BA (Hons)
Learning and Teaching –
Primary Education
School Placement:
Key Points for Schools
A Summary Document for School Staff
(August 2013)
Contents
Contents ............................................................................................................................................... 1
Introduction ......................................................................................................................................... 2
Staffing and Contact Information ........................................................................................................ 3
eBridge ................................................................................................................................... 3
University placement tutor .................................................................................................... 3
Programme Director .............................................................................................................. 3
Key Documents Online ........................................................................................................... 3
School Placement Arrangements – Key Points .................................................................................... 4
What trainees have to do to gain QTS ................................................................................... 4
Designated School Placement Period .................................................................................... 4
Teaching Outside of Assessed School Placement Periods ..................................................... 4
Teaching in at Least Two Schools........................................................................................... 4
First Period of Assessed School Placement.......................................................................................... 5
Second Period of Assessed School Placement ..................................................................................... 6
Pre-Placement Preparatory Time ........................................................................................................ 7
The School’s Routines, Policies and Procedures .................................................................... 7
School Staff ............................................................................................................................ 7
The Children ........................................................................................................................... 7
The Classroom Environment .................................................................................................. 7
Curriculum, Timetable and Teaching ..................................................................................... 8
Guidance for Trainees on Writing Medium Term Plans ...................................................................... 9
Guidance for Trainees on Lesson Planning .......................................................................................... 9
Lesson Evaluations and Weekly Evaluations........................................................................................ 9
School Placement File(s) ...................................................................................................................... 9
Monitoring, Assessing and Recording Pupil Progress .......................................................................... 9
Guidance for the School Mentor ....................................................................................................... 10
Prior to the School Placement ............................................................................................. 10
During Preparatory Time in School ...................................................................................... 10
During the School Placement ............................................................................................... 10
Towards the End of the School Placement .......................................................................... 10
Guidance for the Class Teacher ......................................................................................................... 11
During Preparatory Time in School ...................................................................................... 11
During the Early Stages of the School Placement ................................................................ 11
During the Middle/Later Stages of the School Placement .................................................. 11
Towards the End of the School Placement .......................................................................... 11
Formal Lesson Observations During School Placement .................................................................... 12
Procedures for Dealing with Trainees who are Causing Concerns .................................................... 12
The Teaching Development Profile .................................................................................................... 12
Additional information:
UCET/NASBTT Criteria for Assessing Trainees
Lesson Observation Feedback Form
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
1
Introduction
This booklet
This booklet contains key information for school staff regarding the school placement element of the BA (Hons)
Learning and Teaching Course and is intended to provide quick access to basic information.
The full School Placement Handbook provides detailed information regarding school placements and it is
recommended that the school mentor accesses a copy of that handbook for reference, either by asking the trainee for
a copy, downloading it from this web site: tinyurl.com/sdocs2013 or accessing it on eBridge (the course VLE, see page
3).
As with all the documents which we produce, we welcome feedback on content and suggestions for changes and
additions for future editions.
The course
The BA (Hons) Learning and Teaching course is an 18 month, part-time course, leading to Qualified Teacher Status.
The course ‘tops up’ a foundation degree or similar course in education, with course modules that focus of primary
teaching and two assessed school placements (formerly known as teaching practices). During the taught element of
the course the trainees study curriculum and pedagogy related to curriculum subjects, teaching, learning and
assessment, including up-to-date and practical advice about the role of the teacher.
The course is very intensive and demanding, particularly for trainees who also have full-time jobs or other
commitments. Alongside the taught sessions and school placements, there is a significant amount of academic work
to be completed, including wide reading, essays, case studies and the production of reflective and evaluative
documentation related to work in schools.
The school placement experience
The school placement experience element is at the heart of the course. Overall, the DfE requirement is that a
minimum of 120 training days must be spent in school, observing, planning, teaching and assessing children in groups
of various sizes as well as whole classes, although a trainee’s former experience and current employment in school
may count towards this total.
Trainees are also required to have experience of teaching children across Key Stages 1 and 2 and across the ability
range. The national requirements for Initial Teacher Training also state that to gain QTS each trainee teacher has
taught in at least two schools (C2.5). It is therefore necessary for trainees on this programme to teach in another
school other than the one in which they work. Whilst the requirement does not stipulate the length of time required,
the University of Hull Partnership Executive Committee has agreed that a bare minimum should be two weeks, either
as part of an assessed school placement or as an additional period on top of the two assessed placements.
It is absolutely vital that trainees discuss their needs with regard to school placement time with their
headteacher/employer and ensure that they have his/her full support because there may well be considerable
financial implications for the school. Trainees need to make it clear how much teaching they will be doing and how
available they will be to undertake their normal school role, taking account of location and the need for some
planning, preparation and assessment time during normal school hours. In extreme cases it may be necessary for
trainees to take unpaid leave during their school placement periods.
To facilitate the above and to ensure that headteachers/employers are kept fully informed, the trainee and his or her
headteacher/employer must complete and sign the Headteacher/Employer School Placement Notification form, which
is returned to the Programme Director.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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Staffing and Contact Information
eBridge
eBridge is the university VLE and provides a repository for course information which schools can access and a course
specific email system, which schools can use and which it is recommended that at least one member of school staff
has access to.
If you are a school mentor or headteacher and would like access to eBridge, please send an email message to Jackie
Lison, requesting access and stating which school you work in and your role. Jackie will then provide you will the
necessary log-on details.
CES Admin
Jackie Lison
j.lison@hull.ac.uk
University placement tutor
The member of the university staff who schools will have most contact with is the university placement tutor
(previously known as the university supervisor). The university placement tutor is responsible for overseeing the
school placement and liaising with school staff. He or she can be contacted via eBridge and the trainee may also have
been given additional contact information. General school placement queries would usually be addressed to the
university placement tutor.
Programme Director
For significant and general course queries, please contact the Programme Director.
Programme Director for BA
(Hons) Learning and
Teaching
Dr John Bennett
Wilberforce room 336
Tel: 465540
Email: j.bennett@hull.ac.uk
Key Documents Online
Key documents relating to school placements are available electronically via eBridge or to download from
tinyurl.com/sdocs2013.
NB: If you have any problems, please contact the programme director for details of how to access electronic
documents.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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School Placement Arrangements – Key Points
Summary
 Two school placements.
 Each trainee teacher must have taught in at least two schools prior to recommendation for the award of QTS
(DfE requirement).
 Trainees usually make their own arrangement for school placements, with their own and other schools and in
consultation with their employer, as in most cases the school placement will lead to time away from the
trainee’s normal job.
 It is the trainee’s responsibility to keep his or her employer informed fully about the arranged school
placements, including the release time required when applicable.
 Schools selected for school placement must not be in special measures.
 Schools selected for school placement should not be a significant distance from the University (if over 50
miles – seek advice from the programme director).
 Teaching must be with classes of key stage 1 or key stage 2 children.
 First TP
o minimum 20 days
o usually non-preferred key stage
o a 4 or 5 week block placement (recommended)
o minimum of 20 maths lessons, 20 English lessons and sequence of 5 or 6 science lessons
o possibly other subjects taught as well
o flexible arrangements
o 60% teaching time (or equivalent)
 Must be at least a month between placements.
 Second TP
o minimum 25 days
o usually preferred key stage
o a 5 or 6 week block placement (expected)
o at least 25 mathematics lessons, 25 English lessons and a coherent sequence of 5 or 6 lessons in
other subjects.
o equivalent of 75% teaching time over 5 weeks – i.e. 75 lessons
What trainees have to do to gain QTS
 They must meet the Teachers’ Standards across Key Stages 1 and 2.

They must have taught in at least two schools (national requirement).

The equivalent of 120 days of ‘time in school’ is required to meet the requirement for QTS (national
requirement). Trainees not already in schools may have to undertake additional in school time to meet this
requirement.
Designated School Placement Period
February 2014 to the half-term break in February 2015.
Teaching Outside of Assessed School Placement Periods
Trainees might want to do some teaching outside of their two assessed periods of school placement. This could be
part of their role in school or it could be additional teaching that is arranged in order to build up confidence and to
broaden the range of foundation subjects taught over the course as a whole.
Teaching in at Least Two Schools
We would prefer all trainees to do both, or at least one of their assessed school placements at a school other than the
one they work at (if applicable), in order to gain the broadest experience possible.
Another possibility would be to spend time outside of the two assessed school placements teaching in another school.
This could be done at any time during the course. It could be a block of time, or it could be a series of shorter visits,
spread out over a period of weeks, for example one day a week for a term. As with school placements, this must be
arranged in consultation with the trainee’s employer when applicable.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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An approach that has been used by students in the past is to do a ‘job-swap’ with another student, either for a block
of time or for a series of days spread out over a period of weeks.
The above examples are just some of the possible ways of meeting the ‘two-school’ requirement. Each case will be
considered on an individual basis. However, in all cases we will require the equivalent of at least two weeks in the
second school.
First Period of Assessed School Placement
It is suggested that the first school placement is in the trainee’s non-preferred Key Stage and it is recommended that
this practice is at a school other than his or her own. Much of what follows is taken directly from the School
Placement Handbook and is written for trainees, but provides essential information for schools.
Teaching time
The trainee will be expected to teach a minimum of 20 maths lessons, 20 English lessons and sequence of 5 or 6
science lessons (i.e. half a term’s science work). The teaching must form a coherent sequence of lessons. It is not
acceptable to teach 20 mathematics lessons that are scattered randomly throughout the term.
The minimum teaching commitment for the first school placement is around 60% of available teaching time, but most
trainees do more than this, teaching other subjects as well as English, maths and science. The teaching commitment
should not go above 70%, to allow sufficient planning, preparation, assessment and observation time during the
placement. Remember, a fully qualified teacher in his or her first year of teaching will only teach 80% of the time. It is
strongly recommended that trainees focus entirely on the placement during the placement time and do not continue
with any other duties, if they will be doing the placement in one four week block.
If the trainee is also able to teach any foundation subjects, then this is a bonus, although workload must be
considered. However, by teaching some foundation subjects during this school placement, this reduces the pressure
on his or her timetable during the second school placement.
Organising teaching time
Although a block school placement is preferred, the school placement can be arranged in a variety of ways i.e. we can
allow flexibility in order to fit in with school circumstances (but please see the information below). Here are a few
possibilities:
 You teach mathematics/English every day for a four week period.
 You teach mathematics/English three or four times a week for five or six weeks (i.e. for about half of the
term), the class teacher taking the other lessons each week.
 You teach mathematics/English twice a week for ten to twelve weeks (i.e. for the whole term), the class
teacher taking the other three lessons each week.
If the teaching of maths and/or English is shared with the class teacher then it is worth investigating ways of allocating
responsibilities so that both parties can plan and prepare your lessons independently of one another i.e. take
responsibility for separate units/areas/topics of work.
Although we recommend that to get the experience closest to the reality of being a teacher you teach a number of
subjects each week, there can be flexibility in this. If necessary, the trainee does not have to teach mathematics and
English during the same time period, for example he or she could teach mathematics some time during the first half of
the term and English during the second half.
Important note: Experience has shown that the more a school placement is done in a block, the better the experience
in terms of being a class teacher. The children will more readily respond to a person as ‘their’ teacher if they are being
more consistently taught by that person. Whenever possible a block practice is recommended for the first school
placement and it is considered essential for the second.
Although it is not the best experience, trainees do not necessarily have to teach all of the core subjects to the same
class of pupils. However, it does make sense to be working with roughly the same group, so that they can build up
profiles of children across a range of subjects.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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Assessment
The trainee is assessed during this school placement, using UCET/NASBTT grading criteria for trainees and against the
Teachers’ Standards (2012) in that particular key stage. NB It is only these criteria which must be used to grade
trainees, to ensure all trainees are assessed using the same system, which is one which is used across the country and
supported by Ofsted. If sufficient progress in meeting the standards at a particular key stage is not evident, trainees
may be asked to undertake additional teaching time, usually organised between or after placements.
Observations
During each school placement, typically three lessons would be observed by staff from the university, one for each
core subject if possible. In addition to this, at least three formal observations would be made by staff within the
school, one of which would be a joint observation with the university placement tutor.
Second Period of Assessed School Placement
This is the period during which final judgements about a trainee’s ability to meet the required standards are made. It
is therefore recommended that this placement is in the trainee’s preferred key stage (either Key Stage 1 or 2).
Teaching time
As a rough guide, we would expect a typical trainee to teach at least 25 mathematics lessons, 25 English lessons and
a coherent sequence of 5 or 6 lessons in each of the other subjects. In total this must meet the minimum
requirement of the equivalent of 75% teaching time over 5 weeks – i.e. 75 lessons. The teaching commitment should
not go above 75%, to allow sufficient planning, preparation, assessment and observation time during the placement.
Remember, a fully qualified teacher in his or her first year of teaching will only teach 80% of the time. It is strongly
recommended that trainees focus entirely on the placement during the placement time and do not continue with any
other duties.
In order to build up a broad range of experience, it is recommended that trainees’ responsibilities, taking all of the
school placements as a whole, cover humanities (geography or history), creative subjects (art or DT), performing arts
(music or dance), RE and PE. ICT must also feature in teaching, either as a discrete subject or across a range of other
disciplines.
Organisation
It is expected that the second school placement takes places as a block, giving the trainee more of an opportunity to
establish himself or herself as the classteacher and to develop series of lessons with increased coherence, as well as
taking advantage of the opportunity to develop cross-curricular work if appropriate. We understand the difficulties in
gaining block release time from a trainee’s usual job, but many trainees have been able to gain that time through
negotiation with their schools and in some extreme cases by taking unpaid leave. The benefits of a block practice are
clear and every effort should be made to secure the time required.
It is likely that the trainee will need to teach a minimum of four foundation subjects, plus RE and science, although this
will depend on which subjects were taught on earlier occasions.
Assessment
The trainee is assessed during this school placement, using UCET/NASBTT grading criteria for trainees and against the
Teachers’ Standards (2012) in that particular key stage. NB It is only these criteria which must be used to grade
trainees, to ensure all trainees are assessed using the same system, which is one which is used across the country and
supported by Ofsted. If sufficient progress in meeting the standards at a particular key stage is not evident, trainees
may be asked to undertake additional teaching time, usually organised between or after placements.
Teaching will be assessed by a combination of observations by university staff and staff from the school. If towards
the end of the planned school placement period we feel that a trainee is not making sufficient progress towards
meeting the required standards at that key stage we would have to consider extending the period of teaching or
arrange an additional block of time working in that key stage.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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Pre-Placement Preparatory Time
Trainees are expected to spend some pre-placement time in their school placement schools, gathering information
and working with staff on planning. How much time is needed varies, but the following summarised trainee lists give
an indication of what needs to be done and acquired by the trainee. More detailed can be found in the School
Placement Handbook.
The School’s Routines, Policies and Procedures
 general information about the school; e.g. size, design, catchment area, staffing (including support staff).
 copies of key policy documents e.g. behaviour/discipline policy, equal opportunities, assessment/marking,
health and safety, first aid, restraining pupils, individual subject policies, handwriting.
 protocol relating to confidentiality with regard to any information written down about children.
 information about staff meetings/briefings/staff training sessions
 expectations regarding a dress code for staff, the wearing of jewellery, body piercings etc..
 practicalities of using the staffroom
School Staff
 meet with mentor and other school staff, establish good working relationships
 agreement with teacher and mentor regarding how you can communicate with one another when you are
not based in school (telephone numbers, email, eBridge etc.).
 consider involvement in extra-curricular activities during the school placement.
 find out about staff who have expertise in teaching particular subjects, investigate the possibility of observing
them
The Children
 make lists of the children's names, ages and any necessary records related to reading and maths
achievements and any associated problems.
 investigate any setting arrangements that are in
 produce seating plans
 learn as much as possible about the children's levels of ability, previous experience and short term future
needs; how does the teacher cater for the different abilities within the class?
 start to get to know the individual needs of the children e.g. their behaviour patterns, and usual responses to
tasks, authority, and to other people.
 find out about any children with special educational needs (remember – these are not necessarily children
with statements); how does the teacher cater for them? Start thinking about how you will cater for them.
 discuss with the teacher the approaches used to assess and record children's progress.
The Classroom Environment
 make a plan of the classroom (or classrooms)
 find out about the availability and location of resources.
 discuss the class routines which you are expected to maintain and, if necessary, negotiate those where you
wish to make changes e.g. you might want to introduce your own ‘rewards’ system.
 note the strategies used by the teacher to maintain discipline
 observe the organisational strategies and behaviour management techniques employed by the teacher.
 procedures for creating displays in the classroom
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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Curriculum, Timetable and Teaching
 copies of the school’s medium-term planning documents for the period of the school placement
 school’s approach to medium-term planning, particularly the existence of planning teams
 in consultation with the teacher, produce a timetable for the school placement period which represents a
teaching commitment of at least 60% for the first placement (certainly not more than 70%) and at 75% for
the second placement. If the trainee has arranged to do the teaching on a more flexible basis, these
guideline figures will not apply, but the minimum numbers of taught sessions must be adhered to.
 agree with the teacher the subjects and/or topic areas you will be teaching
 discuss the broad content that needs to be covered so that you can make a start on your schemes of work
 make arrangements with regard to the shared teaching of a subject e.g. if you and the teacher will be sharing
the maths teaching, how will this work in practice?
 discuss availability of resources, and the possible use of visits and visitors during your school placement
 procedure for using the school’s photocopying facilities
 work with groups and the full class for some lessons, and begin to build good relationships with the children,
establishing yourself in their eyes as their future temporary teacher
 make sure that the headteacher, mentor, classteacher and university placement tutor all know when you will
be starting the school placement
Things which must be done by trainees before the start of the school placement
1.
2.
3.
4.
5.
6.
Produce one medium term plan and submit this to the university placement tutor. The plan can be for any
subject. The university placement tutor will check this to ensure that it is of an acceptable standard and
provide you with feedback as to how it could perhaps be improved.
Make an appointment to see the university placement tutor immediately before the school placement
begins.
Produce medium term plans for all subjects that you will be responsible for during the school placement (see
page Error! Bookmark not defined.).
Write a school placement Rationale/Intentions document.
Produce lesson plans for the first few days of the school placement.
Meet with the university placement tutor before the school placement begins so that he or she can check all
of your planning. This meeting could take place at any mutually convenient location, but it is often best to
hold it at the school where the school placement will be taking place, giving the opportunity for the university
placement tutor to meet school staff and enabling any questions that are raised to be answered more readily.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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Guidance for Trainees on Writing Medium Term Plans
Trainees are given guidance on writing medium term plans in the School Placement Handbook, which includes notes on crosscurricular/topic planning and makes it clear that as long as there is particular content which is required by the university, the
planning format can be whatever works best and can follow the school’s format substantially.
The required content is as follows
 Introduction or Background Information
 Key Learning Objectives
 Links with the National Curriculum
Programmes of Study
 Outline of Content and Approaches
 Cross-curricular links
 Key vocabulary





Differentiation/Inclusion
Health and Safety
Key Resources, e.g. equipment, human
resources, ICT, visits
Assessment and Monitoring
Tangible Outcomes
Guidance for Trainees on Lesson Planning
Trainees are given guidance on writing lesson plans in the School Placement Handbook, which makes it clear that as long as
there is particular content which is required by the university, the lesson planning format can be whatever works best and can
follow the school’s format substantially.
The required content is as follows
 Background Information
 Learning Objectives
 Lesson Outline
 Differentiation and Inclusion
 Role of Support Staff




Resources
Key Vocabulary
Assessment
Self-Evaluation
Lesson Evaluations and Weekly Evaluations
Trainees are expected to evaluate one in four lessons in detail and produce weekly evaluations.
School Placement File(s)
Trainees are expected to maintain a school placement file which includes the following
 Today Section
 Lesson Planning Section
 Contextual and Background Information
 Self-Evaluation Section
Section
 Monitoring and Assessment Section
 Medium Term Plans Section
Part of the school mentor role is to monitor, advise on and assess the contents of this file.
Monitoring, Assessing and Recording Pupil Progress
Trainees are given detailed guidance on monitoring, assessing and recording pupil progress during the course and in
the Teaching Placement Handbook. The school record keeping system can be used as long as it provides the detail
required of the trainees and the university provides model record keeping sheets in the School Placement Handbook.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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Guidance for the School Mentor
The mentor is the member of staff in the school who oversees the support provided for ITT trainees and liaises with
the class teacher and university placement tutor concerning trainee matters. The mentor has a significant role in
guiding and supporting the trainee’s development both before and during the school placement, and, together with
the class teacher and university placement tutor is responsible for assessing the trainee’s progress.
Prior to the School Placement
 Attend mentor training sessions if appropriate;
 Be familiar with the Teachers’ Standards and the UCET/NASBTT grading criteria for trainees (those are
nationally recognised grading criteria adopted by the university and must be used to ensure all trainees are
assessed using the same system)
 Ensure that class teachers are fully appraised of their role in relation to the trainee placements;
 Notify the university if there are any concerns that may affect the trainees (e.g. class teacher absent, Ofsted
inspection during school placement period).
During Preparatory Time in School
 Welcome the trainees to the school on the first day and arrange their introductory programme (if
appropriate); take the trainees on a conducted tour of the school and introduce them to key staff (if
appropriate); advise the trainees on practical issues such as the staff dress code, the use of staff room and
office facilities, procedures for paying for tea/coffee etc.
 Provide selected school policies (preferably in a welcome pack), as appropriate to the needs of the trainee;
 Ensure trainees are clear about school health, safety and safeguarding procedures;
 Provide details of school organisation/management that may affect the trainee on the placement;
 Ensure that the trainees are settled in their classes;
 Liaise with the class teachers on the trainees’ progress;
 Ensure that the trainees continue to feel settled and have access to all the planning; materials and resources
necessary for them to complete their medium term planning.
During the School Placement
 Arrange a programme of weekly meetings with the trainees to discuss particular topics (e.g. SEN, assessment,
behaviour management, EAL, working with TAs) as well as their general progress;
 Carry out the required number of trainee observations, each one being accompanied by oral feedback, and
written feedback using the university’s Lesson Observation Feedback Form;
 Use the UCET/NASBTT trainee criteria to help inform feedback and grade aspects of the trainee’s placement;
 Monitor the development of the trainees’ school placement files, particularly the planning, assessment and
self-evaluation;
 Liaise with the university placement tutor to identify grades at the review point at the end of the second
week of the placement.
 Midway through the practice, start to discuss the trainees’ progress with them in relation to the level
descriptions in the Teaching Development Profile (Part 2 of the trainees’ Teaching and Professional
Development Profile) and use this to set targets for the latter part of the practice;
 Liaise with the university placement tutor during his/her visits;
 Raise with the university placement tutor any serious concerns about the trainees’ progress;
 Carry out a joint observation with the university placement tutor (this is usually the supervisor’s third
observation visit during the latter stages of the school placement);
 Ensure that the trainee is given the opportunity to develop independence in their work as a teacher, through
working without the presence of a teacher in the classroom. This should be increasingly the case if it is the
first school placement and on the second school placement, as soon as possible. As progress varies, when
additional support is withdrawn is a decision that should be discussed and judged on an individual basis.
Towards the End of the School Placement
 Discuss the trainees’ progress with the class teachers and start to complete the relevant sections of the
Teaching Development Profile, albeit in a draft/provisional form;
 Discuss the trainees’ progress and provisional levels with the university placement tutor;
 Having agreed level descriptions, advice and targets with the university placement tutor, complete the
relevant sections of the trainees’ Teaching Development Profile;
 As close to the end of the school placement as possible, meet with the trainee to discuss the final level
descriptions, advice and targets in the Teaching Development Profile.
BA (Hons) Learning and Teaching - Primary Education
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School Placement: Key Points 2013/2014 (Aug 2013)
Guidance for the Class Teacher
The role of the class teacher is vital during school placement placements. This is the member of staff who works most
closely with the trainee on a day-to-day basis and thus has an important role in his/her professional development.
The class teacher’s role might include the following:
During Preparatory Time in School
(Please also refer to the preparatory visits guidance on page 7)
 Provide medium term planning/topic information so that the trainee can develop his/her own medium term
plans, write a school placement rationale/intentions document and gather relevant resources. Please bear in
mind that trainees must submit a sample medium term plan to their university placement tutors well
before the start of the placement;
 Assist the trainee with his/her medium-term planning by suggesting approaches, activities, resources, levels
of difficulty, etc.
 Stress to the trainee that they are part of a planning
 Organise a timetable for the school placement which gives a teaching load that will at least meet the
minimum requirement for the school placement, but which will certainly be no more than 70% (1st
placement) or 75% (2nd placement) in any week, whether the trainee is on a block practice or not;
 Provide information on the children, particularly regarding ages, ability levels, special needs, EAL, disabilities,
medical conditions, behaviour problems etc;
 Make the trainee aware of any protocols relating to confidentiality and data protection issues;
 Advise the trainee on how the school’s behaviour management policy works in practice in the classroom.
What is the system of rewards and sanctions that you use?
 Share with the trainee the way that you assess and record pupil progress;
 Discuss the weekly routine, the timetable, playtime and lunchtime arrangements, staff duty rotas, etc.
 Provide the trainee with opportunities to work with groups of pupils and with the whole class in order to
build up confidence and to enable the pupils to see the trainee as being one of their teachers;
 Introduce the trainee to any support staff with whom he/she will be working;
 Find out about the trainee’s particular areas of expertise and interest and discuss the possibility of being
involved in extra-curricular activities.
 Be familiar with the UCET/NASBTT grading criteria for trainees (those are nationally recognised grading
criteria adopted by the university and must be used to ensure all trainees are assessed using the same
system)
During the Early Stages of the School Placement
 In the early stages, give guidance with regard to the content of lesson plans, particularly in terms of matching
activities to the pupils’ abilities;
 Check the trainee’s lesson planning and suggest adjustments where necessary;
 During the first few weeks of the practice, be in the classroom or nearby when the trainee is teaching, so that
you can provide appropriate verbal support, encouragement and practical guidance, either during or
immediately after the lesson;
 Work under the trainee’s direction in the role of TA on occasions where additional support would be helpful;
 During the early stages of the practice model specific sessions or parts of sessions for the trainee e.g.
approaches to the teaching of particular aspects of literacy or numeracy;
 Be available, when appropriate, for health and safety reasons e.g. when the trainee is teaching PE, science
and DT;
 Advise the trainee on how to assess and record pupil progress.
During the Middle/Later Stages of the School Placement
 Gradually withdraw from the classroom (usually earlier in the practice on the second school placement), so as
to allow the trainee to teach unsupervised, but agree a procedure with the trainee so that a return can be
made if necessary e.g. if a serious incident of pupil misbehaviour occurs;
 Liaise with the school mentor and the university placement tutor with regard to the trainee’s progress;
 If requested by the mentor, carry out a formal observation of the trainee’s teaching, followed by oral
feedback, and written feedback using the university’s Lesson Observation Feedback Form;
Towards the End of the School Placement

Liaise with the mentor when he/she starts to complete the relevant sections of the trainee’s Teaching
Development Profile.
BA (Hons) Learning and Teaching - Primary Education
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School Placement: Key Points 2013/2014 (Aug 2013)
Formal Lesson Observations During School Placement
Trainees should have at least five formal lesson observations during the school placement, as follows:


Three by the university placement tutor
At least three by school staff (mentor, deputy mentor, class teacher, headteacher etc.)
One of the observations is a joint observation by the university placement tutor and mentor (it counts as one of each).
This observation is usually the second or third university placement tutor observation of the practice.
Each formal observation should be followed by oral feedback to the trainee immediately after the lesson, or as soon
afterwards as is possible. This should certainly be provided on the same day that the observation takes place.
The observer should also provide written feedback using the university’s Lesson Observation Feedback Form (provided
by the trainee). The trainee should be given a copy of the completed form and this should be kept in his/her school
placement file. Electronic versions of the Lesson Observation Feedback Form are in the School Experience folder on
eBridge and from the school documents website (see page 3).
It is essential that targets are set arising from each observation. Two types of target must be set: general targets and
subject based targets. Targets from the previous observation (no matter who conducted that observation) must be
reviewed and comments made on the Lesson Observation Feedback Form.
Detailed guidance on completing the observation forms and on debriefing trainees following observations is provided
in the School Placement Handbook.
Procedures for Dealing with Trainees who are Causing Concerns
The School Placement Handbook contains details of this and advice should always be sought from the university
placement tutor if there are and concerns.
The Teaching Development Profile
The TDP is a summative assessment document completed jointly by the school mentor and university placement tutor
towards the end of each assessed school placement. The TDP is Part 2 of the trainees’ Teaching and Professional
Development Profile.
Key points about the TDP
 contains a list of the Teachers’ Standards together with criteria for assessing and grading each one (the
UCET/NASBTT criteria – see Page 13)
 can be used in a formative way during the school placement
 judgements are made against the level descriptions and aspects which are met can be highlighted
 aspects can be highlighted across a number of levels
 when all, or the vast majority of aspects of a level are being demonstrated consistently, the trainee can be
considered to be working at that level
 an Overview of Trainee’s Performance table in the TDP is completed at the end of each placement
 by the end of the first assessed school placement we would expect a typical trainee to have achieved all of
the level 3 statements and a significant number at level 2
 by the end of the second assessed practice we would expect a typical trainee to have achieved all of the level
2 statements and the majority of the trainees to have achieved level 1
 there is no suggestion that an artificial ceiling should be placed on the level at which a trainee is considered
to be working i.e. if a trainee is achieving level 2 or even level 1 in relation to some statements, then this
should be acknowledged by highlighting them
BA (Hons) Learning and Teaching - Primary Education
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School Placement: Key Points 2013/2014 (Aug 2013)
CRITERIA FOR ASSESSING TRAINEES (UCET/NASBTT)
The criteria provided on the following pages are nationally recognised criteria produced by the Universities Council for
the Education of Teachers (UCET) and the National Association for School Based Teacher Training (NASBTT).
These must be used by mentors, university placement tutors and classteachers in making formative judgements
during individual lessons and summative judgements at the end of a school placement period. These criteria appear
in the Teaching Development Profile (TDP) and are also available in booklet form. These criteria are designed for the
assessment of trainees. No other system should be used, to ensure all trainees are assessed using the same criteria.
BA (Hons) Learning and Teaching - Primary Education
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TEACHERS’ STANDARDS PART ONE
STANDARD 1: Set high expectations which inspire, motivate and challenge pupils
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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.
CHARACTERISTICS
1
Trainees achieving the standards at a high level may have demonstrated that:
They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. They consistently set
high expectations of pupils in different training contexts. There are high levels of mutual respect between the trainee and pupils. They
are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. They generate
high levels of enthusiasm, participation and commitment to learning.
2
Trainees achieving the standards at a good level may have demonstrated that:
They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high
expectations of pupils in their different training contexts. They are well respected by learners and effectively promote pupils’ resilience,
confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to
participate.
3
Trainees recommended for the award of QTS will have demonstrated as a minimum that:
They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of differing
school experiences they have shown that they have set appropriately high expectations, believing that all pupils have the potential to
make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are
engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers
and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and
learning.
4
Trainees working towards the award of QTS will not be making sufficient progress towards meeting the Teachers’ Standards and/or
there is insufficient evidence at this stage.
STANDARD 2: Promote good progress and outcomes by pupils
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be accountable for attainment, progress and outcomes of the pupils;
plan teaching to build on pupils’ capabilities and prior knowledge;
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.
CHARACTERISTICS
1
Trainees achieving the standards at a high level may have demonstrated that:
They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They demonstrate
confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and
well-justified rationale as to how they are building on prior achievement. They actively promote engaging and effective methods that
support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the
pupils’ prior attainment, which has been obtained through systematic and accurate assessment. They regularly create opportunities for
independent and autonomous learning. As a result the majority of pupils make very good progress.
2
Trainees achieving the standards at a good level may have demonstrated that:
They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound
understanding of the need to develop pupil learning over time. Their short- and medium-term planning consistently takes into account
the prior learning of the pupils. They regularly provide pupils with the opportunity to reflect on their own learning and use this, along
with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies
to encourage independent learning, and they set appropriately challenging tasks that enable the learners to make progress. As a result
the majority of pupils make good progress.
3
Trainees recommended for the award of QTS will have demonstrated as a minimum that:
They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some
responsibility for this with guidance from the usual class teacher or other professional. Their short- and medium-term planning and
teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support
pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise
suitable opportunities for learners to evaluate and improve their performance. They are able to explain how effective teaching
strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. They
plan teaching and learning activities that encourage independent and autonomous learning. As a consequence all groups of pupils
make at least satisfactory progress.
4
Trainees working towards the award of QTS will not be making sufficient progress towards meeting the Teachers’ Standards and/or
there is insufficient evidence at this stage.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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STANDARD 3: Demonstrate good subject and curriculum knowledge

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
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.
CHARACTERISTICS
1
Trainees achieving the standards at a high level may have demonstrated that:
They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and
capture pupils’ interest. They demonstrate very well-developed pedagogical subject knowledge, by anticipating
common errors and misconceptions in their planning. They are astutely aware of their own development needs in
relation to extending and updating their subject, curriculum and pedagogical knowledge in their early career and have
been proactive in developing these effectively during their training. They model very high standards of written and
spoken communication in all professional activities. They successfully identify and exploit opportunities to develop
learners’ skills, in communication, reading and writing.
In relation to early reading: primary trainees draw on their very strong understanding of synthetic systematic phonics
and its role in teaching and assessing reading and writing to teach literacy very effectively across the age phases they
are training to teach.
In relation to early mathematics: primary trainees draw on their very strong knowledge and understanding of the
principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across
the age ranges they are training to teach.
2
Trainees achieving the standards at a good level may have demonstrated that:
They have well-developed knowledge and understanding of the relevant subject/curriculum areas they are training to
teach and use this effectively to maintain and develop pupils’ interest. They make good use of their secure curriculum
and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and
misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject,
curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to
further develop these in their early career. They model good standards of written and spoken communication in all
professional activities and encourage and support learners to develop these skills in their lessons.
In relation to early reading: primary trainees have a very secure knowledge and understanding of synthetic systematic
phonics and its role in teaching and assessing reading and writing in the context of the age phases they are training to
teach.
In relation to early mathematics: primary trainees have a very secure knowledge and understanding of the principles
and practices of teaching early mathematics and employ effective teaching strategies across the age ranges they are
training to teach.
3
Trainees recommended for the award of QTS will have demonstrated as a minimum that:
They have sufficiently secure knowledge and understanding of the relevant subject/curriculum areas to teach effectively
in the age phase for which they are training to teach. They know how learning progresses within and across the
subject/curriculum age phases they are training to teach, in relation to the development of key concepts and of learners’
common misconceptions. They are able to respond appropriately to subject-specific questions learners ask and they
use subject-specific language accurately and consistently in order to help learners develop knowledge, understanding
and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a
key element of continuing professional development and have shown the ability and readiness to do so. They
demonstrate an understanding of the need to promote high standards of communication, reading and writing for all
learners and begin to build this into lessons.
In relation to early reading: all primary trainees will demonstrate sufficient knowledge and understanding of the
principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic
phonics, and be able to apply this effectively across the specific age phases they are training to teach. (See Systematic
Synthetic Phonics in ITT: Guidance and Support Materials for further information.)
In relation to early mathematics: all primary trainees will know and understand the principles and practices of teaching
and assessing early mathematics, and be able to apply this effectively across the specific age phases they are training
to teach.
4
Trainees working towards the award of QTS will not be making sufficient progress towards meeting the Teachers’
Standards and/or there is insufficient evidence at this stage.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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STANDARD 4: Plan and teach well structured lessons

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
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).
CHARACTERISTICS
1
Trainees achieving the standards at a high level may have demonstrated that:
They plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests.
They are highly reflective in critically evaluating their practice. They can accurately judge the impact of their practice on individual and
groups of learners and can use their evaluation to inform future planning, teaching and learning. They show initiative in contributing to
curriculum planning and developing and producing effective learning resources in their placement settings.
2
Trainees achieving the standards at a good level may have demonstrated that:
They show a willingness to try out a range of approaches to teaching and learning. They plan lessons that take account of the needs of
groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning
activities and resources to support learners in achieving these intended learning outcomes. They know how to learn from both
successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on
learners. They make a positive contribution to the development of curriculum and resources in their placement settings.
3
Trainees recommended for the award of QTS will have demonstrated as a minimum that:
They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support
pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they maintain the pace of
the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order
to respond to the needs of the learners. They can create an environment in which the learners are usually engaged. They understand
how homework or other out-of-class work can sustain learners’ progress and consolidate learning, and can design and set appropriate
tasks. They review and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain
progression in pupils’ learning. They work collaboratively with more experienced colleagues, where appropriate, to adapt and/or
develop the school’s medium-term plans, schemes of work and curriculum frameworks.
4
Trainees working towards the award of QTS will not be making sufficient progress towards meeting the Teachers’ Standards and/or
there is insufficient evidence at this stage.
STANDARD 5: Adapt teaching to respond to the strengths and needs of all pupils

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

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.
CHARACTERISTICS
1
Trainees achieving the standards at a high level may have demonstrated that:
They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of
effective intervention strategies to secure progression for individuals and groups. They have an astute understanding of how effective
different teaching approaches are in relation to impact on learning and engagement of learners.
2
Trainees achieving the standards at a good level may have demonstrated that:
They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning. They
know how to secure progress for learners and how to identify when groups and individuals have made progress. They have a range of
effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils. They clearly
recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate
deployment of available support staff.
3
Trainees recommended for the award of QTS will have demonstrated as a minimum that:
They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their
teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a
range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to
reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as
appropriate. They show awareness of how children and young people develop and take account of this in their teaching. They have
some understanding of the challenges and opportunities of teaching in a diverse society. They have a developing understanding of the
needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with
particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to
evaluate the impact of the adaptations employed, on the progress of individual learners.
4
Trainees working towards the award of QTS will not be making sufficient progress towards meeting the Teachers’ Standards and/or
there is insufficient evidence at this stage.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
16
STANDARD 6: Make accurate and productive use of assessment




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.
CHARACTERISTICS
1
Trainees achieving the standards at a high level may have demonstrated that:
They can confidently and accurately assess pupils’ attainment against national benchmarks. They use a range of assessment
strategies very effectively in their day-to-day practice to monitor progress and to inform future planning. They systematically and
effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable
impact on the quality of learning. They assess learners’ progress regularly and work with them to accurately target further
improvement and secure rapid progress.
2
Trainees achieving the standards at a good level may have demonstrated that:
They are able to assess pupils’ attainment accurately against national benchmarks. They employ a range of appropriate formative
assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses. They maintain accurate
records of pupils’ progress and use these to set appropriately challenging targets. They assess learners’ progress regularly and
accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve.
3
Trainees recommended for the award of QTS will have demonstrated as a minimum that:
They have a secure understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are
preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is characterised
by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy
these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying
their teaching and classroom practice when necessary. They understand how school- and pupil-level summative data are used to set
targets for groups and individuals, and they use that knowledge to monitor progress in the groups they teach. With guidance from
experienced teachers, they monitor pupil progress and maintain accurate records, setting new targets for individuals and groups. They
mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.
4
Trainees working towards the award of QTS will not be making sufficient progress towards meeting the Teachers’ Standards and/or
there is insufficient evidence at this stage.
STANDARD 7: Manage behaviour effectively to ensure a good and safe learning
environment
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

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.
CHARACTERISTICS
1
Trainees achieving the standards at a high level may have demonstrated that:
They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different
settings and applying rules and routines consistently and fairly. They consistently have high expectations and understand a range of
strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school
sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. They manage pupil
behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. They actively
seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.
2
Trainees achieving the standards at a good level may have demonstrated that:
They work within the school’s framework for behaviour and apply rules and routines consistently and fairly. They consistently have
high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these
effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment supportive of learning.
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. They actively seek additional support in addressing the needs of pupils
where significantly challenging behaviour is demonstrated.
3
Trainees recommended for the award of QTS will have demonstrated as a minimum that:
They work within the school’s framework for behaviour and can apply rules and routines consistently and fairly. They have high
expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to
apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an
environment supportive of learning. They understand when to seek additional support in addressing the needs of pupils where
significantly challenging behaviour is demonstrated. They recognise that planning appropriate lessons that challenge learners, teaching
using a variety of strategies that address pupils’ needs and employing appropriate assessment strategies will all contribute to
successful behaviour management. They show understanding of how barriers to learning can impact on pupil behaviour and have
begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate. They
understand that behaviour management is context-dependent and are able to articulate which factors may contribute to more
challenging behaviour being exhibited within their classes.
4
Trainees working towards the award of QTS will not be making sufficient progress towards meeting the Teachers’ Standards and/or
there is insufficient evidence at this stage.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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STANDARD 8: Fulfil wider professional responsibilities
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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.
CHARACTERISTICS
1
Trainees achieving the standards at a high level may have demonstrated that:
They are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They build
strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. They
take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils
with individual needs. They deliberately seek out opportunities to develop their own professional learning and respond positively to all
the feedback they receive. They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’
achievements and well-being when required to do so formally, but are also proactive in communicating in relation to individual pupils’
emergent needs.
2
Trainees achieving the standards at a good level may have demonstrated that:
They are proactive in seeking out opportunities to contribute to the wider life and ethos of the school. They are effective in building
good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. They
take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils
with individual needs. They are proactive in relation to their own professional learning and value the feedback they receive from more
experienced colleagues, using it to develop their own teaching further. They communicate effectively, both verbally and in writing, with
parents and carers in relation to pupils’ achievements and well-being. They assume some responsibility for doing so in response to
individual pupils’ emergent needs.
3
Trainees recommended for the award of QTS will have demonstrated that:
They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in
appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work
collaboratively. They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and
achievement of individuals and of groups of pupils. They understand when to ask for information and advice from specialist staff about
individual pupils with specific needs. They seek out and are responsive to advice from more experienced colleagues. In evaluating
their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities
to address and meet these targets. They recognise the importance of communicating with parents and carers in supporting pupils’
achievement and monitoring pupils’ well-being. They communicate effectively at set points in the school year, including at parents’
evenings and through written reports. They understand the need to communicate at other points in response to individual pupils’
emergent needs.
4
Trainees working towards the award of QTS will not be making sufficient progress towards meeting the Teachers’ Standards and/or
there is insufficient evidence at this stage.
TEACHERS’ STANDARDS PART TWO:
PERSONAL AND PROFESSIONAL CONDUCT
No grading criteria are included for this part of the standards. Judgements should be made on whether personal
and professional conduct does or does not meet the description from the Teachers’ Standards (2012) below.
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:
 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
 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.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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LESSON OBSERVATION FEEDBACK FORM
Trainee:
Observer:
School:
Lesson Observed:
Year Group:
Date and Time:
EVALUATION OF TEACHING AND LEARNING (using the NASBTT/UCET criteria sheets provided)
EVALUATION OF TRAINEE’S SCHOOL EXPERIENCE FILES (using the NASBTT/UCET criteria sheets provided)
Lesson Planning:
Monitoring and Assessment:
Self Evaluation:
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
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OVERVIEW OF PERFORMANCE IN RELATION TO THE RELEVANT TEACHERS’ STANDARDS
(using the NASBTT/UCET criteria sheets provided, considering quality of teaching and impact on children’s learning)
Relationships with children and young people, setting high
expectations and motivating learners
Evidence for PDP:
1 Set high expectations which inspire, motivate and challenge
pupils
a. establish a safe and stimulating environment for pupils,
rooted in mutual respect
b. set goals that stretch and challenge pupils of all
backgrounds, abilities and dispositions
c. demonstrate consistently the positive attitudes, values and
behaviour which are expected of pupils.
Evidence for PDP:
Pupil progress
2 Promote good progress and outcomes by pupils
a. be accountable for pupils’ attainment, progress and
outcomes
b. plan teaching to build on pupils’ capabilities and prior
knowledge
c. guide pupils to reflect on the progress they have made and
their emerging needs
d. demonstrate knowledge and understanding of how pupils
learn and how this impacts on teaching
e. encourage pupils to take a responsible and conscientious
attitude to their own work and study.
Evidence for PDP:
Subject and curriculum knowledge and pedagogy
3 Demonstrate good subject and curriculum knowledge
a. have a secure knowledge of the relevant subject(s) and
curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstandings
b. demonstrate a critical understanding of developments in
the subject and curriculum areas, and promote the value of
scholarship
c. 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
d. if teaching early reading, demonstrate a clear
understanding of systematic synthetic phonics
e. if teaching early mathematics, demonstrate a clear
understanding of appropriate teaching strategies.
Evidence for PDP:
Effective classroom practice
4 Plan and teach well structured lessons
a. impart knowledge and develop understanding through
effective use of lesson time
b. promote a love of learning and children’s intellectual
curiosity
c. set homework and plan other out-of-class activities to
consolidate and extend the knowledge and understanding
pupils have acquired
d. reflect systematically on the effectiveness of lessons and
approaches to teaching
e. contribute to the design and provision of an engaging
curriculum within the relevant subject area(s).
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
20
OVERVIEW OF PERFORMANCE IN RELATION TO THE RELEVANT TEACHERS’ STANDARDS
(using the NASBTT/UCET criteria sheets provided, considering quality of teaching and impact on children’s learning)
Diversity and special needs: meeting the needs of all pupils
Evidence for PDP:
5 Adapt teaching to respond to the strengths and needs of all
pupils
a. know when and how to differentiate appropriately, using
approaches which enable pupils to be taught effectively
b. have a secure understanding of how a range of factors can
inhibit pupils’ ability to learn, and how best to overcome
these
c. 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
d. 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.
Evidence for PDP:
Assessment for learning
6 Make accurate and productive use of assessment
a. know and understand how to assess the relevant subject
and curriculum areas, including statutory assessment
requirements
b. make use of formative and summative assessment to
secure pupils’ progress
c. use relevant data to monitor progress, set targets, and plan
subsequent lessons
d. give pupils regular feedback, both orally and through
accurate marking, and encourage pupils to respond to the
feedback.
Evidence for PDP:
Managing behaviour
7 Manage behaviour effectively to ensure a good and safe learning
environment
a. 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
b. have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using
praise, sanctions and rewards consistently and fairly
c. manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and
motivate them
d. maintain good relationships with pupils, exercise
appropriate authority, and act decisively when necessary.
Evidence for PDP:
The wider professional role of the teacher
8 Fulfil wider professional responsibilities
a. make a positive contribution to the wider life and ethos of
the school
b. develop effective professional relationships with
colleagues, knowing how and when to draw on advice and
specialist support
c. deploy support staff effectively
d. take responsibility for improving teaching through
appropriate professional development, responding to
advice and feedback from colleagues
e. communicate effectively with parents with regard to pupils’
achievements and well-being.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
21
QUALITY OF TEACHING IN THIS LESSON (using the NASBTT/UCET criteria sheets provided)
KEY STRENGTHS
4
3
2
1
IMPACT OF TEACHING ON PUPILS’ LEARNING
REVIEW OF PREVIOUS TARGETS
AGREED NEW TARGETS (GENERAL)
AGREED NEW TARGETS (SUBJECT SPECIFIC)
GENERAL COMMENTS AND POINTS FROM POST-LESSON
DISCUSSION
REQUIRING SIGNIFICANT IMPROVEMENT STAGE 1
AREA(S) FOR IMPROVEMENT AT THIS STAGE (as bullet points,
noting relevant standards):
SIGNATURES
REQUIRING SIGNIFICANT IMPROVEMENT STAGE 2
…………………………………..........……....…
Cause for Concern Form is required as a result of this lesson 
Observer 2 (if appropriate) …………………………………..............………
If a Cause for Concern Form has been issued previously, please
comment on progress towards targets.
Observer
Trainee
………………………………....……................
Date
……………………………………..............….
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2013/2014 (Aug 2013)
22