Department of Education
INITIAL TEACHER EDUCATION (Secondary)
TEACHERS’ STANDARDS: PROGRESS REPORT
This report should be discussed with the trainee and her/his Subject Mentor, strengths noted, and appropriate
development targets and suggested actions to meet those targets recorded by the Senior Professional Tutor.
Please complete the report in black biro, using block capitals and making selections by putting an X in the
appropriate box. Please give a photocopy to the trainee and place a photocopy in the green school file.
Please ensure that the completed form arrives at the UWE Partnership Office by the deadline.
Trainee’s name Sarah Spring
Student Number 0900021
PGCE Secondary Award: Subject Specialism Geography
Dates of placement: Start 13/10/14
End 19/12/14
Assessed against Teachers’ Standards at: (please select one) KS3/KS4
X KS4/Post-16
Name of school/college King William Academy
Brief description of placement setting: please select by entering an X as appropriate:
Comprehensive
Academy LS
Selective
Independent
Middle
Upper
Sixth Form College
X
Single Sex
Mixed
X
Age range 11-16
11-19
Other
X
Rural
Semi-rural
Urban
Inner City
National Challenge
Number on roll
X
1106
General summary of trainee's performance:
Sarah has had teaching experience for a range of humanities and geography classes which have
included: 2x Y7 (history and geography), 2x Y8, 1x Y9, 1x Y10. She has also supported Y11 revision
groups and been invaluable in assisting the Y7 tutor group she was assigned to.
She is hard working as evidenced by her teaching file, which contains examples of lesson plans and
written evaluations for most lessons, in which she tries to focus on pupils’ learning to inform further
planning. Sarah has made use of departmental resources and produced additional resources of her
own design for a number of groups, with varying success. She is starting to differentiate in lessons
based on pupil data. Her management of pupils’ behaviour is appropriate, and is particularly effective
with KS3; her Y7 classes in particular really enjoy their lessons with her. Sarah’s confidence in dealing
with more challenging behaviour is developing and she will need to continue working on this in future.
In her short time here Sarah has built up positive working relationships with most students and
colleagues alike and at this early stage she is displaying many of the attributes that will make her a
good teacher.
Number of days’ absence (excluding days missed for job interviews):
Please include medical evidence, if held.
3
This trainee teacher, at this point in their professional development:
is demonstrating better than expected progress in meeting the Teachers’ Standards at this point
is demonstrating expected progress in meeting the Teachers’ Standards at this point
is demonstrating limited progress in meeting the Teachers’ Standards at this point
is a cause for concern in the progress in meeting the Teachers’ Standards at this point
1
X
TS1 Set high expectations which inspire, motivate and
challenge pupils
Current features of trainee’s practice:
 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.
Sarah is professional in her approach to teaching and
consistently demonstrates the positive values and
behaviour she expects from pupils. She sets high
expectations of pupils in all her classes and is
committed to ensuring they participate in lessons and
are confident in the work they do. Sarah has built up
effective working relationships with staff and students
alike. She has attended Learning Review Day and
worked positively with her tutor group including some
pupils with challenging behaviour.
TS2 Promote good progress and outcomes by pupils
Current features of trainee’s practice:
 be accountable for pupils’ attainment, progress and outcomes
 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.
Sarah teaches a wide variety of groups in terms of
ability and her skills of differentiation for the differing
abilities are developing. She often begins lessons
with different questioning approaches to find out what
pupils already know and she has started to use a
range of approaches to reflect on what has been
learnt by the end of the lesson. Sarah’s written
comments are thoughtful and her use of targets has
encouraged pupils to reflect on their previous work
and the teacher’s comments
TS3 Demonstrate good subject and curriculum knowledge
Current features of trainee’s practice:
 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.
Sarah has very good subject knowledge in physical
geography (e.g. coastal and rivers) and is working to
improve her SK in human geography. She has used
the Y9 Geography of sport scheme of work to
produce two versions for assessments for her two
classes, whose abilities differ. Within lessons she has
corrected some pupils' geographical
misconceptions. In KS3 lessons in particular she has
supported pupils’ literacy skills through utilising
resources such as writing frames, word banks and
oral prompt sheets.
TS4 Plan and teach well structured lessons
Current features of trainee’s practice:
Sarah’s lessons are always planned in a
straightforward way with starters that review prior
learning, main task(s) which promote ‘geographical
thinking’ and sometimes time for reflection at the end.
Her KS3 groups have responded well to her teaching
so she has been able to provide some stretch and
challenge in activities for these groups. She teaches
mixed ability groups and has tried a range of different
approaches e.g. group work (Y7 coastal planning),
role play (Y9 Venues for Olympics 2024) and
learning outdoors (slow food topic: locating a school
allotment)
 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).
2
TS5 Adapt teaching to respond to the strengths and needs
of all pupils
Current features of trainee’s practice:
 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.
Sarah is aware of the individual needs of some of the
more challenging pupils and this has a bearing on
her planning. She has taught a variety of ability
groups and her skills of differentiation for the differing
abilities are progressing well. She has focused on
differentiation through support and her movement
around her classes often reflects supporting those
pupils with SEN who are low attaining. Sarah helped
out on Friday afternoons in the SPACE area where
pupils with severe SEN/D are supported. She needs
to develop approaches for Gifted and Talented.
TS6 Make accurate and productive use of assessment
Current features of trainee’s practice:
Sarah has tried using a number of AfL techniques in
her lessons. In particular she uses secondary and
probing questions effectively, and has also used
different approaches including: ‘no hands up’, lolly
sticks and targeted questioning. Sarah has marked
some students’ work in the last few weeks including
the Y7 (Coasts documentaries) and Y9 (Geography
of sport projects). Her marking is accurate and
supports students in knowing how to improve. She is
good at supporting pupils in reflecting on their
learning and identifies progress being made and
helps pupils to set new targets
 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.
Current features of trainee’s practice:
TS7 Manage behaviour effectively to ensure a good and
safe learning environment
Her high expectations and perseverance in managing
challenging behaviour mean i) that her classes are
usually calm, ii) students are able to enjoy learning
and iii) they make progress. She is confident in using
a range of teaching and learning approaches which
promote positive behaviour, including designing her
own ‘geography reward postcards’. With some of the
more challenging classes she is still a bit reticent to
use the escalation of sanctions available as part of
school policy. It will be important for her to adopt a
consistent use of policy in her next placement
 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.
Current features of trainee’s practice:
Sarah has a positive member of the Humanities team and
has shown willingness to share ideas, lessons and
resources. She is keen to develop her skills and usually
acts on advice given during lesson feedback sessions and
during weekly mentor meetings. She has good evaluation
skills and she can reflect critically on her practice. Evidence
of acting on advice is sometimes seen in how she makes
adaptations to subsequent lessons. She has attended the
weekly department meeting and two parents’ evenings (Y8
and Y10). Outside of humanities she has really enjoyed
being attached to the Y7 tutor group.
TS8 Fulfil wider professional responsibilities
 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.
3
TEACHERS’ STANDARDS PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The
following statements define the behaviour and attitudes which set the required standard for conduct throughout
a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within
and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper
boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law, individual liberty and
mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead
them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in
which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out
their professional duties and responsibilities.
Confirmed: ………………………………………. (SPT)
TS
TS1
TS8
Key strengths identified at the end of Placement A:



Collegiate attitude and professional approach to all tasks undertaken during her placement;
excellent relationships with students and staff
Classroom presence; has developed a range of effective behaviour strategies while at this
placement and needs to continue to refine and deploy these
Good organisation and time management; particularly in relation to making pupils’ work
through detailed use of comments including ‘feed forward’ strategies and ‘green penning’
activities.
Up to three key targets to address through the rest of the programme and into Placement B:
1. Use school policy and sanctions to deal with challenging behaviour by becoming familiar with B
placement’s behaviour management policy, observing teachers using effective behaviour strategies
successfully and then implementing with your classes.
2. Develop understanding of differentiation strategies to challenge high attaining students through a
range of approaches such as developing a series of challenging extension activities, using higher order
questioning when targeting pupils on a one-to-one basis.
3. Develop a range of strategies for building up to and ending lessons (plenaries) to allow pupils time
for appropriate reflection relating to the geographical objectives and outcomes of the lesson. Continue
to address this by observing teachers in the B placement with specific focus on how they approach the
last 10 minutes of a lesson with their classes.
Report read and agreed:
Signed………………………………………………………SPT
Date…………………………
Signed………………………………………………………Trainee
Date…………………………
4
TS4
TS7
TS6
TS
TS7
TS5
TS4