clearly marked section)
Reflection on Continuous Professional Development Action Plan (SE2/3)
Reflection – Why and how we do it
There are many models of reflection. You may have come across some of these during your
course or on other courses that you have completed. These may include Kolb (1984), Schön
(1983), Osterman and KottKamp (2004) and Moon (2000). You might find it useful to look at
these to extend your understanding.
In order to show that you have met the Teachers’ Standards, we want you to reflect on what
you have done and the impact that this has had on your practice and on those you teach.
Reflection should enable you to record your experiences, develop critical thinking skills,
question your practice and help you to make positive improvements. Being reflective should
help you to set targets for yourself, sometimes with guidance from others, so that you can make
progress.
By using the critical reflection form, you should be engaging in a reflective cycle. This form will
help you to reflect on your practice, consider areas you would like to improve, set yourself
targets, review these targets and consider the impact on you and the pupils you teach. This is
shown in the diagram below:
What impact has
this had on you
and the pupils?
Reflect on the
Teaching Standard
- what have you
learnt/what do
you want to
develop further?
Review the target what did you do and
how well did you do
it?
Set a target make it SMART.
What impact
might this have on
teaching and
learning?
Evaluating your lessons is an important part of reflecting on your practice. You could use the
critical reflection form for this or you could annotate a series of lesson plans using the same
headings. These can also be used as part of a package of evidence. Further guidance on how
to evaluate lessons can be found on Blackboard.
References
Kolb, D. (1984) Experiental learning : experience as the source of learning and development.
London, Prentice Hall
Moon, J. (2000) Reflection in learning and professional development theory and practice.
London, Kogan Page
Ostermann, K.F. and Kottkamp, R.B. (2004) Reflective practice for educators. 2nd edition.
London, Sage
Schön, D. (1983) The reflective practitioner. London, Temple-Smith
Evidence- what can I include?
Evidence should be used to add conviction to your Reflective Portfolio entries. Each Standard
should have a package of different pieces of evidence to show how you have engaged with a
Standard, reflected on your practice and considered the impact that this has had on you and the
pupils you have taught. You should try to include a range of evidence across the Standards.
Below is a list of possible pieces of evidence that could be used. It is not an exhaustive list and
other pieces of evidence can be used in addition to these. You are not expected to use all of
these and you should not treat it as a tick list.
Possible evidence:
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Critical reflections from UW sessions
Critical reflections of your own teaching
SAFs with feedback
Annotated lesson plans
Medium term plans
Observations of your lessons
Observation of teachers
Photographs
Certificates from additional training opportunities (eg. CEOP, Signalong, First Aid)
Handouts from staff meetings
UW tasks completed in school
Lesson evaluations
Tutorial forms
Weekly reviews
Peer observations based on a specific aspect of your practice
Notes based on professional dialogues
Pieces of evidence should be grouped as packages of evidence and placed
in the appropriate section.
Making Progress – Overview of evidence for meeting
the Teachers’ Standards
Name …………………………………………………..……..
BA:SE1 SE2 SE3 (circle)
Date ……………………. School ……………………..……………………. …. Year Group ………………..
During your SE you should gather pieces of evidence that show that you are meeting aspects of the
Teachers’ Standards. By the end of your practice you should have a ‘package of evidence’ for each
Standard. This package of evidence will form part of your discussions with your School Mentor, SE Tutor
and Academic Tutor.
You may want to use the following acronyms:
LO – lesson observation (of trainee)
teacher observation (by trainee)
Teachers’ Standard
1. Set high expectations
which inspire, motivate
and challenge pupils
For example:
- Establish a safe and
stimulating environment for
pupils rooted in mutual
respect
- Set goals that stretch and
challenge pupils of all
backgrounds abilities and
dispositions
- Demonstrate consistently
the positive attitudes values
and behaviour which are
expected of pupils.
2. Promote good progress
and outcomes by pupils
For example:
- Be accountable for pupils’
attainment, progress and
outcomes
- 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
- Demonstrate knowledge
and understanding of how
pupils learn and how this
impacts on teaching
- Encourage pupils to take a
responsible and
conscientious attitude to
their own work and study
LP – lesson plan
WR- weekly review
What evidence do
you have to show
that you have met
the Standard?
MTP- medium term plan
CR- critical reflection TO-
TF- tutorial form
PD – professional dialogue
How does this package of evidence
show that you have met the
Standard?
SE tutor / School mentor
signature to confirm Standard
has been met.
3. Demonstrate good
subject and curriculum
knowledge
For example:
- Have a secure knowledge
of the relevant subject(s) and
curriculum areas, foster and
maintain pupils’ interest in
the subject, and address
misunderstandings
- Demonstrate a critical
understanding of
developments in the subject
and curriculum areas, and
promote the value of
scholarship
- Demonstrate an
understanding of and take
responsibility for promoting
high standards of literacy,
articulacy and the correct
use of standard English,
whatever the teacher’s
specialist subject
- If teaching early reading,
demonstrate a clear
understanding of systematic
synthetic phonics
- If teaching early
mathematics, demonstrate a
clear understanding of
appropriate teaching
strategies.
4. Plan and teach wellstructured lessons
For example:
- 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
- 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).
5. Adapt teaching to
respond to the strengths
and needs of all pupils
For example:
- 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
- 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
- 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.
6. Make accurate and
productive use of
assessment
For example:
- 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.
7. Manage behaviour
effectively to ensure a
good and safe learning
environment
For example:
- Have clear rules and
routines for behaviour in
classrooms, and take
responsibility for promoting
good and courteous
behaviour both in
classrooms and around the
school, in accordance with
the school’s behaviour policy
- Have high expectations of
behaviour, and establish a
framework for discipline with
a range of strategies, using
praise, sanctions and
rewards consistently and
fairly
- Manage classes effectively,
using approaches which are
appropriate to pupils’ needs
in order to involve and
motivate them
- Maintain good relationships
with pupils, exercise
appropriate authority, and
act decisively when
necessary.
8. Fulfil wider professional
responsibilities
For example:
- Make a positive
contribution to the wider life
and ethos of the school
- Develop effective
professional relationships
with colleagues, knowing
how and when to draw on
advice and specialist support
- Deploy support staff
effectively
- Take responsibility for
improving teaching through
appropriate professional
development, responding to
advice and feedback from
colleagues
- Communicate effectively
with parents with regard to
pupils’ achievements and
well-being.