Appendix A
Grade Descriptors
Newman University College
GRADE DESCRIPTORS
Introduction
You should not rely solely on this set of Grade Descriptors when assessing
competence against the “Professional Standards for Teachers”. These Grade
Descriptors should be used formatively on a regular basis to promote an ongoing
professional conversation about the current level at which a Trainee is working. The
formative assessments and the final assessment should be derived from professional
judgements.
If you are a PT or a SBT the Grade Descriptors will give you a guide to the level at
which a trainee is working. You should start with these overview guidelines –
Very Good Performance
To distinguish Very Good performance from Good performance there must be
evidence over a substantial and sustained period that allows you to make the
judgement that a trainee achieves a consistent and significant performance above
that required for a good grade. This is in agreement with one or more professional
colleagues.
Good Performance
Good performance will be distinguished from Satisfactory performance by regular
use of the following forms of words based upon judgements arrived at over a
substantial and sustained period –
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Evaluates Effectively
Reflects Critically
Reviews Diligently
Justifies Strategies
Argues Critically
Assesses Pro-Actively
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Explores Alternative Solutions
Enjoys
Collegiate Planning/Review
Recognises And Engages With Good
Practice
Searches For Theoretical Insights
Exchanges Experiences With
Colleagues
Welcomes Critical Commentary.
Satisfactory (Competent) Performance
Satisfactory (competent) performance will be distinguished by regular use of the
following words and forms of words based upon judgements arrived at over a
sufficiently substantial and sustained period –
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Sound
Acceptable
Willing To
Able To Cope
Usually
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Seeks To Support
With Support
Aware Of The Need
Adequately Qualified
Asks For Advice.
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Newman University College
Unsatisfactory (Formative) Failing Performance (Summative)
Unsatisfactory or Failing performance will be distinguished by regular use of the
following words and forms of words based upon judgements arrived at over a
sufficiently substantial and sustained period –
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Fails To Establish
Reluctant To
Lacks An Acceptable
Limited
Insufficient
Frequently Unable
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At Times Does Not Think Through
Finds It Difficult To
Shows Little Evidence Of
Problematic
Struggles To
Does Not
Tracking Trainee Progression
At the end of each SE the trainee/PT/CT/SBT/SM should meet to determine
which Standards have been achieved.
In the SE column of the grade descriptors booklet the PT/CT/SBT/SM will indicate
the level at which the trainee has consistently achieved against the Q standards
during the SE this is indicated by writing VG, G, S, U in the appropriate SE
column.
It is unlikely that a trainee will be totally inside one level or band and
professional judgements will be needed in reaching the decision for the overall
grading on the mid-point and end-point reviews. For this reason the OfSTED
grade descriptors are included to give an indication of the level at which the
trainee is working.
Mid-Point and End-Point Review Grades
The overall grade on the mid-point and end-point reviews should reflect the
grades which have been given each week during formal observations and
weekly meetings. The overall grade is derived from the Ofsted grading criteria
(see pages 3 to 7).
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Ofsted Grade criteria for the inspection of initial teacher education 2008-11
Grading Trainees’ attainment –
Features of trainees: in lessons, in files and in professional dialogue
 Grade
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Outstanding
 Key aspects of trainees’ performance: In lessons
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Good
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Outstanding trainees:
teach lessons that are mostly good, and often show characteristics of outstanding lessons
ensure that all learners make progress so that they fully achieve the challenging intended learning outcomes
teach learners to be able to explain how the teaching helped them to make progress
teach lessons that invariably capture the interest of learners, are inclusive of all learners, and feature debate between learners and between
learners and the teacher
have a rapport with learners – high-quality dialogue and questioning, guiding learning, with attention to individuals and groups
monitor learners’ progress to evaluate quickly how well they are learning so that they can change the approach during the lesson if
necessary, and provide detailed feedback and targets to individual learners that are focused well to ensure further progress
demonstrate the ability to apply their own depth of subject knowledge to support learners in acquiring understanding and skills, often
showing understanding, through application of a range of different approaches to ensure that all learners make the expected progress
demonstrate flexibility and adaptability by changing pace, approach and teaching method in a lesson in response to what learners say and
do
make links with other aspects of learners’ development and understanding (for example, linking to work in other subjects)
Fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity.
Good trainees:
teach lessons that are never less than satisfactory, but often good or better
ensure that all learners are sufficiently challenged and achieve the intended learning objectives
teach in a way that engages learners’ interest so that they become fully involved in the lesson
make creative use of resources
use a range of different assessment methods matched well to the expected learning outcomes and show an understanding of why a
particular method was chosen
monitor and assess learners’ achievement and provide feedback to them that is based on the specific needs of learners or groups of learners
that leads to further progress
show flexibility/adaptability that takes account of the progress made by learners and match their teaching to it, including by matching pace
to learning and the use of a variety of teaching methods
understand how to overcome barriers to learning such as low levels of literacy/numeracy
use their subject knowledge to find different ways of explaining or teaching approaches
work effectively with learning support and other professionals in planning, teaching and monitoring and reviewing learners’ progress
make links with and explore possibilities to develop learners’ understanding and appreciation of social and cultural diversity.
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Satisfactory
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To be judged satisfactory a trainee must meet all of the QTS Standards or the requirements of the appropriate learning and
skills teaching qualification by the end of the course.
Satisfactory trainees:
teach consistently at least satisfactory lessons (by the end of their training) in which learners make progress or consolidate their learning
teach at a satisfactory level across a range of different contexts (for example, different ages, groups sizes, levels)
respond to individual and groups of learners’ questions and needs to enable learners to progress and meet the learning expectations
demonstrate secure subject knowledge that develops learners’ understanding and skills
set clear expectations for learning and behaviour
manage the learning environment and resources to enable all learners to make progress
match teaching and learning activities to the intended learning outcomes
plan and use resources efficiently, including the deployment of other adults, learning support and other professionals
monitor learners’ progress and assess their achievement, and provide feedback to learners which aids their progress
begin to develop learners’ wider understanding and appreciation of social and cultural diversity.
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 Grade
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Outstanding
 Key aspects of trainees’ performance: Trainees’ files
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Good
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Satisfactory
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Outstanding trainees:
demonstrate a clear and deep understanding of how to plan for progression – stages in learning, different rates of progress, identifying
clear ‘strands of progression’ and the use of these to plan ‘steps in learning’, their teaching, dealing with barriers to learning, and through
this demonstrate depth of subject knowledge and subject pedagogy
provide evidence of monitoring and recording learners’ progress and how this the outcomes are used in subsequent planning, with a clear
focus on groups and individual learners
demonstrate the clarity of links between learning objectives, teaching approaches and assessment strategies – ‘what I want learners to
learn, how they will learn, and how I know that they have, what I will do next’
show innovation within the constraints of a scheme of work/curriculum
maintain files as working documents – annotated as part of self-evaluation
show high-quality self-evaluation with clear focus on learners and setting challenging targets for their own professional development –
including, for example, future career progression with evidence of implementation and further review, and critical analysis and reflection,
taking full account of feedback from trainers and other professionals they work with
Innovative approaches to the integration of Every Child Matters, and social and cultural diversity.
Good trainees:
plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes,
and matching these to the teaching and learning approaches and activities used – with clear recognition of how to deal with any potential
barriers to learning – and through this demonstrate their own depth of subject knowledge
plan clear links between expected outcomes and how progress and achievement will be monitored and assessed, with outcomes used in
subsequent planning
set lessons clearly in a sequence that is designed well to secure progression
provide clear evidence of understanding the need to take responsibility for their own professional development through evaluating
performance and setting challenging targets, working with trainers to refine these and to monitor their progress, then evidence of
implementation, review and critical reflection.
To be judged satisfactory a trainee must meet all of the QTS Standards or the requirements of the appropriate learning
and skills teaching qualification by the end of the course.
Satisfactory trainees:
plan lesson/s that set clear learning outcomes and indicate how the planned activities will enable learners to meet these, and how
progress and achievement will be monitored and assessed – including recognition of potential barriers to learning such as low levels of
literacy/numeracy
evaluate their teaching and show an understanding of the need to evaluate the effectiveness of it through the impact on learners – with
evidence of the use of aspects covered in training activities to secure trainees’ own progress
take some responsibility for their own professional development – clear relationship between targets set by trainers and trainees’ own
reflections and personal target-setting, and trainees’ progress
take account of Every Child Matters, and social and cultural diversity.
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 Grade
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Outstanding
 Key aspects of trainees’ performance: Trainees’ explanations
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Good
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Satisfactory
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Outstanding trainees:
describe the stages in progress through a topic/set of ideas and concepts/sequence of teaching – explaining what they would look for in
learners
can give examples of lessons, and individual/groups of learners, to illustrate this – including the identification of barriers to learning and how
these were/can be overcome
are able to discuss in detail individual learners’ progress as well as attainment/achievement
are able to use their depth of subject-specific pedagogical understanding to explain in detail why they use particular teaching approaches
and why these are likely to be more successful than others
demonstrate an understanding of the range of professionals that contribute to learners’ overall development and their place in the ‘bigger
picture’ – well-informed discussion about individual/groups of learners and particular needs
show a depth of understanding of the implications of Every Child Matters across a wide range of work and how to promote learners’
understanding and exploit the potential provided by social and cultural diversity.
Good trainees:
can give examples of how they have secured progression for groups of learners through a sequence of lessons, including how they know
that learners have made progress
are able to explain why they use particular teaching and learning approaches and why these work in their subject
demonstrate their understanding of barriers to learning and how these can be overcome in their subject
can give examples of working with a wider range of professionals to secure the overall development of learners
demonstrate a secure understanding of the implications of Every Child Matters, and social and cultural diversity, and can apply this to their
own teaching.
To be judged satisfactory a trainee must meet all of the QTS Standards or the requirements of the appropriate learning and
skills teaching qualification by the end of the course.
Satisfactory trainees:
can explain how the training has enabled them to improve their teaching
can explain how their lesson planning fits into a sequence that will enable learners to make progress
can explain how they monitor and assess learners’ achievements, and how this indicates that they are making progress
show awareness of barriers to learning, such as levels of literacy or numeracy, and the likely impact on their subject, with some ideas for
dealing with this
know who they should turn to for expert advice on particular aspects of learners’ overall development, specifically including child protection
and safeguarding issues
demonstrate a secure understanding of Every Child Matters and of social and cultural diversity.
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 Grade
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Outstanding
Good
Satisfactory
 Key aspects of trainees’ performance: Noticeable characteristics
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Outstanding trainees:
take risks when trying to make teaching interesting, are able to deal with the unexpected and ‘grab the moment’
inspire and communicate their enthusiasm to learners
have an intrinsic passion for learning
show innovative and creative thinking – lateral thinkers
have the ability to reflect critically and rigorously on their own practice to inform their professional development, and to take and evaluate
appropriate actions – they are able to learn from their mistakes
take full responsibility for their own professional development
are highly respected by learners and colleagues and, where appropriate, parents/carers and employers
have the clear capacity to become outstanding teachers
demonstrate, or show the capacity to develop, leadership and management skills.
Good trainees:
show a willingness to try out range of approaches to teaching and learning, know how to learn from both success and ‘failure’, and know
when/who to ask for support both in trying out new approaches and in evaluating how well they work
clearly understand their own role as ‘learners’ and how to ensure they achieve their own learning goals
systematically evaluate their own practice, including through its impact on learners, and take appropriate action
have the clear capacity to become good, and possibly outstanding, teachers.
To be judged satisfactory a trainee must meet all of the QTS Standards or the requirements of the appropriate learning and skills teaching
qualification by the end of the course.
Satisfactory trainees:
tend to have a limited, but adequate, range of teaching and assessment strategies, but use these competently and with confidence
evaluate their own practice, including through its impact on learners, and take appropriate action
recognise that they need help with some aspects of teaching, and are willing to seek out and act on advice and guidance
show clear capacity to become competent, and in some aspects, good teachers.
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Newman University College
Trainee’s Name..................................................................................
Newman University College Grade Descriptors
The following Grade Descriptors are evidence against the Q
Standards which the trainee has achieved on each SE.
This document will be used to track progress and set targets at assessment points
throughout school experience. For example –




lesson observations
weekly meetings
mid-point review
end-point review
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Grade Descriptors for Professional Attributes
Very Good (VG)
Good (G)
Satisfactory (S)
Consistently presents a very good
role model in school in terms of
professional behaviour and
relationships. Positively promotes
the values, attitudes and
behaviour expected of pupils.
Fosters high expectations of all
pupils and seeks to render these
expectations explicit and
consistent in all aspects of
school-based work. Treats pupils
with respect. Is firm, fair and
flexible in most circumstances
(Q1, Q2)
Presents a good role
model in school in terms
of professional
behaviour and
relationships. Positively
promotes the values,
attitudes and behaviour
expected of pupils.
Fosters high
expectations of all pupils
and seeks to render
these expectations
explicit and consistent in
all aspects of schoolbased work. Treats
pupils with respect. Is
firm, fair and flexible in
most circumstances.
(Q1, Q2)
Fails to present a
consistently good example
to pupils with respect to
personal and professional
conduct. Fails to promote
the values, attitudes and
behaviour expected of
pupils. Does not have
consistently high
expectations of all pupils or
render these expectations
explicit. At times does not
treat pupils with respect or
fairness (Q1 Q2)
Has a robust and secure
knowledge and understanding of
teachers’ legal liabilities and
responsibilities. (Q3)
Demonstrates a sound
knowledge and
understanding of
teachers’ legal liabilities
and responsibilities. (Q3)
Good and effective
working relationships
with teaching and other
colleagues. Exchanges
and shares experiences
and enjoys collegiate
planning
(Q4, Q5, Q6, Q20, Q32)
Takes a pro-active
approach to personal
professional
development giving
priority to induction
requirements.
Demonstrates a creative
and constructive
approach to innovation
and adapts practice
accordingly (Q7, Q8)
Presents a sound role
model in school in terms
of professional
behaviour and
relationships. Positively
promotes the values,
attitudes and behaviour
expected of pupils.
Fosters high
expectations of most
pupils and seeks to
render these
expectations explicit and
consistent in most
aspects of school-based
work. Treats pupils with
respect. Is firm, fair and
flexible in most nonchallenging
circumstances (Q1, Q2)
Demonstrates an
acceptable knowledge
and understanding of
teachers’ legal liabilities
and responsibilities (Q3)
Acceptable working
relationships with
teaching and other
colleagues
(Q4, Q5, Q6, Q20, Q32)
Responds to advice and
guidance on personal
professional needs and
is prepared to access
personal professional
development
opportunities.
Participates in collegiate
planning and reviews
diligently (Q7, Q8)
Ignores guidance on
personal professional
development needs and has
unsatisfactory plans to
improve and update practice
(Q7, Q8)
Consistently good and effective
working relationships with
teaching and other colleagues.
Exchanges and shares
experiences and enjoys collegiate
planning
(Q4, Q5, Q6, Q20, Q32)
Routinely learns from
engagement with colleagues.
Takes a pro-active approach to
personal professional
development giving priority to
induction requirements.
Demonstrates a creative and
constructive approach to
innovation and adapts practice
accordingly (Q7, Q8)
Unsatisfactory (U)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
Lacks an acceptable
knowledge and
understanding of teachers’
legal liabilities and
responsibilities (Q3)
Fails to establish consistent
working relationships with
teaching and other
colleagues
(Q4, Q5, Q6, Q20, Q32)
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Newman University College
Grade Descriptors for Professional Attributes
Very Good (VG)
Good (G)
Satisfactory (S)
Unsatisfactory (U)
Ample evidence of willingness to
always respond positively and
pro-actively to advice. Very
perceptive with respect to
evaluation of own teaching and
its practical consequences.
Welcomes critical and
constructive commentary (Q9)
Responds well to advice.
Reflects on own
teaching and makes
adjustments as
necessary. Welcomes
critical and constructive
commentary (Q9)
Usually responds to
advice. Can reflect on
own teaching and can
make adjustments when
required (Q9)
Frequently fails to listen to
and respond to professional
advice. Unrealistic or
inappropriate evaluation of
own teaching (Q9)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
Issues of attendance and
punctuality. Evidence of
inappropriate behaviour
within the classroom, the
school and in a wider
context. Question mark
about suitability as teacher.
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Grade Descriptors for Professional Knowledge and Understanding
Very Good (VG)
Good (G)
Satisfactory (S)
Unsatisfactory (U)
Consistently demonstrates a
knowledge and understanding of
a range of teaching, learning and
behavioural management
strategies and uses and adapts
them to provide opportunities for
all learners to achieve their
potential. Has demonstrated the
effectiveness of personalised
learning strategies (Q10)
Demonstrates a
knowledge and
understanding of a
range of teaching,
learning and behavioural
management strategies
and uses and adapts
them to provide
opportunities for all
learners to achieve their
potential. Has
demonstrated the
effectiveness of
personalised learning
strategies (Q10)
Judges pupils’ levels of
attainment against the
appropriate
requirements and
arrangements for the
subject/curriculum areas
in the age ranges they
are trained to teach,
including those related
to public examinations
and qualifications (Q11)
Uses a good range of
assessment strategies,
including formative
assessment to maintain
pupils’ progress. Oral
and written feedback is
positive and helpful. It
is timely, accurate and
constructive
(Q12, Q26a, Q27)
Assesses and keeps
systematic and
appropriate records of
pupils’ progress.
Assessment and
recording is used to
guide planning
(Q13, Q26b)
Normally demonstrates a
knowledge and
understanding of a
range of teaching,
learning and behavioural
management strategies
and uses and adapts
them to provide
opportunities for all
learners to achieve their
potential. Has
demonstrated the
effectiveness of
personalised learning
strategies (Q10)
With the help of the
Subject Mentor judges
pupils’ levels of
attainment against the
appropriate NC
Attainment Targets and
(where relevant) against
GCSE grade descriptions
with an acceptable
degree of accuracy
(Q11)
Uses an acceptable
range of assessment
strategies to monitor
pupils’ progress
including formative
assessment
(Q12, Q26a, Q27)
Rarely demonstrates a
knowledge and
understanding of a range of
teaching, learning and
behavioural management
strategies and does not use
or adapt them to provide
opportunities for all learners
to achieve their potential.
There is no evidence of
effective personalised
learning strategies (Q10)
Assesses and keeps
records of pupil’s
progress, but needs to
be more systematic.
Some evidence of an
ability to develop links
between assessment
and recording to future
planning and targets
(Q13, Q26b)
Work is frequently carelessly
marked and assessed.
Records of pupils’ progress
insufficiently detailed or
incomplete. Little or no
evidence of an ability to
develop links between
assessment and recording to
future planning and targets
(Q13, Q26b)
Consistently makes robust
judgements of pupils’ levels of
attainment against the
appropriate requirements and
arrangements for the
subject/curriculum areas in the
age ranges they are trained to
teach, including those related to
public examinations and
qualifications (Q11)
Routinely employs ‘Assessment
for Learning’ Strategies to
promote learning
(Q12, Q26a, Q27)
Personalised learning strategies
are consistently used to
effectively improve the learning
of all pupils (Q13, Q26b)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
Struggles to judge pupils’
levels of attainment against
the appropriate NC
Attainment Targets and
(where relevant) against
GCSE grade descriptions
with an acceptable degree of
accuracy (Q11)
Uses a seriously limited and
limiting range of assessment
strategies to monitor pupils’
progress
(Q12,Q26a,Q27)
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Grade Descriptors for Professional Knowledge and Understanding
Very Good (VG)
Good (G)
Satisfactory (S)
Routinely uses local and national
statistical information to evaluate
the effectiveness of their
teaching, to monitor progress
and to raise levels of attainment
(Q13)
Uses local and national
statistical information to
evaluate the
effectiveness of their
teaching, to monitor
progress and to raise
levels of attainment
(Q13)
Has a thoroughly robust
knowledge and understanding of
their subjects/curriculum areas
and related pedagogy strategies
(Q14)
Has a secure knowledge
and understanding of
their subjects/curriculum
areas and related
pedagogy strategies
(Q14)
Consistently shows professional
skill in employing a variety of
teaching strategies appropriate to
age, ability and attainment.
Teaching and learning objectives
are made explicit,
understandable and relevant to
pupils. Pro-actively seeks to
create opportunities for pupils to
achieve objectives through
interactive teaching methods
(subsuming formative
assessment and group work).
There is a focus on the
promotion of active and
independent learning. The
momentum of pupil learning is
consistently maintained (Q14)
Shows professional skill
in employing a variety of
teaching strategies
appropriate to age,
ability and attainment.
Teaching and learning
objectives are made
explicit, understandable
and relevant to pupils.
Opportunities are
frequently created for
pupils to achieve
objectives through
interactive teaching
methods (subsuming
formative assessment
and group work). There
is a focus on the
promotion of active and
independent learning.
The momentum of pupil
learning is consistently
maintained (Q14)
With support, local and
national statistical
information is used to
evaluate the
effectiveness of their
teaching, to monitor
progress and to raise
levels of attainment
(Q13)
Acceptable knowledge
and understanding of
own subject/s, but some
gaps need closer
attention. Pupils’
interest and motivation
generally maintained.
Sometimes uses ICT to
support teaching and
learning (Q14)
With support shows
professional skill in
employing a variety of
teaching strategies
appropriate to age,
ability and attainment.
Teaching and learning
objectives are made
explicit, understandable
and relevant to pupils.
Opportunities are
frequently created for
pupils to achieve
objectives through
interactive teaching
methods (subsuming
formative assessment
and group work).
There is an acceptable
focus on the promotion
of active and
independent learning.
The momentum of pupil
learning is consistently
maintained (Q14)
Unsatisfactory (U)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
Finds it difficult to use local
and national statistical
information to evaluate the
effectiveness of their
teaching, to monitor
progress and to raise levels
of attainment (Q13)
Uneven knowledge and
understanding of own
subject/s. This sometimes
detracts from the
effectiveness of planning
and teaching. Pupils’ interest
and motivation not
consistently maintained.
Rarely uses ICT to support
teaching and learning (Q14)
Is limited in the range of
teaching strategies and
learning strategies
employed. These are not
always appropriate to age,
ability and attainment.
Teaching and learning
objectives are rarely made
explicit, understandable and
relevant to pupils. Struggles
to create opportunities for
pupils to achieve objectives
through interactive teaching
methods (subsuming
formative assessment and
group work). There is little
evidence of a focus to
promote active and
independent learning. The
momentum of pupil learning
is consistently not
maintained effectively (Q14)
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Grade Descriptors for Professional Knowledge and Understanding
Very Good (VG)
Good (G)
Satisfactory (S)
Unsatisfactory (U)
Has a robust and comprehensive
knowledge and understanding of
the relevant statutory and nonstatutory curriculum frameworks,
including those provided through
National Strategies, for their
subjects/curriculum areas and
other relevant initiatives
applicable to the age and ability
range for which they are trained
(Q15)
Demonstrates a
knowledge and
understanding of the
relevant statutory and
non-statutory curriculum
frameworks, including
those provided through
National Strategies, for
their subjects/curriculum
areas and other relevant
initiatives applicable to
the age and ability range
for which they are
trained (Q15)
Limited and limiting
understanding of subject
requirements at relevant Key
Stage/s (including crosscurricular elements) that is
often evident in planning
and in teaching.
Underdeveloped
understanding of
progression and continuity
within and between Key
Stages. Insufficient
familiarity with syllabus
requirements for Key Stages
above and below that/those
in which specialising (Q15)
Searches for innovative ways of
using literacy, numeracy and ICT
skills to support their teaching
and their wider professional
activities (Q16, Q17, Q23)
Uses literacy, numeracy
and ICT skills to support
their teaching and their
wider professional
activities
(Q16, Q17, Q23)
Demonstrates a mature
professional understanding of
how pupils’ learning in their
subject is affected by
developmental, political,
religious, ethnic, cultural and
linguistic influences (Q18)
Demonstrates a good
understanding of how
pupils’ learning in their
subject is affected by
developmental, political,
religious, ethnic, cultural
and linguistic influences
(Q18)
Makes effective
personalised provision
for those they teach,
including the more able,
those with specific
learning, behavioural
and emotional difficulties
and those for whom
English is an additional
language (Q19)
Acceptable
understanding of subject
requirements at relevant
Key Stage/s (including
cross-curricular
elements) that is often
evident in planning and
in teaching. Reasonable
understanding of
progression and
continuity within and
between Key Stages.
Some familiarity with
syllabus requirements
for Key Stages above
and below that/those in
which specialising (Q15)
Able to use, with
support, literacy,
numeracy and ICT skills
to support their teaching
and their wider
professional activities
(Q16, Q17, Q23)
Demonstrates an
understanding how
pupils’ learning in their
subject is affected by
developmental, political,
religious, ethnic, cultural
and linguistic influences
(Q18)
Usually makes
personalised provision
for those they teach,
including the more able,
those with specific
learning, behavioural
and emotional difficulties
and those for whom
English is an additional
language (Q19)
Critically assesses the effective
personalised provision for those
they teach, including the more
able, those with specific learning,
behavioural and emotional
difficulties and those for whom
English is an additional language
(Q19)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
Frequently unable to use,
with support, literacy,
numeracy and ICT skills to
support their teaching and
their wider professional
activities (Q16, Q17, Q23)
Demonstrates a limited
understanding how pupils’
learning in their subject is
affected by developmental,
political, religious, ethnic,
cultural and linguistic
influences (Q18)
Rarely makes personalised
provision for those they
teach, including the more
able, those with specific
learning, behavioural and
emotional difficulties and
those for whom English is an
additional language (Q19)
13
Last updated: September 2011
Newman University College
Grade Descriptors for Professional Knowledge and Understanding
Very Good (VG)
Good (G)
Satisfactory (S)
Unsatisfactory (U)
Evaluates and justifies actions
taken to account for diversity and
actively promotes equality and
inclusion in their planning and
implementation of lessons (Q19)
Takes account of
diversity and actively
promotes equality and
inclusion in their
planning and
implementation of
lessons (Q19)
Collaborates with
colleagues at all levels
but in particular
understands the roles of
colleagues with special
responsibilities for
learners with special
educational needs and
disabilities (Q20)
Demonstrates a good
awareness of current
legal requirements,
National Policies and
guidance on the
safeguarding and
promotion of the wellbeing of children and
young people (Q21)
Aware of and seeks to
cater for the variety of
pupils and their needs
within the context of the
school’s equal
opportunities policy
(Q19)
Collaborates with
colleagues to support
existing strategies aimed
at enhancing pupils’
learning (Q20)
Insufficiently aware of the
need to cater systematically
for the variety of pupils
within the context of the
school’s equal opportunities
policy (Q19)
Demonstrates an
acceptable level of
awareness of current
legal requirements,
National Policies and
guidance on the
safeguarding and
promotion of the wellbeing of children and
young people (Q21)
With support, is able to
identify and support
pupils whose progress,
development or wellbeing is affected by
change or difficulties in
their personal
circumstances and
knows when to refer
them to colleagues for
specialist support (Q21)
Lacks an acceptable level of
awareness of current legal
requirements, National
Policies and guidance on the
safeguarding and promotion
of the well-being of children
and young people (Q21)
Pro-actively seeks to
communicate with, collaborate,
plan, implement and review with
relevant colleagues at all levels
but in particular understands the
roles of colleagues with special
responsibilities for learners with
special educational needs and
disabilities (Q20)
Consistently demonstrates a
good awareness of current legal
requirements, National Policies
and guidance on the
safeguarding and promotion of
the well-being of children and
young people (Q21)
Reflects critically on his/her own
processes for the identification
and support of pupils whose
progress, development or wellbeing is affected by change or
difficulties in their personal
circumstances and knows when
to refer them to colleagues for
specialist support (Q21)
Knows how to identify
and support pupils
whose progress,
development or wellbeing is affected by
change or difficulties in
their personal
circumstances and
knows when to refer
them to colleagues for
specialist support (Q21)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
Does not collaborate
sufficiently well with
colleagues to support
existing strategies aimed at
enhancing pupils’ learning.
Insufficiently aware of given
structures (Q20)
Shows little evidence of
procedures for the
identification and support of
pupils whose progress
development or well-being is
affected by change or
difficulties in their personal
circumstances. Lacks an
awareness of the
appropriate specialist
support structures (Q21)
14
Last updated: September 2011
Newman University College
Grade Descriptors for Professional Skills
Very Good (VG)
Good (G)
Consistently demonstrates an
ability to plan for progression
across the age and ability range
for which they are trained,
designing effective learning
sequences within the lessons and
across a series of lessons,
demonstrating secure
subject/curriculum knowledge
(Q22)
Demonstrates an ability
to plan for progression
across the age and
ability range for which
they are trained,
designing effective
learning sequences
within the lessons and
across series of lessons
and demonstrating
secure
subject/curriculum
knowledge (Q22)
The homework set is
appropriate and
interesting for all
classes. It generally
consolidates and
extends pupils’ learning
and often seeks to
promote independence
and autonomy (Q24)
Assists with and takes
responsibility for the
planning and
organisation of out-ofschool learning
activities. Contributes
willingly to pastoral and
extra-curriculum
programmes.
Understands how
Citizenship and PSHE
Curriculum contribute to
pupil development (Q24)
Reflects critically on the value of
the homework set and ensures
that it consolidates and extends
pupils’ learning and often seeks
to promote independence and
autonomy (Q24)
Demonstrates a high level of
leadership and management in
the corporate life of the school,
its extended curriculum and its
effective Citizenship programmes
(Q24)
Satisfactory (S)
Unsatisfactory (U)
With support is able to
plan for progression
across the age and
ability range for which
they are trained,
designing effective
learning sequences
within the lessons and
across series of lessons
and demonstrating
secure
subject/curriculum
knowledge (Q22)
The homework set
generally consolidates
and extends pupils’
learning and offers
opportunities for
independent learning
(Q24)
Does not demonstrate an
understanding of the
strategies for progression
across the ability range for
which they are trained. Is
unable to design effective
learning sequences within
the lessons and across series
of lessons. Some issues in
demonstrating secure
subject/curriculum
knowledge (Q22)
Willing to assist with and
take on some
responsibility for the
planning and
organisation of out-ofschool learning activities.
Contributes to pastoral
and extra-curricular
programmes, but tends
not to take the initiative.
Has some understanding
of how Citizenship and
PSHE curricula
contribute to pupil
development (Q24)
Reluctant to participate in
the organisation of out-ofschool learning activities.
Rarely takes advantage of
opportunities for extracurricular involvement. Little
or no contribution to
pastoral life of school. Little
awareness of how
Citizenship and PSHE
curricula contribute to pupil
development (Q24)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
The homework set does not
consolidate or extend pupils’
learning. It is not sufficiently
rigorously and offers few
opportunities for
independent learning (Q24)
15
Last updated: September 2011
Newman University College
Grade Descriptors for Professional Skills
Very Good (VG)
Good (G)
Satisfactory (S)
Unsatisfactory (U)
Demonstrates substantial ability
to teach lessons and sequences
of lessons across the age and
ability range for which they are
trained using a range of teaching
strategies and resources
(including e-learning) taking
practical account of diversity and
promoting equality and inclusion
(Q25a)
Demonstrates an ability
to teach lessons and
sequences of lessons
across the age and
ability range for which
they are trained using a
range of teaching
strategies and resources
(including e-learning)
taking practical account
of diversity and
promoting equality and
inclusion (Q25a)
Fails to demonstrate an
acceptable level of ability to
teach lessons and sequences
of lessons across the age
and ability range for which
they are trained using a
limited range of teaching
strategies and resources
(including e-learning) and
taking little practical account
of diversity, equality or
inclusion (Q25a)
Reviews diligently and has a
good understanding of the need
to build on prior knowledge and
learning to enable learners to
meet learning objectives (Q25b)
Understands the need to
build on prior knowledge
and learning to enable
learners to meet
learning objectives
(Q25b)
Consistently demonstrates an
ability to communicate
effectively, adapting their
language to suit the learners,
introducing new ideas and
concepts clearly, and using
explanations, questioning,
discussion and plenaries
effectively (Q25c)
Demonstrates an ability
to communicate
effectively, adapting
their language to suit
the learners, introducing
new ideas and concepts
clearly, and using
explanations,
questioning, discussion
and plenaries effectively
(Q25c)
Demonstrates an ability
to manage the learning
of individuals, groups
and whole classes,
modifying their teaching
to suit the stage of the
lesson (Q25d)
Demonstrates an
acceptable ability to
teach lessons and
sequences of lessons
across the age and
ability range for which
they are trained using a
range of teaching
strategies and resources
(including e-learning)
taking practical account
of diversity and
promoting equality and
inclusion (Q25a)
With support is aware of
the need to build on
prior knowledge and
learning to enable
learners to meet
learning objectives
(Q25b)
Shows an ability to
communicate, adapting
their language to suit
the learners, introducing
new ideas and concepts
clearly, and using
explanations, question,
discussion and plenaries
(Q25c)
With support,
demonstrates an ability
to manage the learning
of individuals, groups
and whole classes,
modifying their teaching
to suit the stage of the
lesson (Q25d)
Finds it difficult to manage
the learning of individuals,
groups and whole classes, or
modify their teaching to suit
the stage of the lesson
(Q25d)
Routinely demonstrates an ability
to manage the learning of
individuals, groups and whole
classes, modifying their teaching
to suit the stage of the lesson
(Q25d)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
Does not regularly
demonstrate an awareness
of the need to build on prior
knowledge and learning to
enable learners to meet
learning objectives (Q25b)
Fails to communicate
effectively. Finds it difficult
to adapt their language to,
to suit the learners,
introduce new ideas or
concepts clearly, or use
explanations, questioning,
discussion or plenaries
effectively (Q25c)
16
Last updated: September 2011
Newman University College
Grade Descriptors for Professional Skills
Very Good (VG)
Good (G)
Satisfactory (S)
Unsatisfactory (U)
Consistently demonstrates an
ability to support and guide
learners to reflect on their
learning, identifying the progress
they have made and recognise
their emerging needs (Q28)
Demonstrates an ability
to support and guide
learners to reflect on
their learning,
identifying the progress
they have made and
recognise their emerging
needs (Q28)
Frequently unable to support
and guide learners to reflect
on their learning, or identify
their progress (Q28)
Reviews and justifies strategies
to evaluate the impact of their
teaching on the progress of all
learners, and is prepared to
modify planning and classroom
routines where necessary (Q29)
Has the skills to evaluate
the impact of their
teaching on the progress
of all learners, and is
prepared to modify
planning and classroom
routines where
necessary (Q29)
Implements effective procedures
to organise and manage teaching
space, resources (including ICT)
and pupils within a safe, secure
and purposeful learning
environment both within school
and beyond the school (Q30)
Organises and manages
teaching space,
resources (including
ICT) and pupils
efficiently and efficiently
within a safe, secure
and purposeful learning
environment both within
school and beyond the
school (Q30)
Maintains a good
standard of classroom
organisation and
discipline. Shows an
ability to secure a good
level of attention and
on-task behaviour from
pupils. The environment
is conducive to learning,
pupil behaviour is
constructively managed
and self-control and
autonomy is encouraged
(Q31)
Demonstrates an
acceptable level of
ability to support and
guide learners to reflect
on their learning,
identifying the progress
they have made and
recognise their emerging
needs (Q28)
Adequately
demonstrates their
ability to evaluate the
impact of their teaching
on the progress of all
learners, and is prepared
to modify planning and
classroom routines
where necessary (Q29)
Usually organises and
manages teaching
spaces, resources
(including ICT) and
pupils efficiently and
efficiently within a safe,
secure learning
environment (Q30)
Maintains an acceptable
standard of classroom
organisation and
discipline. Shows an
ability to secure a
satisfactory level of
attention and on-task
behaviour from pupils.
The environment is
conducive to learning,
pupil behaviour is
constructively managed
and self-control and
independence
encouraged (Q31)
Fails to maintain an
acceptable standard of
classroom organisation and
discipline. Does not
demonstrate the ability to
secure a satisfactory level of
attention and on-task
behaviour from pupils. The
environment is not
conducive learning (Q31)
Consistently maintains a good
standard of classroom
organisation and discipline.
Shows an ability to secure a good
level of attention and on-task
behaviour from pupils. The
environment is conducive to
learning, pupil behaviour is
constructively managed and selfcontrol and autonomy is
encouraged (Q31)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
Does not adequately
demonstrate their ability to
evaluate the impact of their
teaching on the progress of
all learners, and shows little
evidence that planning and
classroom routines are
modified where necessary
(Q29)
At times does not think
through the organisation
and management of
teaching spaces, resources
(including ICT) and pupils.
Health and safety is
sometimes compromised
(Q30)
17
Last updated: September 2011
Newman University College
Grade Descriptors for Professional Skills
Very Good (VG)
Proactively shares good practice
and enjoys working as a team
member
(Q4, Q5, Q6, Q20, Q32)
Manages other professionals in
the classroom and has developed
strategies to ensure that they
contribute appropriately, add
value to the learning situation
and understand the roles they
are expected to play (Q20, Q33)
Good (G)
Satisfactory (S)
Unsatisfactory (U)
Demonstrates an ability
to work as a team
member, sharing the
development of effective
practice
(Q4, Q5, Q6, Q20, Q32)
Has the ability to
manage other
professionals in the
classroom to ensure that
they contribute
appropriately, add value
to the learning situation
and understand the
roles they are expected
to play (Q20, Q33)
Participates effectively
as a team member,
sharing the development
of effective practice
(Q4, Q5, Q6, Q20, Q32)
Reluctant to participate as a
team member, or share the
development of effective
practice
(Q4, Q5, Q6, Q20, Q32)
Is developing the ability
to manage other
professionals in the
classroom and with
professional support is
developing strategies to
ensure that they
contribute appropriately,
add value to the learning
situation and understand
the roles they are
expected to play
(Q20, Q33)
Is not effective in managing
other professionals in the
classroom or ensuring that
they contribute appropriately
by adding value to the
learning situation
(Q20, Q33)
Insert VG, G, S, U for each
SE as appropriate:
SE1
SE2
SE3
SE4
Comments (PT/CT/SBT/SM)
18
Last updated: September 2011