University of Huddersfield
School of Education and Professional Development
Pre Service Certificate and Professional Graduate Certificate in Education
(Lifelong Learning)
Personal Development Plan and Guidance
Notes
2011-12
1
Guidance on the Personal Development Plan
Introduction
In each of the following modules, trainees are required to maintain a Teaching Practitioner File,
which records their development as a practitioner in teaching or training throughout the course:



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DFD7130 Personal and Professional Development
DID7230 Teaching a Specialist Subject
DHD7230 Studies in Teaching a Specialist Subject
DMD7230 Advanced Studies in Teaching a Specialist Subject
An important component of the Teaching Practitioner File is a Personal Development Plan (PDP).
The purpose of the PDP is to enable you to plan, record and reflect on your learning and
achievement as you progress through the course. Personal Development Planning is now a
standard requirement in UK higher education, and is defined by the Quality Assurance Agency
(2004) as:
a process undertaken by an individual to reflect upon their own learning,
performance and/or achievement and to plan for their personal, educational and
career development. The primary objective for PDP is to improve the capacity of
individuals to understand what and how they are learning, and to review, plan and
take responsibility for their own learning.
As well as this general context for PDPs in higher education, the government reform agenda for
teacher education, begun in Success for All (DfES, 2002) and continued in Equipping our Teachers
for the Future (DfES, 2004) and the Further Education White Paper of 2006, made an individual
planning process a specific requirement of initial teacher training and continuing professional
development. From 2007, it has been a statutory requirement for teachers having the status of
Qualified Teacher Learning and Skills (QTLS) to keep a Professional Development Record in order to
maintain their licence to practise. The PDP is intended to help you gain experience of this process
and to transfer smoothly into the new system in due course.
Your tutor will use this document as the basis of discussion about your progress as a teacher so you
will need to make sure you keep it up to date. If you teach on higher education courses (whether in
HE, an FE college or in a vocational area such as nursing or police work) you may wish to apply for
membership of the Higher Education Academy (HEA). This course is accredited by HEA and
successful completion of the course, including an additional section of the PDP related to HEA
membership, may make you eligible. Please ask your University tutor for HEA documentation.
The following pages provide detailed guidance on the use of the PDP.
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Contents of the PDP
The PDP contains the following elements:








A short introduction to your teaching or training role on placement (PDP1)
Your CV
A log of your teaching or training hours (PDP2)
Initial Assessment Record (PDP3)
Your Record of Development (PDP4)
Your Teaching Observation Record (form PDP5)
Records of discussions with your mentor (form PDP6)
The grading document (form PDP7)
Your PDP is a record of your progress on the course. You should use the following headings in the
pages provided (Your Characteristics, Lessons, Teaching Files, Explanations, Language and Literacy,
Numeracy, ICT) to maintain an ongoing record of your progress.
Please refer to the Ofsted grading criteria and the minimum core for language, literacy, numeracy
and ICT when thinking about what to include in these sections – although you are also encouraged
to think beyond these official criteria when reflecting on your development as a teacher.
The Introduction to your teaching role form (PDP1) asks you to provide some brief contact details
for you and your mentor and also an overview of the nature of the teaching or training you are
engaged in. You should also note any previous teacher training that you have experienced. Please
ask your mentor to sign this form, confirming that they agree to the role, and are willing to be
contacted by the University in connection with the course. You can assure them that their details
will not be passed on to any other organisation.
Your CV will be helpful to tutors in giving feedback on the appropriateness of your subject
knowledge, industrial experience and background in teaching or training.
The Log of Teaching Hours (PDP2) is intended to establish the number of teaching hours you have
completed as part of the course (a minimum of 150 hours is required over the course). It also
records the sectors within which you teach, an important factor in determining whether you are
eligible for accreditation by LLUK or the HE Academy through completion of the course.
The Initial Assessment Record (PDP3) should be completed within the first 6 weeks of the course. It
should draw on the information you and your tutors have collected regarding your readiness to
undertake the course, the support you might require, and what initial direction your development
should take. The level of your skills in language, literacy, numeracy and ICT is an important part of
PDP3.
The Record of Development (PDP4) is the means by which you will plan, reflect on and record your
general academic progress through the course. You should draw also on the Ofsted standards for
trainee teachers provided at the end of your PDP when completing this section. Although the
comments you include will be quite brief, they should summarise real engagement with your
development as a teacher, any difficulties experienced, and the action you need to undertake. For
certain development activities, you are required to write up reflections in a Reflective Journal and
you should refer to your Reflective Journal in PDP4.
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The Teaching Observation Record (PDP5) tracks your progress in the development of practical
teaching skills and ensures that you complete the required number of observations of your
teaching. The key purpose of PDP5 is to allow you and your module tutor to show how your
teaching skills have developed over the year, to highlight the development points that have been
raised and your success in dealing with them. You may find it useful to take your PDP5 to mentor
meetings.
When preparing for teaching observations, you will need to record development points from
previous observations in form TP1 so that the observing tutor can comment on your progress.
The Record of Discussion with Mentor (PDP6) allows you to set down the outcomes of regular
meetings with your mentor. Again, you are asked to identify action points. An important feature of
the mentor meetings should be a focus on specialist issues relating to the teaching of your subject,
and this should be evident in the records you make in PDP6. You should normally include one form
for each meeting, but if your meetings with your mentor are very frequent you may wish to include
the outcomes of several meetings in a single form.
The Grading Document (PDP7) requires you to reflect on your progress at a specific point in the
course. It draws on a self-assessment of your level of achievement, leading to indicative grades
agreed with your tutor in four areas: your characteristics as a teacher, your practical teaching, your
explanations of practice, and your course files. This section of the PDP is based on the Ofsted
Grade criteria for the inspection of initial teacher education 2008–11 (available at
www.ofsted.gov.uk and in the PDP folder on Blackboard).
Further information on the grading process
The grading process is linked to the Personal and Professional Development and the Teaching a
Specialist Subject modules.. However, it draws on evidence from all the work you have done on the
course. Your self-assessment grades will be agreed or amended following discussion with your
tutor.
In the Personal and Professional Development module grades are indicative and their purpose is to
help you monitor your progress and achievement. They will not appear on your credit transcript. In
the Teaching a Specialist Subject module a formal grade for the module is awarded and this will be
reflected on your credit transcript.
The self-assessment process will draw on a range of evidence from your work on the course.
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PDP7 contains grids which relate to the characteristics Ofsted use to make judgements
about teachers who are in training and not yet fully qualified.
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They are intended to help you think about what is meant by the grading used by Ofsted and
inform the discussion you will have with your tutor to arrive at the agreed grades.
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The Ofsted criteria relate to four areas: the personal characteristics of trainees, trainees’
teaching, trainees’ files, and trainees’ explanations. There is a separate grid for each of
these areas.
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Highlight the grid boxes which you think apply to you. Ensure that you have evidence from
your work on the course to support your selections.
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Think about why you are selecting each box and how you might explain the reason for your
choices to help you complete the self-assessment documentation.
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Then fill in each section of the self-assessment documentation and explain why you have
decided on a particular indicative grade, referring to evidence from the course.

Place a tick against the grade which most closely represents your view of your achievement
in the four areas identified in this document:
1. Your personal characteristics as a trainee teacher
2. The quality of your practical teaching
3. The quality of your teaching files
4. The quality of your explanations, as demonstrated in teaching files and other
assignments

Then discuss your self assessment with your tutor who will confirm or amend the grade as a
result of discussion.
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Include this self-assessment documentation with the rest of your PDP.
Timescales for the PDP
Forms PDP1, PDP3 and PDP4 should be updated as follows (more often if particular needs or
critical incidents make this desirable):
For trainees following a one year full-time course:
 As soon after Induction as possible
 At the end of November/end of the Teaching Learning and Assessment Module
 At the end of January/ the Personal and Professional Development Module (hand in with
this module)
 At the end of April/ end of the Teaching a Specialist Subject Module (hand in with this
module)
 At the end of the course
For trainees following a two year part-time course:
 In the first 6 weeks of the course (PDP1, PDP3)
 December-March Year 1 (during the Personal and Professional Module) (PDP4)
 May Year 1 (PDP7)
 September-March Year 2 (during Teaching a Specialist Subject Module) (PDP4)
 May of Year 2 (PDP7)
For trainees following a one year part-time course (for example, with APEL entry):
 In the first 6 weeks of the course (PDP1, PDP3)
 October-March Year 2 (during Teaching a Specialist Subject Module) (PDP4)
 May of Year 2 (PDP7)
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The teaching log (PDP2) should also be regularly updated, particularly when you take on new
teaching or engage in activities to broaden your experience. You should complete the Teaching
Observation Record (PDP5) immediately after each observation.
You should aim to meet with your mentor at least every 2 weeks, and you should complete a
PDP6 for each meeting.
As well as these formal sections of the PDP, you may also include other supporting material such as
tutorial record sheets and work on initial assessment of your learning skills.
Maintaining the PDP
The PDP is your document and you have the responsibility for maintaining it, and for making it
available to your tutors when necessary. Although some aspects of the PDP process require you to
work on a one-to-one basis with a tutor or mentor, you are expected to take the main responsibility
for identifying your own learning needs and proposing action to meet these needs. This will involve
work on your own or in small groups with other trainees, for example during the initial assessment
and planning process, or in preparing for periodic review meetings.
An up-to-date copy of your PDP must be available to tutors during tutorials.
The completed PDP will be assessed as part of your work towards the professional practice modules
as noted at the beginning of this document.
The individual PDP documents may be obtained in electronic form (in Microsoft Word format)
from the ‘Course Documentation’ section of Blackboard. In case of difficulty, ask your tutor for a
copy.
You are strongly recommended to complete and update the PDP as an electronic document.
However, please ensure that you print hard copies for use in review sessions and when you submit
work.
Initial Assessment & Planning (PDP1 & PDP3)
As soon as possible after the start of your work on the course, you will complete the Introduction to
your Teaching Role (PDP1) and the initial assessment and planning form (PDP3). Your tutor will
explain this process to you, but particular points to note are:
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
It is a course requirement that a suitable person is identified to act as your mentor during
your placement. Ideally, your mentor will be a person who teaches the same subject as you
(or a closely related one), has a teaching qualification and has gained some teaching
experience. Your mentor needs to be willing to spend time talking to you about teaching
issues and your progress on the course (about an hour every two weeks), and to observe
your teaching at least twice during the course. See the Course Handbook for further
information on mentors.

The normal entry requirement for the course is a degree in a subject related to the one you
teach (for PGCE trainees) or at least an NVQ level 3 (or equivalent) in the subject you teach
(for Cert Ed trainees). PGCE trainees whose degree is not related to their teaching subject
must have at least an NVQ level 3 (or equivalent) in the teaching subject. Record your
highest subject qualification on form PDP1. If you were granted non-standard entry without
the above qualifications, please ensure that you record the qualifications and experience on
which your entry was based.
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You may wish to record additional learning support requirements that you might have.
These could arise from, for example, health or disability issues that might affect your
learning. This will enable you and your tutor to identify any support that might be required
and, where applicable, to investigate sources of funding such as the Disabled Students
Allowance.
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At an early stage in the course, you will complete initial assessments of your learning needs
in literacy, numeracy and ICT, and may also complete a learning style analysis. The results of
these assessments should be recorded in PDP3. Teaching in lifelong learning requires an
appropriate standard of literacy, numeracy and ICT skills. If you do not already have level 2
qualifications in literacy and numeracy (e.g. GCSE English and Maths at grade C or above),
you are strongly advised to take steps to achieve this.
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If you have already completed a Stage 2 teaching qualification, or if you have very
substantial prior knowledge and experience of teaching, you may wish to claim advanced
standing on the basis of accreditation of prior learning. Give brief details in PDP1 and ask
your tutor to explain the process of APL submission.
Tutorials
From time to time during the course you will have individual or small-group tutorials with your
tutors. These might be to address specific issues (for example progress with assignments) or to
discuss progress in general. In either case, please ensure that you take along your PDP as you or
your tutor may wish to refer to it or to suggest development/action points.
Some Questions and Answers about the Personal Development Plan
Who completes the PDP – me or my tutor?
It is entirely your responsibility to fill in each section of the PDP, and to reflect on your progress and
possible action points in preparation for this.
Will we spend time in class on discussing and completing the PDP?
You can expect to spend some time in class near the beginning of the course being introduced to
the PDP process and engaging in/recording initial assessment activities. You can also expect to
spend further class time discussing approaches to its completion and considering the guidance
sheets and other ideas for good practice in working with the PDP. You may wish to work in learning
sets to share approaches to the PDP. However, you would normally expect to undertake the actual
writing of the PDP as an individual activity.
How often should I meet with my mentor? Who fills in the mentor record sheets?
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If possible, you should meet once every two weeks with your mentor (more often if you both agree
that this would be useful). Your mentor should be involved in deciding what to record in PDP6, but
ultimately you are responsible for filling it in.
Can I fail the PDP?
No. The PDP is not a module, so you can’t pass or fail it. However, it forms part of the assessment
strategy for the practical teaching modules and links to the assignment for the Curriculum &
Professionalism module. This means that it must be completed in order for you to succeed in those
modules. In particular, the grading process needs to be completed for you to achieve a Pass in the
module, and the quality of your PDP will be part of the judgement made about the appropriate
grade for your work.
OK, so what do you mean by the quality of the PDP?
Your PDP needs to show reflection on your learning needs across the course and the ability to
identify and work on meaningful action points for improving knowledge and skills in teaching and
learning. It needs to consider and promote your development (where relevant) in personal skills of
language, literacy and numeracy and also in ICT. Your PDP also needs to show that you have
reflected on, and responded to, issues raised in teaching observations and meetings with your
mentor. Obviously, all the relevant sections need to be completed to achieve this.
I can’t see any learning outcomes about the PDP, so why do I have to complete it?
Although there are no specific learning outcomes saying that you must produce a PDP, it
contributes to the achievement of a number of outcomes in the modules mentioned above.
More generally, as explained above, teachers working towards or holding QTLS are expected to
engage in a PDP process. It is therefore important for professionally qualified teachers to become
familiar with this type of process in their initial training.
Is it OK to handwrite the PDP?
The PDP forms are designed to be completed using Microsoft Word or similar software, and the
sections will expand as you type. You can also insert extra sections as necessary.
If you genuinely do not have access to a computer, or have other genuine reasons that would
prevent you completing the PDP electronically, it would be acceptable to handwrite it. However,
some of the sections of the PDP forms would probably be too small to complete in this way. You
should therefore use separate sheets of paper to supplement what you write on the forms
themselves.
Should I include the results of initial assessment of literacy and numeracy skills in the PDP?
Yes. All trainees need to undertake an initial assessment and the information gained by this process
is recorded in PDP3.
Should I record things to be studied in modules as development points in the PDP?
Not normally. Where it is obvious that a particular issue will be dealt with in the natural course of a
module, you would not include it as a development or action point. For example, you would not
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record as an action point: ‘I need to learn about lesson planning’, because it is clear that this will be
covered in the module DFA7130.
What you might record, though, is ‘I need to investigate ways of planning to meet individual needs
in the drop-in workshop where I teach ICT skills’ as this individualises more general module work
and relates it to your own needs for working in a particular context.
You might also record development points relating to better or deeper understanding of points
covered in modules where this is relevant to your needs.
Should I keep a learning diary as part of the PDP?
This is not a requirement, but it can be very useful and many trainees have done this in the past. It
is then possible to reflect at greater length on your experiences, and later to draw on and
summarise your reflections for use in completing the PDP.
References
DfES (2002), Success for All, London, DfES Publications
DfES (2004), Equipping our Teachers for the Future: Reforming Initial Teacher Training for the
Learning and Skills Sector, London, DfES Publications
Further Education White Paper (2006), Raising Skills, Improving Life Chances, Nottingham, DfES
Publications
Quality Assurance Agency (2004) Policy statement on a progress file for Higher Education [online].
Available at www.qaa.ac.uk. Accessed 21 July 2006.
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Your Personal Development Plan is linked to the modules as shown in the diagram below:
[Type a quote from th
Personal
Development
Plan
Teaching Learning
and Assessment
Personal and
Professional
Development
Teaching a Specialist
Subject
Studies in Curriculum
and Professionalism
10
Reflective
Journal
Personal Development Plan
For trainees on one year full time courses
The table below explains how the Personal Development Plan links to the other elements of your
Course:
At the start of your
course
Stage 1 Collect Information
Previous experience, initial assessment
Stage2 Complete PDP pages
This will form the starting point for your
development
November
Stage 1 Collect Information
eg from Teaching observations
Feedback on assignments (drafts, completed work)
Stage 2 Update your PDP pages
Show how you have developed so far as a teacher
with reference to your initial action plan.
PDP1 & PDP3 will
be the main focus.
Begin PDP2 and
PDP6.
You may have an
initial tutorial with
your tutor.
Begin PDP2 and
PDP6.The focus
now shifts to PDP4,
and PDP2,5 & 6
Identify further
strengths and
developments.
Record dates of
completed actions
and set new
actions.
You may have
progress tutorials
with your tutor
Work on the development needs you have identified
January
Stage1 Collect Information
Eg from observations of your teaching, your TP1
rationales, feedback on documentation relating to
teaching ( lesson plans, learner profiles, assessment
strategies and records), evaluations of your lessons
your reflective journal, tutorials, mentor meetings,
feedback on assignments,
Stage 2 Update your PDP pages
Show how you have developed yourself as a teacher
with reference to your initial action plan. Identify
further developments in your action plan
Work on the development needs you have identified
April
11
Stage 1 Collect Information
Eg from observations of your teaching, your TP1
rationales, feedback on documentation relating to
teaching ( lesson plans, learner profiles, assessment
strategies and records), evaluations of your lessons
The main focus will
be the selfassessment grading
process. Complete
PDP7 before this
Grading Tutorial
your reflective journal, tutorials, mentor meetings,
feedback on assignments
Stage 2 Update your PDP pages
Show how you have developed yourself as a teacher
with reference to your initial action plan.
Using PDP 4,
identify further
strengths and
developments.
Record dates of
completed actions
and set new
actions.
Work on the development needs you have identified
June
Stage 1 Collect Information
Eg from observations of your teaching, your TP1
rationales, feedback on documentation relating to
teaching ( lesson plans, learner profiles, assessment
strategies and records), evaluations of your lessons
your reflective journal, tutorials, mentor meetings,
feedback on assignments
Stage 2 Update your PDP pages
Show how you have developed yourself as a teacher
with reference to your initial action plan.
Identify Professional Formation and CPD needs
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The main focus will
be the selfassessment grading
process. Complete
PDP7 before this
Final Grading
Tutorial feeds into
professional
formation process
School of Education and Professional Development
Certificate in Education and PGCE (Lifelong Learning)
YOUR ROLE AS A TEACHER OR TRAINER (PDP1)
Name:
Placement:
Mentor Details
Name:
Email:
Tel:
Mentor signature:
Day Tel:
Mobile:
Evening:
E-Mail:
Highest
Subject
Qual:
Level 2
Quals in
Lit/Num:
Give an overview of your teaching specialism and any relevant teaching experience. You
should update this section as indicated below:
At the start of the course
By the end of Personal Professional Development Module
By the end of Teaching a Specialist Subject Module
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TEACHING LOG (PDP2)
Date
14
Duration
Context ( FE
College etc)
Course Title and level/Student
Group
No. of
students
in Group
Topic
Observed
session ()
Cumulative
number of
hours
School of Education and Professional Development
TEACHING LOG (PDP2)
OTHER ACTIVITIES TO BROADEN EXPERIENCE
Nature of activity
FE
Sector (Tick)
HE
Other
Explain how this broadened your experience of the Lifelong
Learning sector
Confirmation of teaching hours by placement.
Please confirm that the listed teaching hours and activities have been completed by the trainee
teacher as listed in the log above.
Name of Trainee………………………………………………………………………………………………………………………………..
Yes No
Mentor
Subject
Specialist
Teacher Trainer
Other (please
specify below)
Signature/Job
Title
Date
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Date
Date
Date
Comment ( optional)
School of Education and Professional Development
Certificate in Education and PGCE (Lifelong Learning)
INITIAL ASSESSMENT (PDP3)
Complete this section as soon as possible after Induction. In relation to teaching and learning, give details
of your current knowledge, abilities and experience
TEACHING SKILLS
( include previous teaching experience and qualifications e.g. classroom/teaching/facilitation/coaching
practice and skills, planning and assessment)
KNOWLEDGE OF TEACHING AND LEARNING
( include reading about teaching and learning, qualifications, theory and the relationship of theory to
practice)
OTHER RELEVANT SKILLS, KNOWLEDGE AND ATTRIBUTES
( include personal qualities and characteristics relevant to teaching e.g. interpersonal skills, flexibility)
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Complete this section as soon as possible after Induction. Include information from appropriate initial
assessment activities
LANGUAGE, LITERACY , ACADEMIC WRITING
Strengths
Areas for Development
Action Plan ( give specific targets and dates for completion)
NUMERACY
Strengths
Areas for Development
Action Plan ( give specific targets and dates for completion)
ICT
Strengths
Areas for Development
Action Plan ( give specific targets and dates for completion)
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School of Education and Professional Development
Certificate in Education and PGCE (Lifelong Learning)
GENERAL DEVELOPMENT RECORD (PDP4)
Update the following pages (Your Characteristics, Lessons, Teaching Files, Explanations, Language
and Literacy, Numeracy, ICT) with reference to your previous comments .
Your Characteristics (the qualities you bring to the teaching process e.g. communication,
inspiring learners, willingness to try out new approaches)
Strengths & Areas for Development
Date
updated
Nov
Feb
Apr
Actions
Date
completed
Progress in Your Lessons
(how you manage the classes you teach, also evidenced by observation of your teaching
e.g. teaching methods, engaging learners, managing the classroom, questioning strategies
and skills, capturing interest, monitoring progress in the lesson, using resources)
Strengths & Areas for Development
18
Date
updated
Nov
Feb
Apr
Actions
Date
completed
Nov
Feb
Apr
Progress in Your Teaching Files
( e.g. the documents you create to support teaching e.g. lesson plans, learner profiles,
assessment, monitoring and record keeping and evaluations and your rationales for these)
Strengths & Areas for Development
Date
updated
Nov
Feb
Apr
Actions
19
Date
completed
Progress in Your Explanations (why you use particular approaches, specialist knowledge
and skills e.g. as explained in your TP1 preparation for teaching, lesson
evaluations/reflections ( including TP3, reflective journal
Strengths & Areas for Development
Date
updated
Nov
Feb
Apr
Actions
Date
completed
Progress in Language, Literacy and Academic Writing
( include personal skills as well as knowledge of embedding/supporting learners)
Strengths & Areas for Development
20
Date
updated
Nov
Feb
Apr
Actions
Date
completed
Progress in Numeracy
( include personal skills as well as knowledge of embedding/supporting learners)
Strengths
Date
updated
Nov
Feb
Apr
Actions
21
Date
completed
Progress in ICT (include personal skills as well as knowledge of embedding/supporting
learners)
Strengths & Areas for Development
Date
updated
Nov
Feb
Apr
Actions
Date
completed
School of Education and Professional Development
Certificate in Education and PGCE (Lifelong Learning)
22
TEACHING OBSERVATION RECORD (PDP5)
Observation 1 - Date:
Tutor:
Strengths:
Points for development:
Observation 2 - Date:
Tutor:
Strengths:
Points for development:
Observation 3 - Date:
Tutor:
Strengths:
Points for development:
Observation 4 - Date:
Tutor:
Strengths:
Points for development:
Observation 5 - Date:
Tutor:
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Strengths:
Points for development:
Observation 6 - Date:
Tutor:
Strengths:
Points for development:
Observation 7 - Date:
Tutor:
Strengths:
Points for development:
Observation 8 - Date:
Tutor:
Strengths:
Points for development:
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School of Education and Professional Development
Pre-Service Certificate in Education and PGCE (Lifelong Learning)
RECORD OF MEETING WITH MENTOR (PDP6)
Name of Trainee:
Name of Mentor:
Date of Meeting:
Review of Action Points from last meeting:
Issues discussed at this meeting:
Note: A key topic for discussion with your mentor should be issues relating to the teaching of your specialist
subject.
Action Points agreed:
Date of next meeting:
Signed:
Trainee:
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Mentor:
School of Education and Professional Development
Certificate in Education and PGCE (Lifelong Learning)
REVIEW AND GRADING SELF-ASSESSMENT (PDP7)
Complete this section towards the end of the first phase of teaching practice.
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
1. Your characteristics as a trainee teacher, at this
point in the course
(Referring to Ofsted grids where appropriate and drawing on appropriate evidence)
Explanation and indicative evidence:
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
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University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
2. The quality of your teaching, at this point in the
course
(Referring to Ofsted grids where appropriate and drawing on appropriate evidence)
Explanation and indicative evidence:
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
27
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
3. The quality of your teaching files, at this point in
the course
(Referring to Ofsted grids where appropriate and drawing on appropriate evidence)
Explanation and indicative evidence:
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
28
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
4. The quality of your explanations, at this point in
the course
(Referring to Ofsted grids where appropriate and drawing on appropriate evidence)
Explanation and indicative evidence:
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
29
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
OVERALL GRADE
How to judge the overall grade for a trainee (see the Ofsted Grade Criteria):
First, check that the Satisfactory characteristics have been met before using the Good or Outstanding characteristics
to make a judgement at a higher level. All aspects of Satisfactory in each of the four groups have to be achieved.
Trainees must also meet all the Cert Ed/PGCE course requirements.
In order to judge a trainee as Good or Outstanding, those making the judgement need to look at the characteristics in
all four of the areas detailed above. The characteristics describe the features indicating that a trainee is performing at
that level. It is a ‘best fit’ model. They also need to be interpreted within the setting and context in which the trainee
works.
To judge the overall grade, weigh the evidence in each of the areas. For a trainee to be graded as Good or
Outstanding, they need to demonstrate the characteristics at this level across all four areas. To be Outstanding
overall, there must be sufficient Outstanding features from all four areas. Similarly, in reaching a judgement of Good
there must be sufficient Good features from all four areas.
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
5. OVERALL GRADE, at this point in the course
Comments/explanation
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
30
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Ofsted Grading Criteria: Trainee Characteristics
Good
Satisfactory
Typical sources of evidence: PDP; Reflective Journal; TP1 & TP3 Forms; Course Assignments.
Tend to have a
limited, but
adequate, range of
teaching and
assessment
strategies, but use
these competently
and with
confidence
Recognise that they
need help with some
aspects of teaching,
and
are willing to seek
out and act on
advice and guidance
Evaluate their own
practice, including
through its impact on
learners, and take
appropriate action
Show clear
capacity to
become
competent, and in
some aspects,
good teachers.
Show a willingness to
try out range of
approaches to
teaching and
learning, know how
to learn from both
success and ‘failure’,
know when/who to
ask for support both
in trying out new
approaches and
evaluating how well
they work
Clearly understand
their own role as
‘learners’ and how to
ensure
they achieve their
own learning goals
Systematically evaluate
their own practice,
including through its
impact on learners, and
take appropriate action
Have the clear
capacity to
become good, and
possibly
outstanding,
teachers.
Outstanding
Take risks when
trying to make
teaching interesting,
are able to deal with
the unexpected and
‘grab the moment’
31
Inspire and
communicate their
enthusiasm to
learners
Have an intrinsic
passion for learning
Show innovative
and creative
thinking – lateral
thinkers
Have the ability to
reflect critically and
rigorously on their own
practice to inform their
professional
development, and to
take
and evaluate appropriate
actions – they are able
to learn from
their mistakes
Take full
responsibility
for their own
professional
development
Are highly
respected by
learners and
colleagues
and, where
appropriate,
parents/carers
and employers
Have the clear
capacity to
become
outstanding
teachers
Demonstrate, or
show the capacity
to develop,
leadership and
management skills
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Ofsted Grading Criteria: In Lessons
Teach consistently
at least satisfactory
lessons (by the end
of their training) in
which learners
make progress or
consolidate their
learning
Respond to
individual and
group learners'
questions to
enable learners
to progress and
meet learning
expectations
Teach at a
satisfactory level
across a range
of different
contexts (for
example,
different ages,
groups sizes,
levels)
Demonstrate secure
subject knowledge
that develops
learners’
understanding and
skills
Set clear
expectations
for learning
and behaviour
Manage the
learning
environment
and resources
to enable all
learners to
make progress
Match teaching
and learning
activities to the
intended learning
outcomes
Plan and use
resources
efficiently,
including the
deployment of
other adults,
learning support
and other
professionals
Monitor
learners’
progress and
assess their
achievement,
and provide
feedback to
learners which
aids their
progress
Begin to develop
learners’ wider
understanding and
appreciation of social
and cultural diversity
Teach lessons that
are never less than
satisfactory, but
often good or better
Ensure that all
learners are
sufficiently
challenged and
achieve the
intended learning
objectives
Teach in a way
that engages
learners’ interest
so that they
become fully
involved in the
lesson
Use their subject
knowledge to find
different ways of
explaining or
teaching
approaches
Use a range of
different
assessment
methods
matched well
to the
expected
learning
outcomes and
show an
understanding
of why a
particular
method was
chosen
Work
effectively with
learning
support and
other
professionals
in planning,
teaching and
monitoring and
reviewing
learners’
progress.
Show flexibility
and adaptability
that takes account
of the progress
made by learners
and match their
teaching to it,
including by
matching pace to
learning and the
use of a variety of
teaching methods
Understand how to
overcome barriers
to learning such as
low levels of
literacy/numeracy
Monitor and
assess learners’
achievement
and provide
feedback to
them that is
based on the
specific needs
of learners or
groups of
learners that
leads to further
progress
Make links with and
explore possibilities to
develop learners’
understanding and
appreciation of social
and cultural diversity.
Ensure that all
learners make
good progress so
that they fully
achieve the
challenging
intended learning
outcomes
Teach lessons
that invariably
capture the
interest of
learners, are
inclusive of all
learners and
feature debate
between
learners and
between
learners and the
teacher
Demonstrate the
ability to apply their
own depth of subject
knowledge to
support learners in
acquiring
understanding and
skills, often showing
understanding
through application
of a range of
different approaches
to ensure that all
learners make the
expected progress
Have a rapport
with learnershigh quality
dialogue and
questioning,
guiding
learning, with
attention to
individuals and
groups
Make links
with other
aspects of
learners’
development
and
understanding
(for example,
linking to work
in other
subjects)
Demonstrate
flexibility and
adaptability by
changing pace,
approach and
teaching method
in a lesson in
response to what
learners say and
do
Teach learners to
be able to explain
how the teaching
helped them to
make progress
Monitor learners
progress to
evaluate quickly
how well they
are learning so
that they can
change the
approach during
the lesson if
necessary, and
provide detailed
feedback and
targets to
individual
learners that
are focused well
to ensure
further progress
Fully exploit
possibilities to promote
learners'
understanding and
appreciation of societal
and cultural diversity
Good
Satisfactory
Typical sources of evidence: Teaching Observation Forms (particularly TP2 & TP4, but also TP1 & TP3); Reflective Journal; Mentor Discussions (TP6)
Outstanding
Teach lessons that
are mostly good
and often show
characteristics of
outstanding lessons
32
Make creative use
of resources
Ofsted Grading Criteria: Trainees’ Files
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Outstanding
Good
Satisfactory
Typical sources of evidence: Teaching Practitioner Files (including Reflective Journal; TP1, TP2 & TP3 Forms; Lesson Plans); Module assignments.
Plan lesson/s that set clear learning
outcomes and indicate how the
planned activities will enable learners
to meet these, and how progress and
achievement will be monitored and
assessed – including recognition of
potential barriers to learning such as
low levels of literacy/numeracy
Take some responsibility for
their own professional
development – clear
relationship between targets
set by trainers and trainees’
own reflections and personal
target-setting, and trainees’
progress
Plan lessons that take account of the
needs of groups of learners and
individuals, through the setting of
differentiated learning outcomes, and
matching these to the teaching and
learning approaches and activities
used – with clear recognition of how to
deal with any potential barriers to
learning – and through this
demonstrate their own depth of subject
knowledge
Plan clear links
between expected
outcomes and how
progress and
achievement will be
monitored and
assessed, with
outcomes used in
subsequent planning
Set lessons clearly in a
sequence that is
designed well to secure
progression
Provide clear evidence of
understanding the need to
take responsibility for their
own professional
development through
evaluating performance and
setting challenging targets,
working with trainers to
refine these and to monitor
their progress, then
evidence of implementation,
review and critical reflection
Demonstrate a clear and deep
understanding of how to plan for
progression – stages in learning,
different rates of progress, identifying
clear ‘strands of progression’ and the
use of these to plan ‘steps in learning’,
their teaching, dealing with barriers to
learning, and through this demonstrate
depth of subject knowledge and
subject pedagogy
Provide evidence of
monitoring and
recording learners’
progress and how the
outcomes are used in
subsequent planning,
with a clear focus on
groups and individual
learners
Demonstrate the clarity
of links between learning
objectives, teaching
approaches and
assessment strategies –
‘what I want learners to
learn, how they will learn,
and how I know that they
have, what I will do next’
Show innovation within the
constraints of a scheme of
work/curriculum
33
Take account of
Every Child
Matters, and social
and cultural
diversity.
Evaluate their teaching and show an
understanding of the need to
evaluate the effectiveness of it
through the impact on learners –
with evidence of the use of aspects
covered in training activities to
secure trainees’ own progress
Innovative
approaches to the
integration of
Every Child
Matters, and social
and cultural
diversity.
Show high-quality self-evaluation
with clear focus on learners and
setting challenging targets for their
own professional development –
including, for example, future career
progression with evidence of
implementation and further review,
and critical analysis and reflection,
taking full account of feedback from
trainers and other professionals they
work with
Maintain files
as working
documents –
annotated as
part of selfevaluation
Outstanding
Good
Satisfactory
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
34
Can explain how their lesson
planning fits into a sequence
that will enable learners to
make progress
Can explain how the
training has enabled them
to improve their teaching
Can give examples of how
they have secured
progression for groups of
learners through a sequence
of lessons, including how
they know that learners have
made progress
Are able to explain why
they use particular
teaching and learning
approaches and why
these work in their subject
Describe the stages in
progress through a topic/set
of ideas and
concepts/sequence of
teaching – explaining what
they would look for in
learners
Are able to use their
depth of subject-specific
pedagogical
understanding to explain
in detail why they use
particular teaching
approaches and why
these are likely to be
more successful than
others
Can explain how they monitor
and assess learners’
achievements, and how this
indicates that the learners are
making progress
Are able to discuss in detail
individual learners’ progress
as well as
attainment/achievement
Ofsted Grading Criteria: Trainees’ Files
Show awareness of barriers
to learning, such as levels
of literacy or numeracy, and
the likely impact on their
subject, with some ideas for
dealing with this
Know who they should turn to
for expert advice on particular
aspects of learners’ overall
development, specifically
including child protection and
safeguarding issues
Demonstrate a secure
understanding of Every
Child Matters and of social
and cultural diversity.
Demonstrate their
understanding of barriers to
learning and how these can
be overcome in their subject
Can give examples of working
with a wider range of
professionals to secure the
overall development of
learners
Demonstrate a secure
understanding of the
implications of Every Child
Matters, and social and
cultural diversity, and can
apply this to their own
teaching
Can give examples of
lessons, and
individual/groups of
learners, to illustrate
progression through a topic
Demonstrate an
understanding of the range of
professionals that contribute
Show a depth of
understanding of the
implications of Every Child
Matters across a wide
range of work and how to
– including the identification
of barriers to learning and
how these were/can be
overcome
to learners’ overall
development and their place
in the ‘bigger picture’ – wellinformed discussion about
individual/groups of learners
and particular needs
promote learners’
understanding and exploit
the potential provided by
social and cultural diversity
School of Education and Professional Development
Certificate in Education and PGCE (Lifelong Learning)
FINAL REVIEW AND GRADING SELF-ASSESSMENT (PDP7)
Complete this section towards the end of the course.
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
1. Your characteristics as a trainee teacher, at this
point in the course
(Referring to Ofsted grids where appropriate and drawing on appropriate evidence)
Explanation and indicative evidence:
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
35
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
2. The quality of your teaching, at this point in
the course
(Referring to Ofsted grids where appropriate and drawing on appropriate evidence)
Explanation and indicative evidence:
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
36
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
3. The quality of your teaching files, at this
point in the course
(Referring to Ofsted grids where appropriate and drawing on appropriate evidence)
Explanation and indicative evidence:
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
37
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
4. The quality of your explanations, at this
point in the course
(Referring to Ofsted grids where appropriate and drawing on appropriate evidence)
Explanation and indicative evidence:
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
38
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
OVERALL GRADE
How to judge the overall grade for a trainee (see the Ofsted Grade Criteria):
First, check that the Satisfactory characteristics have been met before using the Good or Outstanding characteristics
to make a judgement at a higher level. All aspects of Satisfactory in each of the four groups have to be achieved.
Trainees must also meet all the Cert Ed/PGCE course requirements.
In order to judge a trainee as Good or Outstanding, those making the judgement need to look at the characteristics in
all four of the areas detailed above. The characteristics describe the features indicating that a trainee is performing at
that level. It is a ‘best fit’ model. They also need to be interpreted within the setting and context in which the trainee
works.
To judge the overall grade, weigh the evidence in each of the areas. For a trainee to be graded as Good or
Outstanding, they need to demonstrate the characteristics at this level across all four areas. To be Outstanding
overall, there must be sufficient Outstanding features from all four areas. Similarly, in reaching a judgement of Good
there must be sufficient Good features from all four areas.
Self- assessment, drawing on evidence of what you
have achieved so far
Pass
Refer
Outstanding
Good
Satisfactory
5. OVERALL GRADE
Comments/explanation
Tutor comment: agreement/amendment
Grade Agreed with Tutor
Grade:
Grades discussed and agreed: Trainee signature: ………………………Tutor signature: ……………………..
Date: ………………….
39
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Ofsted Grading Criteria: Trainee Characteristics
Good
Satisfactory
Typical sources of evidence: PDP; Reflective Journal; TP1 & TP3 Forms; Course Assignments.
Tend to have a
limited, but
adequate, range of
teaching and
assessment
strategies, but use
these competently
and with
confidence
Recognise that they
need help with some
aspects of teaching,
and
are willing to seek
out and act on
advice and guidance
Evaluate their own
practice, including
through its impact on
learners, and take
appropriate action
Show clear
capacity to
become
competent, and in
some aspects,
good teachers.
Show a willingness to
try out range of
approaches to
teaching and
learning, know how
to learn from both
success and ‘failure’,
know when/who to
ask for support both
in trying out new
approaches and
evaluating how well
they work
Clearly understand
their own role as
‘learners’ and how to
ensure
they achieve their
own learning goals
Systematically evaluate
their own practice,
including through its
impact on learners, and
take appropriate action
Have the clear
capacity to
become good, and
possibly
outstanding,
teachers.
Outstanding
Take risks when
trying to make
teaching interesting,
are able to deal with
the unexpected and
‘grab the moment’
40
Inspire and
communicate their
enthusiasm to
learners
Have an intrinsic
passion for learning
Show innovative
and creative
thinking – lateral
thinkers
Have the ability to
reflect critically and
rigorously on their own
practice to inform their
professional
development, and to
take
and evaluate appropriate
actions – they are able
to learn from
their mistakes
Take full
responsibility
for their own
professional
development
Are highly
respected by
learners and
colleagues
and, where
appropriate,
parents/carers
and employers
Have the clear
capacity to
become
outstanding
teachers
Demonstrate, or
show the capacity
to develop,
leadership and
management skills
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Ofsted Grading Criteria: In Lessons
Teach consistently
at least satisfactory
lessons (by the end
of their training) in
which learners
make progress or
consolidate their
learning
Respond to
individual and
group learners'
questions to
enable learners
to progress and
meet learning
expectations
Teach at a
satisfactory level
across a range
of different
contexts (for
example,
different ages,
groups sizes,
levels)
Demonstrate secure
subject knowledge
that develops
learners’
understanding and
skills
Set clear
expectations
for learning
and behaviour
Manage the
learning
environment
and resources
to enable all
learners to
make progress
Match teaching
and learning
activities to the
intended learning
outcomes
Plan and use
resources
efficiently,
including the
deployment of
other adults,
learning support
and other
professionals
Monitor
learners’
progress and
assess their
achievement,
and provide
feedback to
learners which
aids their
progress
Begin to develop
learners’ wider
understanding and
appreciation of social
and cultural diversity
Teach lessons that
are never less than
satisfactory, but
often good or better
Ensure that all
learners are
sufficiently
challenged and
achieve the
intended learning
objectives
Teach in a way
that engages
learners’ interest
so that they
become fully
involved in the
lesson
Use their subject
knowledge to find
different ways of
explaining or
teaching
approaches
Use a range of
different
assessment
methods
matched well
to the
expected
learning
outcomes and
show an
understanding
of why a
particular
method was
chosen
Work
effectively with
learning
support and
other
professionals
in planning,
teaching and
monitoring and
reviewing
learners’
progress.
Show flexibility
and adaptability
that takes account
of the progress
made by learners
and match their
teaching to it,
including by
matching pace to
learning and the
use of a variety of
teaching methods
Understand how to
overcome barriers
to learning such as
low levels of
literacy/numeracy
Monitor and
assess learners’
achievement
and provide
feedback to
them that is
based on the
specific needs
of learners or
groups of
learners that
leads to further
progress
Make links with and
explore possibilities to
develop learners’
understanding and
appreciation of social
and cultural diversity.
Ensure that all
learners make
good progress so
that they fully
achieve the
challenging
intended learning
outcomes
Teach lessons
that invariably
capture the
interest of
learners, are
inclusive of all
learners and
feature debate
between
learners and
between
learners and the
teacher
Demonstrate the
ability to apply their
own depth of subject
knowledge to
support learners in
acquiring
understanding and
skills, often showing
understanding
through application
of a range of
different approaches
to ensure that all
learners make the
expected progress
Have a rapport
with learnershigh quality
dialogue and
questioning,
guiding
learning, with
attention to
individuals and
groups
Make links
with other
aspects of
learners’
development
and
understanding
(for example,
linking to work
in other
subjects)
Demonstrate
flexibility and
adaptability by
changing pace,
approach and
teaching method
in a lesson in
response to what
learners say and
do
Teach learners to
be able to explain
how the teaching
helped them to
make progress
Monitor learners
progress to
evaluate quickly
how well they
are learning so
that they can
change the
approach during
the lesson if
necessary, and
provide detailed
feedback and
targets to
individual
learners that
are focused well
to ensure
further progress
Fully exploit
possibilities to promote
learners'
understanding and
appreciation of societal
and cultural diversity
Good
Satisfactory
Typical sources of evidence: Teaching Observation Forms (particularly TP2 & TP4, but also TP1 & TP3); Reflective Journal; Mentor Discussions (TP6)
Outstanding
Teach lessons that
are mostly good
and often show
characteristics of
outstanding lessons
41
Make creative use
of resources
Ofsted Grading Criteria: Trainees’ Files
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Outstanding
Good
Satisfactory
Typical sources of evidence: Teaching Practitioner Files (including Reflective Journal; TP1, TP2 & TP3 Forms; Lesson Plans); Module assignments.
Plan lesson/s that set clear learning
outcomes and indicate how the
planned activities will enable learners
to meet these, and how progress and
achievement will be monitored and
assessed – including recognition of
potential barriers to learning such as
low levels of literacy/numeracy
Take some responsibility for
their own professional
development – clear
relationship between targets
set by trainers and trainees’
own reflections and personal
target-setting, and trainees’
progress
Plan lessons that take account of the
needs of groups of learners and
individuals, through the setting of
differentiated learning outcomes, and
matching these to the teaching and
learning approaches and activities
used – with clear recognition of how to
deal with any potential barriers to
learning – and through this
demonstrate their own depth of subject
knowledge
Plan clear links
between expected
outcomes and how
progress and
achievement will be
monitored and
assessed, with
outcomes used in
subsequent planning
Set lessons clearly in a
sequence that is
designed well to secure
progression
Provide clear evidence of
understanding the need to
take responsibility for their
own professional
development through
evaluating performance and
setting challenging targets,
working with trainers to
refine these and to monitor
their progress, then
evidence of implementation,
review and critical reflection
Demonstrate a clear and deep
understanding of how to plan for
progression – stages in learning,
different rates of progress, identifying
clear ‘strands of progression’ and the
use of these to plan ‘steps in learning’,
their teaching, dealing with barriers to
learning, and through this demonstrate
depth of subject knowledge and
subject pedagogy
Provide evidence of
monitoring and
recording learners’
progress and how the
outcomes are used in
subsequent planning,
with a clear focus on
groups and individual
learners
Demonstrate the clarity
of links between learning
objectives, teaching
approaches and
assessment strategies –
‘what I want learners to
learn, how they will learn,
and how I know that they
have, what I will do next’
Show innovation within the
constraints of a scheme of
work/curriculum
42
Take account of
Every Child
Matters, and social
and cultural
diversity.
Evaluate their teaching and show an
understanding of the need to
evaluate the effectiveness of it
through the impact on learners –
with evidence of the use of aspects
covered in training activities to
secure trainees’ own progress
Innovative
approaches to the
integration of
Every Child
Matters, and social
and cultural
diversity.
Show high-quality self-evaluation
with clear focus on learners and
setting challenging targets for their
own professional development –
including, for example, future career
progression with evidence of
implementation and further review,
and critical analysis and reflection,
taking full account of feedback from
trainers and other professionals they
work with
Maintain files
as working
documents –
annotated as
part of selfevaluation
Ofsted Grading Criteria: Trainees’ Files
University of Huddersfield Certificate in Education/PGCE (Lifelong Learning)
Good
Satisfactory
Typical sources of evidence: Course assignments; Reflective Journal; TP1 & TP3 Forms; Lesson Plans
Can explain how their lesson
planning fits into a sequence
that will enable learners to
make progress
Can explain how the
training has enabled them
to improve their teaching
Can give examples of how
they have secured
progression for groups of
learners through a sequence
of lessons, including how they
know that learners have made
progress
Are able to explain why
they use particular
teaching and learning
approaches and why these
work in their subject
Describe the stages in
progress through a topic/set of
ideas and concepts/sequence
Are able to use their depth
of subject-specific
pedagogical understanding
to explain in detail why
they use particular
teaching approaches and
why these are likely to be
more successful than
others
Outstanding
of teaching – explaining what
they would look for in learners
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Can explain how they monitor
and assess learners’
achievements, and how this
indicates that the learners are
making progress
Are able to discuss in detail
individual learners’ progress as
well as
attainment/achievement
Show awareness of barriers
to learning, such as levels of
literacy or numeracy, and the
likely impact on their subject,
with some ideas for dealing
with this
Know who they should turn to
for expert advice on particular
aspects of learners’ overall
development, specifically
including child protection and
safeguarding issues
Demonstrate a secure
understanding of Every
Child Matters and of social
and cultural diversity.
Demonstrate their
understanding of barriers to
learning and how these can
be overcome in their subject
Can give examples of working
with a wider range of
professionals to secure the
overall development of learners
Demonstrate a secure
understanding of the
implications of Every Child
Matters, and social and
cultural diversity, and can
apply this to their own
teaching
Can give examples of
lessons, and
individual/groups of learners,
to illustrate progression
through a topic – including
the identification of barriers to
learning and how these
were/can be overcome
Demonstrate an understanding
of the range of professionals
that contribute to learners’
overall development and their
place in the ‘bigger picture’ –
well-informed discussion about
individual/groups of learners
and particular needs
Show a depth of
understanding of the
implications of Every Child
Matters across a wide range
of work and how to promote
learners’ understanding and
exploit the potential
provided by social and
cultural diversity