· Web view(To be completed by trainees on the FS/KS1, KS1/ KS2 pathways) The following is...

School of Education

Primary PGCE and BEd ProgrammeTRAINEE SCHOOL PLACEMENT

DOCUMENTATION:Section B: Documents for Portfolio

Name of Trainee

Programme of Study at UH

Placement School

Mentor (signature)

Professional Mentor (Head) (signature)

UH Visiting Tutor (signature)

IMPORTANT

It is the responsibility of the trainee to ensure that the completed forms in this section are kept together in a file and made available to UH tutors, mentors, professional mentors and head teachers throughout the duration of the training programme. Some of the forms will need to be expanded to accommodate all the information required.

All forms are available on CDs given at mentor training/development sessions and on the Partnership area of the School of Education’s website (go.herts.ac.uk/ITEpartnerships) and on StudyNet (trainee access only).

Blank LOFs should be printed out, and made available, in the way they have been formatted, to mentors and tutors, at the beginning of observed lessons.

The Report and Referenc e form which is available on the placement CD and on our Partnership website must be completed by the mentor and copies emailed to [email protected] and to the UH visiting tutor.

For contact details of UH staff and the document submission dates and timetable, specific to the particular placement, please refer to the Placement Milestones specific to each placement. These are given to mentors and trainees at the beginning of each placement. Placement Milestones are also available on the Partnership website and on StudyNet (trainee access only).

AM/AA July 2012 Primary Placement Documentation (Teachers’ Standards)

mailto:[email protected]

http://www.go.herts.ac.uk/ITEpartnerships

Documents for Portfolio – Summary of Forms and Evidence

Portfolio Part 1: Standards Evidence Grid and School Visit Forms Primary Training Guidance and Evidence Grid Copy of CEDP (on final placement only – on placement CD)

Nursery School Visit (BEd3, PGCE)

KS1/KS2 School Visit (BEd3, PGCE)

Secondary School Visit (BEd3, PGCE)

EAL Visit Special School Visit (BEd1, PGCE)

SEND Placement Tasks Signed Trainee Code of Conduct Skills Tests Pass Sheets (trainee to provide from Skills Test Centre)

Portfolio Part 2: Lesson Planning and Pupil Assessment Forms

Timetables, class lists, medium term plans (from school)

Foundation Stage Plans Key Stages 1 and 2 Plans: (shown week by week)

Detailed Lesson Evaluation Guidance for using Lesson Plan “Best Fit” feel of National Curriculum Levels Exemplar Lesson Plan: Mathematics Exemplar Lesson Plan: Literacy Exemplar Lesson Plan: Science Group Assessment Checklist Whole Class Assessment Checklist Reading Record

Portfolio Part 3: Trainee Assessment Forms

Attendance Register Classroom Skills Observation Forms Lesson Observation Forms (to include 1 Teaching of Reading and 1 Teaching of Phonics LOF)

Professional Training Records Any other school-based tasks Moderation and Assessment Grid Report and Reference Notification of Cause for Concern

Portfolio Part 4: Reading and Mathematics Portfolios

Portfolio Part 5: Other Evidence For example: School Policies Teaching Resources Updated CV Placement Evaluation Form

BEd ONLY Portfolio Part 6: Summary Evidence for QTS (to share with Academic Tutor) (See p.173 in this section)

21AM/AA July 2012 Primary Placement Documentation (Teachers’ Standards)

Portfolio Part 1: Standards Evidence Grid Forms(Please ensure you have read the notes in Section A)

Primary Training Guidance and Evidence Grid: This document should be reviewed by trainees weekly and discussed with mentors. It provides guidance on the training activities for each of the Teaching Standards and allows trainees to cross reference to their evidence. The evidence should be updated each week and reviewed with the mentor half way through placement. The mentor should sign off the evidence at the end of the placement.

Copy of CEDP (on final placement only – on placement CD/ see notes on page 18 of Section A)

Nursery School Visit (BEd3, PGCE)

KS1/KS2 School Visit (BEd3, PGCE)

Secondary School Visit (BEd3, PGCE)

EAL Visit Special School Visit (BEd1, PGCE)

SEND Placement Tasks Signed Trainee Code of Conduct – please read and sign this copy

Skills Tests Pass Sheets (trainee to provide from Skills Test Centre)


Primary Training Guidance and Evidence Grid Primary ProgrammesBlock school placement expectations

The expectations given below indicate the performance required in each of the Teachers’ Standards (2012) to pass each assessed level of training.Trainees will work through the suggested learning opportunities and training activities starting with the lighter shading and working through to the darker shaded activities. It may be that some of the same activities are undertaken across placements where this is appropriate.

BEd1 – demonstrating awareness and understanding of the Standards; beginning to meet them with structured help. BEd2 - meeting the Standards with support and guidanceBEd3 – meeting the Standards securely, consistently and independently for the most partPGCE 1 – meeting the Standards with support and guidancePGCE 2 – meeting the Standards securely, consistently and independently for the most part

Expectations BEd 1 / PGCE 1 BEd 2PGCE 1/2 complete these across the 2 placements

BEd 3 / PGCE 2

During pre-block preparation days trainees must set up a Portfolio file

Use school’s medium term plans and class teacher’s lesson plans.

Use school’s medium term plans and plan own lessons with some support.

Use school’s medium term plans and plan own lessons and units of work/weekly plans.

Planning will reflect the increasing trainee responsibility for each level of the training programme. Throughout placements, trainees are expected steadily to take increased responsibility overall.

40% of contact time by the 2nd

week of the block. This may be individual, small group or collaborative teaching.

60% of contact time by the 2nd week of the block. This should build from small group to responsibility for the whole class teaching by the 2nd week of the block.

70% of contact time by the 2nd week of the block, building up to 80% in last 2 weeks of placement. This should include responsibility for the whole class teaching by the 2nd week of the block.

Duration of placement time in school Visits for focussed observations and tasks.PGCE - 90 days minimum in total in school

BEd - 120 days minimum in school

More than 3 days’ absence in any one placement must be made up by the trainee, for compliance with TDA requirements.


PRIMARY TRAINING GUIDANCE and Evidence Grid for meeting the Teachers’ Standards

Standard Assessment questions Suggested learning opportunities and activities BEd 1 PGCE 1 BEd 2 PGCE 1 (start on these activities and finish in placement 2)

BEd 3 PGCE 2

Suggested indicative evidence

Date and Evidence found

Mentor/Tutorsignature

1. Set high expectations which inspire, motivate and challenge pupilsEstablish a safe and stimulating environment for pupils, rooted in mutual respect

How does the trainee demonstrate they: Can resolve conflicts and

learners’ problems sensitively to protect the self-esteem of children and young people?

Can succeed in teaching children and young people to cooperate, to collaborate and to listen to others?

Can build the confidence and self-esteem of children and young people?

Can promote children and young people’s health, safety, and well-being?

Can implement the school’s policies, for example on equality, discipline, bullying and harassment?

Can contribute to ensuring the classroom is a stimulating

Read, annotate and implement school policies e.g. on bullying and harassment and equality, health and safety handbooksAwareness of the need to comply with current legal requirements, national policies and guidance on the safeguarding and well-being of learner.

Observe and conduct lessons in which relationships are constructive, affirming and respectful, avoiding favouritism and embarrassment to pupilsInterview more experienced teachers and subject leaders about H&S and risk assessments for the subject/s they teach

Plan lessons that take into consideration children’s safety

Plan lessons which stress social responsibility, care for the environment, respect for cultural diversityObserve and conduct lessons which demonstrate positive relationships and positive communication with

Annotated policies

Lesson observations; assessment point reports

Lesson observations

Records of professional conversations

Lesson plans; Units of Work

Testimonials; incident logs; minutes of meetings; reflective journal


environment?

Can seek to ensure pupils feel comfortable in lesson and able to contribute?

Do children and young people show respect and sensitivity in relationship with one another and with the trainee?

pupils

Provide purposeful motivating learning opportunities which consistently reflect consideration for the safety of the learner, your needs and your environmentCarry out risk assessments where necessary in line with school’s policy

Copies of risk assessments

Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

How does the trainee demonstrate they: Can plan work at a suitably high

level in relation to age and ability and to external benchmarks such as National curriculum level descriptors?

Can ensure tasks are relevant and engaging?

Can plan to meet diverse needs?

Can encourage children and young people to contribute views, and to reflect on, evaluate and learn from your mistakes?

Understand the needs of minority groups and appreciate the value that individual groups and your families place on educator.

Can enact the schools policies on inclusive behaviour?

Shadow experienced teachers who demonstrate these qualities

Attend UH sessions on teaching strategies, inclusion and diversity

Use evidence of pupils’ past achievements to set challenging teaching and learning objectives

Set challenging individual and class targets

Differentiate teaching so as to challenge pupils of differing abilities and backgrounds

Devise teaching resources that reflect the diversity of pupils in the class/school

Assist /plan with more experienced teachers out of school activities e.g. as relevant to the subject/s they teach or as part of the school’s extra-curricular programme.

Lesson plans showing differentiated strategies for SEN to G & T pupils, e.g. differentiated learning objectives

Notes and annotated/highlighted materials

Lesson Observations

Assessment records

Lesson evaluations

SKfT audit and action plans


Units of workReflections from out of school activities/trips

Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

How does the trainee demonstrate they: Can communicate and promote

positive attitudes, values, and behaviour by personal example?

Establish positive relationships with children and young people, particularly through effective communication?

Can encourage a ‘can-do’ approach?

Can set a good example through the relationships they forge and in your general conduct throughout the school?

Can seek to be a positive role model in class and the wider school?

Develop high personal standards of time management, professionalism and reliability and model a good example

Read annotate and implement school policies e.g. on bullying and harassment

Observe lessons which demonstrate positive relationships and positive communication with pupils

Observe/teach lessons which demonstrate positive relationships and positive communication with pupils

Plan lessons which incorporate social responsibility, care for the environment and respect for cultural diversity

Assessment Point reports

Annotated/highlighted policies

Lesson plans and evaluations

Lesson observations


2. Standard: Promote good progress and outcomes by pupils

Standard Assessment questions Suggested learning opportunities and activities Suggested indicative evidence

Evidence & date


Be accountable for pupils’ attainment, progress and outcomes

How does the trainee demonstrate they: Know where pupils are in their

learning?

Know what skills pupils need to develop to progress?

Research NC, EYFS . Look at the phonics screening for year 1 pupils Answer selected SATs questions to test knowledgeAssess pupils’ work with mentor support and guidance.If appropriate use SATs, optional tests/level questions in lessons and planningParticipate in school assessment and moderating teams: With support compare progress of pupils with national progress.

Evaluate teaching in the light of standards attained compared to targets set for individual pupils or groups of pupils.

With mentor and colleague support obtain and use comparative statistical data on attainment and use the information to inform teaching, set targets for whole groups and for individuals

Notes, school tasks

Notes of meetings

Copies of mark book pages; samples of school assessment data use


Lesson plans, unit of works

Lesson evaluations

Be aware of pupils’ capabilities and prior knowledge and plan teaching to build on these

How does the trainee demonstrate they: Know how data (observation,

quantitative, etc.) can be used to inform lesson design planning?

Visit schools and classes before and after the key stages for which they are training, to raise awareness of prior knowledgeAssess learning throughout lessons

Lesson plans

Lesson observations


Know how to use pupil-level and school-level data to gauge the impact of teaching?

Plan and teach lessons with suitable learning objectives and progressive sequences of activities taking account of prior knowledge and personalised learning

Modify lesson plans in the light of:1. Pupils’ prior knowledge2. Formative assessments, feedback to/ dialogue

with individual and small groups

Assessment recordsLesson evaluations


Notes and school tasks

Visits to other stages

Reflections

Guide pupils to reflect on the progress they have made.

How does the trainee demonstrate they: Can prepare and use self-

assessment activities to support learners in developing reflective skills?

Can support pupils in making judgements about progress towards meeting the lesson objective?

Can support learners to develop self-assessment skills?

Observe lessons containing pupil self-assessment and peer assessment and, with the assistance of mentors, conduct lessons containing these features

Use plenaries and reviews of progress to identify learning targets for the next lessonSet self-assessment tasks

Mark a variety of work, initially with mentors and other colleagues, identifying strengths and learning needs in the work and setting targets for further learning

Notes on observations of others

Lesson plans, observations

Marked and annotated work

Records of target setting and other record keeping


Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

How does the trainee demonstrate they: Have a secure understanding of

how learners learn?

Can adapt support and strategies according to the age and ability of learners, and according to the subject matter?

With the assistance of mentors and tutors, evaluate your teaching against effective delivery of learning objectives and impact upon class and pupil learning targets

Initially with the assistance of mentors, show that they are able to adjust your lesson planning in the light of evaluations and the progress that pupils have actually made

Take responsibility for evaluating the impact of your teaching.

Demonstrate the need to modify your planning and classroom practice to ensure the progress of all learners.


Notes and seminar papers based on research undertaken

Relevant entries in reflective journal

Encourage pupils to take a responsible and conscientious attitude to work and study

How does the trainee demonstrate they: Encourage pupils to take a

responsible and conscientious attitude to their own work and study?

Encourage pupils to take pride in their work?

Value pupils’ effort as well as achievement?

Are aware of how trainees’ own attitude provides a role model?

Demonstrate appropriate use of rewards and encouragement

Display pupils’ work effectively

Plan lessons that develop independent learners

Lesson observations

Photographs

Lesson plans


3. Demonstrate good subject and curriculum knowledgeStandard Assessment questions Suggested learning opportunities and activities Suggested indicative

evidence Evidence & date,


Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

Has trainee completed subject knowledge audits and from these developed SMART action plan?

How does the trainee demonstrate they: Plan creatively and for creativity?

(secure pedagogy) through your secure subject knowledge

An awareness of potential misconceptions and suggest strategies to address this;

Know and can respond to learners’ common misconceptions?

Become familiar with the NC programmes of study / literacy and numeracy frameworks/EYFS

Become familiar with the school schemes of work for the subject/s they teach

Share English and maths subject action pans with mentors on each placementRead Rose Review – literacy (2006), Harlem and Tymms (science) and Williams report (maths) and identify implications for teaching.

Take responsibility for planning sequences of lessons in the Areas of Learning / curriculum subjects taught.

Research pupil misconceptions/misunderstandings in your subject and plan to address these in lessons

Observe, plan, teach and evaluate a range of subject specific pedagogical approaches

Contribute to planning meetings reviewing long and medium term planning.

Notes, school tasks

Completed SKfT audit and action plans

Lesson plans, evaluations and observations

Notes from meetings and observations


Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

How does the trainee demonstrate they: Are keeping abreast of current

initiatives and new thinking in subject?

Are aware of the National Curriculum general teaching requirements relating to inclusion, use of language, use of information and communications technology (ICT), and health and safety, and take account of these in your planning and teaching?

Have a sufficient secure knowledge and understanding of relevant curricula, frameworks and initiatives?

Refer to the relevant statutory and non-statutory curricula in planning sequences of lessons to promote learning matched to the age and abilities of the learners. Research through planned observation and the internet, the expectations of learners preparing for and leaving the age range for which they are planning.

Use research via the Internet, etc. to raise personal awareness of the legal framework of the National Curriculum, including its aims, values and principles and, as appropriate, frameworks for PSHE and Citizenship;

Lesson plans

Notes on reading


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

How does the trainee demonstrate they: Can show they provide a good

role model of standard English (spoken and written)?

Know the steps they are taking to address any difficulties they may have in any aspects of this, and the steps are they taking to improve?

Can use language which is appropriate to the age and ability of the children and the given subjects?

Read and implement school and national policies on Literacy

Plan lessons showing cross-curricular links with literacy

Liaise with mentors, subject leaders and other colleagues on good practice in these area

Taught course notes

Lesson plans

Notes from meetings

Lesson observations


If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

How does the trainee demonstrate they: Can articulate the phonics

correctly?

Plan for progression within phonics and demonstrate this in your teaching?

Know and use correctly the appropriate terminology?

Can articulate the line between phonics and its place in early reading?

Attend all literacy session at UH

Talk to SENCo about meeting the needs of learners with poor literacy skills

Observe the teaching of reading ad phonics-plan a phonics lesson and a guided reading session.

Use texts to use to encourage talk and promote independent reading.

Work with group of pupils who have a low reading age to develop literacy

Observe phonics teaching. Plan a series of lessons (at least 3or 4) and teach and assess these.

Visit Leading Literature School and complete tasks focusing on early reading and phonics

Plan to use strategies and resources to support reading

Plan, teach and assess a series of phonics sessions

Reading portfolioVisit notes and tasks

Notes

Reflective Journal

Notes of meeting



If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

How does the trainee demonstrate they:

Can effectively use resources to enhance the understanding of the child?

Display specific subject knowledge for Problem Solving Reasoning and Numeracy (PSRN) in early years, e.g. the five counting principles?

Plan questions that encourage the child to think mathematically?

Attend all maths sessions at UHObserve teachers focusing on early mathematics. Plan and teach a maths lesson

Talk to mathematics coordinator about how to support the development of mathematical skills within the subject, particularly for pupils with poor mathematical skills. Plan and teach a series of maths lessons and assess pupils’ learning

Plan to use strategies and resources to embed mathematical understanding where appropriate within the subject. Plan a series of maths lessons and assess pupils’ learning.

Visit notes and tasks

Notes

Notes of meeting



4.Plan and teach well-structured lessonsStandard Assessment questions Suggested learning opportunities and activities Suggested indicative

evidenceDate of Evidence: found in


Impart knowledge and develop understanding through effective use of lesson time

How does the trainee demonstrate they: Motivate children and young

people and encourage them to engage in and enjoy learning?

Manage the classroom and resources to make the best use of time and space?

Plan clearly defined lesson episodes and the transition between them?

Explain key content clearly and accessibly?

Complete subject audits and action plans in maths and English and share these with mentors on all placements

Jointly plan lessons with mentors and other colleagues and undertake some group teaching or team teaching

Use the school schemes of work and lesson plans and work with mentor to plan parts of lessons and whole lessons

Use notes from the course on structuring learning, questioning skills, differentiation and with the initial assistance of mentors, teach lessons which effectively use these skills

Assess learning at appropriate times throughout the lesson

Communicate effectively with pupils to explain clearly concepts/knowledge and give clear instructions. Use of a range of teaching strategies and resources

Plan and teach lessons with suitable learning objectives and progressive sequences of activities taking account of prior knowledge and personalised



Units of work

Notes from taught course sessions

Lesson observations

School visits & notes


learning

Based on the school’s medium term plans, independently plan for progression in all subjects/areas of learning. Select and prepare resources. Evaluate plans to promote future learning

Visit schools and classes before and after the key stages for which they are training, e.g. to raise awareness of the importance of prior knowledge

Promote a love of learning and pupils’ intellectual curiosity

How does the trainee demonstrate they: Ensure that pupils are engaged in learning?

Communicate enthusiasm/passion for what is being learnt?

Motivate pupils and encouraged them to engage in and enjoy learning?

Observe lessons and identify how teachers show enthusiasm and engage pupils in learning

Demonstrate a readiness to be flexible in revising plans to suit the learners and ensure new ideas and concepts are clarified.

Plan lessons that use a range of resources to stimulate interest and engagementPlan a series of lessons that are linked to a particular topic of interest of pupils.Use plenaries to check understanding and/or prepare for future learning.

Plan and deliver lessons which have an innovative approach

Lesson observations

Lesson plans & evaluationsResources created

Photographs (ensure consent from school before taking any photographs)


Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

How does the trainee demonstrate they: Extend classroom learning through out of school learning. If not, can they suggest ways in which this might happen in relation to your own teaching?

Plan homework as an integral part of your medium term planning? Is it appropriate to the needs and abilities of the pupils? Has it been followed up and used to extend pupils’ learning by the trainee?

With the help of mentor plan an out of class activity using the school grounds.

Plan for homework if appropriate to the age of the pupils and in line with the school’s policyPlan an out of class activity e.g. maths in the play group-discuss health and safety issues with mentor

If appropriate in school and year group evaluate the effectiveness of homework set, e.g. against lesson objectives and progress made by pupils, record and give feedback to pupilsObtain feedback on homework from parents/carersTake responsibility for planning and monitoring homework

If possible help mentor plan for a school visit

Lesson plans

Samples of marked work

School tripsDetails, programmes etc. of relevant extra-curricular activities

Communication with parents and informal feedback e.g. at parent consultation evenings

Mark book pages


Reflect systematically on the effectiveness of lessons and approaches to teaching

How does the trainee demonstrate they: Routinely evaluate their own teaching?

Identify strengths and areas for development?

Use this to inform subsequent planning?

Evaluate own teaching and show this on lesson plans-undertake a detailed evaluation once a week on the proforma in portfolio part 2

With the assistance of mentors and tutors, evaluate teaching against effective delivery of learning objectives and impact upon class and pupil learning targetsInitially with the assistance of mentors, show that they are able to adjust their lesson planning in the light of these evaluations and the progress that pupils have actually made

Take responsibility for evaluating the impact of your teaching.

Demonstrate the need to modify planning and classroom practice to ensure the progress of all learners.


Seminar papers

Meeting records, target setting and reviews

Lesson observations

Assessment point reports, testimonials from colleagues

Reflections

Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

How does the trainee demonstrate they: Have adapted lessons and

resources to learners’ needs and interests?

Know the concepts and processes embedded within learning activities, and that they can support learners to acquire and build on them?

Collaborate with mentors and other colleagues on innovative and creative practiceSeek out opportunities to share good, effective practice and ideas with team members

Meet with colleagues to discuss alternative approaches to activities

Plan and teach lessons to support the understanding of concepts and processes in a particular subject.

Minutes of team meetings

Meeting notesTestimonials

Unit of work


5. Adapt teaching to respond to the strengths and needs of all pupilsStandard Assessment questions Suggested learning opportunities and activities Suggested indicative

evidenceDate of Evidence found in,


Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

How does the trainee demonstrate they: Can explain how particular

lessons provide appropriate challenge and support for learners?

Use a variety of differentiation and explain your choices? e.g. by task, outcome.

With support, in planning and preparing resources, begin to demonstrate an appreciation of how learners develop. Take into consideration factors which may affect this.Track selected individual pupils to identify your needs

Plan to meet needs as identified on IEPs.

Read and annotate relevant school policies, e.g. SEN, Inclusion, Equal Opps, Teaching and Learning, Assessment for Learning.

Study the IEPs and relevant educational background of a range of pupils

Track selected individual pupilsApply course input on inclusion and diversity.

Demonstrate increased awareness of the needs of a wide range of learners e.g. by interviewing specialist staff, e.g. SENCO, EAL specialist, therapists

Plan and prepare resources, including assessment tools, which take into account how learners and young people develop, as well as factors which may affect this.

Annotated/highlighted policiesPlanningObservationProvision mappingIEP/statement

Observe, plan and teach lessons which use a range of teaching strategies and take account of diversity and need for personalised learning


Notes from taught course sessions on teaching strategies, inclusion and diversitySchool tasks on


Contribute to the review of IEP targets inclusion

Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

How does the trainee demonstrate they: Are able to plan and teach

lessons to manage the learning of individuals, groups and whole classes, and modify your teaching to suite the stage of the lesson?

Can celebrate differences in order to promote mutual respect?

Have sought support for working with children with specific needs and show how this is this reflected in planning?

Value the contribution, effort and achievements of pupils?

Use the classroom skills observation forms in portfolio part 3 to observer lessons and identify where teachers use a range of questioning skills, differentiation and presentation styles.

With the initial assistance of mentor plan lessons that incorporate questioning, differentiation, presentation skills,

Plan lessons that identify specific needs of pupils and show how these have been addressed mentor, teach lessons which effectively use these skills

Demonstrate a readiness to be flexible in revising plans to suit the learners and ensure new ideas and concepts are clarified. Use plenaries to check understanding and/or prepare for future learning.

Communicate effectively with pupils to explain clearly concepts/knowledge and give instructions and to listen). Initiate the use of a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion.

Lesson observations

Lesson plans, observations and evaluations

ICT self-assessment & action plan

Demonstrate an awareness of the physical, social and

How does the trainee demonstrate they: Are aware of factors that can Discuss the level of development of the pupils in the Observe lessons with


intellectual development of pupils, and know how to adapt teaching to support pupils’ education at different stages of development

inhibit learning? What strategies does the teacher trainee use to overcome these factors?

Can explain how young children develop and how progress and wellbeing of learners are affected by a range of influences?

class with the teacher/mentor.

With help from mentor plan lessons that meet the needs of the childrenWith advice from mentor track particular children to identify

Observe how teachers adapt your teaching to meet the needs of pupils; use this information to inform your planning.Use reading/course notes/discussions with mentor/SENCo to match your teaching to stages of pupils’ development.

Teach lessons using a variety of inter-active strategies to manage the needs of the pupils at particular stages of the lesson.

a focus on group work and flexible classroom managementLesson plans PTRNotes


Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

How does the trainee demonstrate they: Seek to actively engage all pupils

in your learning? How do they know this is effective?

Can work with adults in the room to support learning and ensure progression?

Are aware of the levels of engagement and attainment of different groups and individuals when evaluating learning?

Can acknowledge and develop the talents (e.g. academic, social, communication, cultural, etc.) of particular children?

Sustain the learning of individuals, a group or whole class, modifying teaching to reflect the stage of the lesson?

Attend all course sessions on inclusion and complete school tasksRead relevant school policies, e.g. SEN, Inclusion, Equal Opps, Teaching and Learning, Assessment for Learning, etc.

Track individual EAL pupils across a range of lessonsInterview specialist staff, e.g. EAL specialist, SENCO, pastoral staff, etc.

Research using printed sources, web sites, etc.

With the assistance of specialist staff as appropriate, observe, plan and conduct lessons in which personalised provision is provided for EAL/other pupils with specific needs

Notes from taught course & school tasks

Notes of meetings

Annotated/ highlighted policies

Lesson observations

Notes/reflections

Lesson plans, observations, evaluations


6. Make accurate and productive use of assessment


Date of Evidence found in…(Lofs, PTR, LP, A&M notesetc,


Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

How does the trainee demonstrate they: Are aware and have an

understanding of assessment requirements and arrangements? Is this evident in your planning and teaching?

Are familiar with the attainment target levels of the National Curriculum; examination specifications, and how learners progress from one level to the next?

Are aware of how to moderate and interpret assessments?

Can assess learners against national benchmarks?

Discuss arrangements for assessment with the class teacher/mentorRead the school’s assessment policy

Research NC statements of attainment/Early Learning Goals and assess work against these with an experienced member of staff.

Work collaboratively with the mentor; apply a range of assessment strategies, making adaptations in response to individual needs.

Where possible look at the SATs papers and assessment arrangementsLook the phonics screening for year 1 pupils

Notes & school tasks

Notes & reflections

Copies of assessment tasks

Copies of mark book pages, samples of school assessment data use

Make use of formative and summative assessment to secure pupils’ progress

How does the trainee demonstrate they: Apply a range of assessment

strategies in different contexts and for different purposes?

Know how and why formative

BEd 1 Demonstrate awarenessAll Key StagesBecome familiar with the mentor’s monitoring and assessment practice in Literacy/CLL and

Observational notesFoundation Stage(a)Notes and samples of work and mentor meeting notes


assessment can improve learning outcomes and attainment?

Can relate assessment to intended learning outcomes?

Numeracy/PSRN.

Suggest appropriate approaches to assessment based on observation of practice.

Foundation Stagea) Select two learners: Keep observations of the learner’s activities, their language and literacy and other achievements across the six areas of learning and observations of reading.

b) In consultation with the mentor, interpret observations and identify next steps for learning. Make reference to the EYFS document. KS1/KS2a) Select two learners. Keep checklists in each subject taught (can be from individual or small group work sessions) and reading records.

b) Reflect on the attainment of learners you have planned for. Record this in the Review section of the lesson plan. Ensure action points are transferred to the next relevant lesson plan.

BEd 2 PGCE 1Become familiar with the mentor’s monitoring and assessment practice.

Observe, plan and deliver lessons in which a range

Reading record for two leaners.(b) Planning documents identifying steps linked to EYFSKS1/2(a)Checklist showing two learners’ attainment in Literacy (reading record grid and writing), Numeracy and any subject taught. The reading record grid should include at least one entry a week from different contexts.Annotated samples of assessment for these two learners and tracked progress throughout the placement.(b) Evaluation section of lesson plan linking learning objectives and success criteria.BEd 2 PGCE 1Foundation Stagea)Observation records including written observations, tracking of phonics


of assessment methods have been used over time, including formative assessment: questioning, peer assessment.

Suggest appropriate approaches to assessment based on observation of practice.Foundation Stage a) Keep an observational record of four learners’ progress in each of the six areas of learning. b) Use observational records to inform the setting’s assessment records. Meet with mentor to discuss records. and using evidence collected.

KS1/KS2a) Keep detailed checklists for two groups each week in Numeracy and Literacy. Keep a detailed checklist for the whole class in each of the other curriculum areas taught.b) Ensure points for action on these learners are noted and implemented on subsequent lesson plans.c) Keep reading records for three learners at different stages of reading development.d) Be involved with the teacher in setting targets for mathematics, literacy and behaviour.

BEd 3 PGCE 2ALLParticipate in school assessment and moderating teams: With support compare progress of pupils with national progress.

and early reading, annotated images of learners’ drawings, models, etc.b) Record of learners’ progress.

KS1/KS2a) Numeracy/ Literacy checklists for two groups each weekWhole class checklists for each curriculum area taughtb) Lesson plans showing challenging learning objectives using information from checklists Evaluation section of lesson plan linking learning objectives and success criteriac) Reading records for three learners. At least one entry a week from different contextsd) Notes on the target setting process in the classBEd 3 PGCE 2


Adopt a range of approaches to formative and summative assessment and use the information to inform future planning.

Know the purpose of summative assessment and apply this as appropriate.Phase specificFoundation Stage a) Keep a record of ten learners’ progress in each of the six areas of learning using yours and other practitioners’ observational evidence.b) Use observational records to assess each of the six learners’ achievements against the Child Development Overview (EYFS) with your mentor. Meet with mentor to assess achievements against EYFS assessment scales.Write a 1 side A4 summative assessment of learning for two identified learners, to include a statement for learning within each of the six areas. Share these with your mentor.KS1/KS2a) Track and record the progress of the whole class over the duration of the placement using both group and whole class Assessment Checklists in all subjects you have responsibility for planning and/or teaching. Use information from assessment points on lesson plans and marking etc.b) Identify the characteristics of the stage of reading development that most learners in your class have reached. Record these characteristics as you assess learners in different contexts.c) Keep a comprehensive record of six learners’ progress in reading.d) Contribute to the process of target setting within

Meeting

Foundation Stage a) Observation records including: written observations, tracking of phonics and early reading, annotated images of learners’ drawings, models, etcb) Record of learners’ progress

KS1/KS2a) Numeracy/ Literacy checklists the whole class each weekWhole class checklists for each curriculum area taughtb) Lesson plans showing challenging learning objectives using information from checklists Evaluation section of lesson plan linking learning objectives and success criteria


the school’s existing practice.e) Review section of lesson plan fully reflects assessment of the learners’ understanding which informs the subsequent lesson plans.f) Select one learner. Write an end of year report based on evidence gathered during the placement. Share report with Headteacher.

Participate in school assessment and moderating teams: With support compare progress of pupils with national progress.

Observe, plan and deliver lessons in which a range of assessment methods have been used over time, including formative assessment: questioning, peer assessment.

c) Reading records for six learners. At least one entry a week from different contextsd) Notes on the target setting process in the class

Lesson observations, plans and evaluations

.

Use relevant data to monitor progress, set targets, and plan subsequent lessons

How does the trainee demonstrate they: Make effective use of schools’

policies for assessment, monitoring and recording?

Know of the available data sets?

Have an awareness of group and individual targets, and how these are generated?

Have an understanding of the contribution that pupil level data can make to learning and teaching, and to raising achievement?

Read school policy on assessment

Observe mentors and other colleagues giving constructive feedback in lessons

With the assistance of mentors assess the needs of learners using informal and formal assessment techniquesDevising clear assessment criteria based upon learning objectives with the assistance of mentors at first

With mentor and colleague support obtain and use comparative statistical data on attainment and use

Annotated/ highlighted policyLesson plans & evaluations

Meetings records

Lesson observations, weekly meetings

Focussed lesson observationsCopies of marked


Know how statistical information can be used to differentiate your teaching and to personalise learning?

Use assessment data, including information from national assessments, to set realistic targets for learning?

statistical information to inform teaching, set targets for whole groups and for individualsMark a variety of work, initially with mentors and other colleagues, identifying strengths and weaknesses in the work and devising appropriate comments

Gain experience in moderating/interpreting assessments e.g. SATs and Phonics screening

Evaluate teaching in the light of standards attained compared to targets set for individual pupils or groups of pupils

Use assessment, SEN and other data to devise challenging lesson objectives and class/individual pupil targetsReview targets

work

Meetings notes

Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

How does the trainee demonstrate they: Can show the need for learners

to understand the purposes of tasks and activities, and how this understanding can support self and peer assessment?

Understand the benefits of involving learners in the assessment of your own learning?

Can apply a range of assessment strategies in different contexts and for

With assistance from mentor, contribute to inputs on assessment and recordingRead and observe school policy on assessment, monitoring and recordingDemonstrate awareness of Assessment for Learning strategies in lesson planning and teaching

Encourage learners to self-assess. Provide continuous constructive feedback as to how they might improve

Lesson observations

Annotated policy

Notes & school tasksLesson plans and evaluations & observations


different purposes?

Put Assessment for Learning (AfL) strategies into practice?

Ensure that learning objectives are understood by learners?

Ensure that learners are involved in setting objectives for the development of your own learning?

Provide feedback that secures learner engagement, enthusiasm and confidence?

Relate assessment to learning objectives and success criteria

Use information from, e.g. question and answer sessions, targeted questions and marked work, to assess progress and identify targets for pupils’ future learning during the lesson and to give feedback

Use plenaries and reviews of progress to give positive feedback and targets for the next lesson

Plan, deliver and evaluate a series of varied assessment tasks to a range of classes

Use and contribute to school recording and assessment data collection systemsIndependently set and share success criteria with the learners.

Encourage learners to self-assess. Provide continuous constructive feedback as to how they might improve Discuss school’s practice on report writing with mentor.Where possible complete a report in line with school’s practice

Copies of mark book

Copies of feedback given to pupils

Copies of reports

Samples of marked work with comments, targets, level of grades as appropriate.

Copies of data on individual pupils


7. Manage behaviour effectively to ensure a good and safe learning environment


Evidence found and date


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

How does the trainee demonstrate they: Use the school policies on

behaviour, equality and anti-bullying in order to secure learning?

Employ a range of strategies including working with colleagues across the wider school workforce to secure appropriate learning behaviours and effective progress?

Devise clear appropriate rules, understood by learners and agreed by all to promote good behaviour for learning?

Provide clear instructions in class relating to your expectations of learners behaviour?

Communicate and promote positive attitudes, values and behaviour by personal example?

Establish high expectations for learner behaviour and resolve conflicts appropriately inside and outside the classroom in accordance with the school behaviour?

Observe more experienced teachers managing behaviour successfully

Read school policies on Behaviour and Classroom Management

With the initial assistance of mentors, establish basic classroom rules and routines and boundaries and develop a range of behaviour strategies to promote self-control

Devise and implement a clear framework for classroom management based on the respectful, trusting, supportive and constructive relationships they are building with the learners.

Adapt approaches in relation to individuals, the learning environment and the activity planned.

Focussed lesson observations

Annotated/ highlighted policies

Notes & school tasksLesson plans & evaluations

Lesson observations

Notes/ reflections

How does the trainee demonstrate Build learners’ confidence through appropriate praise 49


Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

they: Employ a range of strategies to

secure effective learning behaviours, including self-control and independent learning, so that all learners can make progress?

Make use of non-verbal communication to maintain learning and use the school systems to follow up behaviour issues? e.g. rewards, sanctions, and referrals

and challenge

Set challenging individual and class targets

Use evidence of pupils’ past achievements to set challenging teaching and learning objectives

Differentiate teaching so as to challenge pupils of differing abilities and backgrounds

Lesson observations

Lesson plans

Session notes

School tasks

Lesson evaluations

Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

How does the trainee demonstrate they: Plan for behaviour leadership by

visualising the lesson and identifying any management needs e.g. getting into groups, distributing resources

Use high quality teaching resources to engage and involve learners and help to maintain positive learning behaviours?

Select appropriate curriculum content and associated activities and personalise these effectively?

Understand the link between learners’ behaviour and your involvement and engagement with a lesson?

Observe the practice of experienced teachers noting the strategies which work best for each type of class/pupil

Observe and conduct lessons focusing on clear communication with children/young people, e.g. clear instructions, questioning and feedback and good vocal skills and listening

Observe/plan/conduct liaison meeting with TA/LSAsResearch using printed references, web sites, video, DVD, Ofsted reports, etc.

Observe, plan and conduct lessons using a range of teaching and classroom management strategies, including effective differentiation for all learners, personalised learning for those with specific needs.


Lesson observations

School tasks

Meeting notes

Notes/Reflections

Session notes

Lesson plans,


Match teaching, learning and behavioural management strategies to the specific needs of the learners. Justify adaptations made.

evaluations

Units of work

Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

How does the trainee demonstrate they: Establish and maintain positive

relationships with learners, particularly through effective communication?

Employ a range of strategies to establish good relationships with learners and create a positive classroom ethos?

Ensure that learners know the boundaries of acceptable behaviour and understand the consequences of your actions?

Minimise the impact of the negative behaviours of some learners on teaching, and on the learning of others?

Observe teachers with a focus on positive and non-confrontational use of language

Work collaboratively with the mentor; apply a range of teaching, learning and behaviour management strategies, making adaptations in response to individual needs.

Observe and conduct lessons in which relationships are constructive, affirming and respectful, avoiding favouritism and embarrassment to pupils

Include and monitor strategies which promote learners’ self-control and independence.

Focussed lesson observationsNotes/ reflections

Lesson plans, evaluations

Lesson observations


8. Fulfil wider professional responsibilities


Date of Evidence


Make a positive contribution to the wider life and ethos of the school

How does the trainee demonstrate they: Establish collaborative working

relationships with colleagues within and outside of the classroom?

Contribute to planning when working with, for example, specialist or year group teachers, teaching assistants, or during in-service training sessions?

Observe the practice of experienced teachers.

Jointly plan lessons with mentors and other colleagues and undertake some team teaching

Interview selected pastoral staff to raise awareness of the role of class teachers and parents in the development of pupils

Observe/be involved with extra-curricular activities, e.g. trips, clubs, team games, etc.

Demonstrate a commitment to working co-operatively and collaboratively within the school, both in classroom and extra-curricular activities.

Contribute positively to team and/or staff meetings

Be involved in joint projects, e.g. helping to revise a scheme of work; helping with extra-curricular activities, trips or visits

Where possible share successful practice in staff or team meetings

Lesson observations

Lesson plans

Meeting notes

TestimonialsNotes about trips

Minutes to meetings

Revised schemes of work, teaching resources, assessment tasks etc.

School induction notes


Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

How does the trainee demonstrate they: Know when to and from whom

they should seek information and advice in order to safeguard and promote the well-being of children and young people?

Involve other adults in the work of the classroom, drawing on your specific insights or expertise?

Establish collaborative working relationships with colleagues within and outside of the classroom?

Have a clear understanding of how the teacher’s role relates to that of other colleagues?

An understanding of some of the distinct roles and responsibilities of other professionals, including, for example, educational psychologists, social workers, youth justice workers, and early years professionals?

Are aware of how they might contribute to the work of other professionals across the spectrum of children’s services?

Are able to contribute to planning when working with, for example, specialist or year group teachers, teaching assistants, or during in-service training sessions?

Are aware of the ways that others can be involved constructively to support learning and teaching?

Meet regularly with mentors to review progress and identify targets for improvement

Seek advice and feedback and respond positively to constructive feedback on teaching and other professional duties

Reflect on own practice with increasing confidence to consider and implement alternative approaches.

Reflect on practice, developing professional needs. Identify targets to meet those needs.

Actively seek opportunities to address areas identified as a focus for development.

With reference to previous practice, personal reflections and advice from experienced teachers identify priorities for professional development.

Critically reflect on advice and feedback given to improve your practice.

Respond constructively to advice from tutors and mentors.

Meeting records

Lesson evaluations

Reflections

Seminar papers

Copies of targets set for pupils

Testimonials

CEDP

Assessment Point Reports

Notes


Deploy support staff effectively

How does the trainee demonstrate they: Recognise, value and utilise the

knowledge and expertise brought to the classroom by colleagues undertaking a range of roles across the children’s workforce?

An awareness of the ways that colleagues can be involved constructively in the classroom to support learning, teaching and well-being?

Establish effective, collaborative working relationships with colleagues in and outside of the classroom?

A clear understanding of how the teacher’s role relates to that of colleagues?

Does the trainee engage with colleagues in the reflection on and discussion of practice?

Are able to contribute to planning when working with others, for example, specialist or year group teachers and teaching assistants, or during in-service training sessions?

Collaborate and work in co-operation with a team of colleagues e.g. TAs; LSAs; technicians; admin staff

Shadow the work of TAs/LSAs to understand their roles

Interview SENCO and other specialist staffRead relevant school policies, e.g. SEN, Inclusion, Equal Opportunities, Teaching and Learning, Assessment for Learning, etc.

Ensure planning and evaluations include and monitor the role of colleagues.

Use evaluative feedback from colleagues to improve practice.

Liaise fully with TAs, LSAs and other specialists so that they are aware of and contribute to lesson objectives, activities and your support roles, e.g. with specific pupils or groups of pupils and assessments

Liaise with mentors, pastoral staff, SENCO and other specialist staff to seek advice and support about individual children experiencing significant personal difficulties

Notes

Products of collaboration e.g. teaching resources; reflective journal

School tasks

Meeting minutes

Notes, annotated policies

Lesson plans, evaluations

Meeting records

Assessment point reports

Testimonials

Copies of communications


Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

How does the trainee demonstrate they: Use self-reviewing techniques to

identify specific ways of improving your practice?

Set personal learning goals and targets?

Seek out and critically engage with resources, publications from subject associations or research reports to help improve their teaching?

Use the feedback they receive from more experienced colleagues and the experience of observing others to identify ways of improving your practice?

Draw on important general issues in education that relate to your own practice and professional needs?

Share in and apply good practice observed or discussed in school training opportunities.

Through discussion with mentor, understand your role in promoting well-being of learners and young people.

Be guided by the mentor in the identification and support of learners and young people whose progress or well-being is impeded.Meet with colleagues with specific roles for pastoral care and well-being.Read ‘Teachers' Legal Rights and Responsibilities’

Study relevant school policies, e.g. on SEN, Child Protection, Pastoral Care, etc.

Visit a special school, interview staff and observe some lessons

Work collaboratively with colleagues as appropriate, paying regard to current legal requirements and national policies for the promotion of well-being of learners and young people.

Work with colleagues (including specialist support) in the identification and support of learners and young people whose progress, development or well-being is impeded.

Seek out opportunities to share good, effective practice and ideas with team members.

School training notes

Reflections

Meeting records

Notes from meetings with colleagues

Annotated book

Annotated policies

Visit notes

Minutes of meetings

Communications with colleagues


Meet with colleagues to discuss alternative approaches to activities.

Communicate effectively with parents with regard to pupils’ achievements and well-being

How does the trainee demonstrate they: Demonstrate sensitivity, for

example, to culture and context when communicating?

Recognise and value the knowledge and expertise brought to the school by colleagues undertaking a range of roles across the children’s workforce?

Can articulate the benefits of engaging with others, including parents and carers, in supporting learning and teaching, and raising attainment levels?

Acknowledge the contribution that all parents or carers can make, regardless of your home circumstances or experience of

Respond appropriately to the needs of a child or young person in public care?

Know about the statutory rights of parents and carers, for example in relation to communicating information about the progress of a child or young person?

Sensitivity, for example to ethnic, cultural and religious factors when communicating with parents and carers?

For all placements:

When possible observe/attend parents’ consultation evenings/meetings to discuss children’s progress/behaviour

Read pupil home/school books to identify home/school links

In keeping with the school’s policies and practices, meet with parents/carers to promote mutual interest in the child’s development.

Where appropriate, communicate with parents via pupil planners

Notes/reflections

Testimonials of colleagues

Notes from meetings with parent/carers

Copies of communications from planners/emails


PART TWO: PERSONAL AND PROFESSIONAL CONDUCTTeachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, byComponents Areas for discussion Evidence for this Standard may be found in: Mentor/Tutor

Signature

- 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 practice of the school in which they teach.- Teachers must maintain high standards of attendance.- Teachers must maintain high standards of punctuality.-Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

- Is the ST on time and prepared for lessons?- Is the ST learning pupil names and using them?- Does the ST address the class in ways which demonstrate authority and mutual respect?- Does the ST understand the child protection procedures in the school?- Has the ST discuss any concerns about children with relevant colleagues? Are they aware of relevant issues in the classes they teach?- Does the ST know about the relevant school policies in relation to promoting values/ethos? Can the ST explain how these policies inform their own planning and teaching?- How does the ST deal with incidents of intolerance or prejudice when they arise in the classroom or elsewhere in the school, e.g. racism, sexism, homophobia, religious prejudice etc.?- Is the ST aware of any tensions or difficulties in the school as a whole or in the classes they teach? If so, what do they do about this?- If the ST has been absent or late, did they follow procedures for reporting this? Has the ST made suggestions for cover work?- How well does the ST understand key policies? Can the ST explain how their planning and teaching incorporate specific policy commitments, e.g. in relation to EAL, SEN, literacy, behaviour and promoting good relations between groups?

Much of the evidence for personal and professional conduct will be found in the other sections. Areas specific to this section may be exemplified in the following ways:

- When interacting with children, trainee shows sensitivity to social background, ethnicity and religious beliefs. This may be evident in ST evaluations or lesson observations.- know who the named child protection person is within the school and follow policy relating to child protection (which for Student Teachers is to inform the mentor and PCM).- know which of their own personal beliefs may be sensitive and plan ways to respond to pupils if they arise within school situations.- Notifies relevant member of staff relating to academic and pastoral matters e.g. usual class teacher and form tutor for an emotionally distressed pupil.- Deadlines for assignments and for professional agreements are kept e.g. completing of university modules and marking of pupils’ work relating to school placements.- Register classes and code absences- Know who to contact when issues arise e.g. Child protection, safety and well-being.- Talk with support staff and pastoral staff about the needs of pupils.- Meet with SENCO to endure understanding of schools’ approach to SEN and disability.- Awareness of cyber bullying and prevention schemes.- Awareness of fire procedures, health and safety measures, first-aiders.


Nursery Schools Visit: Guidelines for Trainees(To be completed by trainees on the KS1/ KS2 pathway)

The following is intended as a guide to your visit. If due to exceptional circumstances you are unable to make a visit that has already been arranged, please contact the school.

The aim of the one day nursery school visit is to increase trainees’ awareness of the educational provision for three and four year old children.

Work, if possible, as a pair and focus on the following aspects:

Provision of resources – indoor and outdoor Staffing – working in teams Management issues – of staff, resources, space, time etc. Planning and assessment Principles underpinning this early years curriculum and any differences in relation to recent experience on school

placement. Foundation Stage Guidance

You will need to make some observations but should also ensure that you have time to talk to staff and to join in with some of the activities, sitting with groups of children and listening to them.

ATTENDANCE SLIP

Trainee’s name ______________________ Date(s)____________________

Please sign trainee’s attendance below.

______________________________ School ___________________ Position in School


Key Stages 1 & 2 School Visit: Guidelines for Trainees(To be completed by trainees on the FS/KS1, KS1/ KS2 pathways)

The following is intended as a guide to your one day, KS1, Lower KS2 or Upper KS2 visit.

Trainees visiting KS1/KS2 classes should note the organisation of the school day, daily routines and experiences.

Note how different curriculum areas are taught. Consider the number of pupils in the class and the number adults working with them. Note the different roles of the adults working in the class. Note how SEN pupils are supported. Note support and extension activities for more able pupils. Focus on 2 or 3 pupils in the class and talk to them about their perspective of how they have progressed from FS

to KS1 or KS1 to KS2. National Curriculum Programmes of Study and Primary Strategy

.

ATTENDANCE SLIP

Trainee’s name__________________________ Date(s)___________________


____________________________ School ___________________ Position in School


Secondary School Visit: Guidelines for Trainees(To be completed by trainees on the KS1/KS2 pathway only.)

The following is intended as a guide to your one day visit.

Trainees visiting secondary schools should note the different structures of the school day, daily routines and experiences of different age groups of pupils in relation to experience in primary schools, looking at:

Note how subject specialism is organised and how it differs from primary school experiences. Consider the advantages and disadvantages of having different teachers and rooms for subjects. Look at class sizes and the number of teachers working in each class. Note how SEN pupils are supported. Focus on 1 – 2 pupils and talk to them about their perspective on the differences between KS2 and KS3. Consider pupils’ attitudes and the social climate within the school. If possible find out about pastoral care within the school, and the policy for transition from primary to secondary

phase. National Curriculum Programmes of Study and Secondary Strategy

If possible try to spend the day with a year 7 or year 8 class to monitor pupils’ experience over a day.

ATTENDANCE SLIPTrainee’s name__________________________ Date(s)___________________


____________________________ School ___________________ Position in School


EAL VISIT

The EAL School VisitThe EAL School has led the design of the day and is keen to ensure that you hear the learning experiences of both teachers and pupils with EAL.

Aims of the day: • Understand the place of EAL in the context of diversity • Develop awareness of how schools make provision for pupils with EAL • Reflect on what pupils with EAL say helps them to learn and achieve • Learn from teachers’ example of best practice • Design teaching resources to support EAL students in your subject • Reflect on the implication for your future practice

Pre-visit activitiesThe following activities have been designed for you to complete in your placement school prior to your visit: 1). Log on the National Association for Language Development in the Curriculum (NALDIC) using the Link below and read the information about EAL assessment and resources: http://www.naldic.org.uk/eal-teaching-and-learning/eal-resources/eal-assessment 2). Find out who has responsibility for tracking the progress of groups of students in your placement School and arrange to talk to them about how they track and monitor progress of EAL pupils. 3). Find and talk to the person responsible for providing and deploying EAL support and record examples of effective practice they suggest. 4). Arrange to shadow a pupil with EAL for a morning. Doing this will allow you to observe their learning and the quality of within-lesson EAL provision. 5). Obtain a copy of an EAL pupil’s work in the subject you are training to teach and make notes on what you are learning about their language accusation needs.

During the visit:Make observation and reflect on how you will draw on this experience to inform your own teaching

You should draw on your experiences from your visits to the Special School and EAL school to inform your Professional Learning assignment and your subsequent teaching.

Your notes and reflections from your Special School and EAL visits need to be kept in this section of your portfolio.


http://www.naldic.org.uk/eal-teaching-and-learning/eal-resources/eal-assessment

Special School Visit: Guidelines for Trainees

The following is intended as a guide to your visit. If, for exceptional circumstances, you are unable to make a visit that has already been arranged, please contact the school.Trainees should make notes on:1. The type of school (SLD, MLD etc)2. Outdoor play facilities – any special adaptations?3. Indoors – displays of work, adapted furniture, specialist seating or mobility equipment, swimming pool, sensory rooms .4. Time tables, routines5. Staffing – how the TAs and teachers work as a team6. Communication- the range of different methods – signing, symbols, objects of reference, photographs etc7. Therapeutic input – Speech and Language Therapy, physiotherapy, occupational therapy, music therapy, drama therapy, school nurse8. Planning and assessment – IEPs (Individual Education Plans), P. Levels, behaviour plans, differentiation of the curriculum, recording, multi-sensory approaches9. Inclusion opportunities

Update your SEND Audit and Action Plan with your reflections by answering the six questions in the space entitled ‘Reflections on Special School Visit’.

ATTENDANCE SLIP

Trainee’s name__________________________________ Date_______________

Please sign the trainee’s attendance below:

_____________________________________________________School

________________________________________________Position in School


SEND School Placement Task BEd 1A & PGCE 1 The resources for this task are to be found at www.education.gov.uk/complexneeds

Click on Choose a module and go to :

Module 4.1 Working with other professionals units: 4, 6. 7, 12, 13

1. Complete the tasks in these units, and collect further evidence by interviewing the SENCo and a teaching assistant to find out what their jobs involve.

2. Look at the IEP of a learner and observe a TA working with the learner. Note how the strategies on the IEP are put into action.

3. Record your reflections from the E –SEND units On your SEND Audit and Action Plan), your reading, interviews and observations, and make a list of key points you have learned, and how you will implement each one in your future practice to ensure an inclusive learning environment for all your learners.

(Update SEND Audit and Action plan)

BEd 1BSCHOOL PLACEMENT 1B B Ed 1E – SEND task Inclusion in Mathematics or Literacy (just choose one) Go to www.education.gov.uk/complexneeds and click on Choose a ModuleSelect Module 2.3 The Curriculum Challenge – units 14 and 20 + those on either Literacy or Maths (depending on your choice)

Complete the tasks and collect further evidence by completing one TOF of Mathematics or Literacy (EYFS - Communication and Language) with SEND as the focus.

Observe what strategies are used by the teacher and TA to support the learners with SEND so that they can meet the learning objectives/ success criteria / outcomes.

Record your reflections from the E –SEND units (On your SEND Audit and Action Plan) , your reading and observations, and make a list in the action plan of barriers to learning, and strategies you will use in your practice to ensure you overcome these barriers to ensure an inclusive learning environment for all your learners in Mathematics or Literacy sessions.

BEd 2 and PGCE 2E- SEND task Inclusion of Learner with a specific SEND Go to www.education.go.uk/lamb and click on Choose a Module

Select one Module ( Autism or Behavioural, Emotional and Social Difficulties ,or Speech Language and Communication Needs, Specific Learning Difficulties or Moderate Learning Difficulties) and work through at least 5 units which interest you.

Complete the tasks Collect further evidence by completing one TOF of any lesson with a learner with your chosen SEND as the

focus. Observe what strategies are used by the teacher and TA to support the learner/s with SEND so that they can meet the learning objectives/ success criteria / outcomes.

Record your reflections from the E –SEND units, (On your SEND Audit and Action Plan) your reading and observations, and make a list in the action plan of barriers to learning, and strategies you will use in your practice to ensure you overcome these barriers to ensure an inclusive learning environment for all your learners .


http://www.education.go.uk/lamb

http://www.education.gov.uk/complexneeds

BEd 3E – SEND task Inclusion in a subject of your choice – Art/Music/PE/History/Geography/RE /ICT/Science (just choose one)Go to www.education.gov.uk/complexneeds and click on Choose a ModuleSelect Module 2.3 The Curriculum Challenge – units linked to your chosen subjectSelect Module 3.2 Engaging in Learning: Key approaches - units 11 and 12

Complete the tasks Collect further evidence by completing one TOF your chosen subject with SEND as the focus. Observe

what strategies are used by the teacher and TA to support the learners with SEND and keep them engaged so that they can meet the learning objectives/ success criteria / outcomes.

Record your reflections from the E –SEND units (On your SEND Audit and Action Plan), your reading and observations, and make a list in the action plan of key issues you have learned and strategies you will use in your practice to ensure an inclusive learning environment for all your learners


http://www.education.gov.uk/complexneeds

School of Education Code of Professional Conduct for Trainees

An essential aspect of the teacher’s role is the ability to behave professionally towards colleagues, children, parents and carers. During school placements and university sessions, therefore, trainees must demonstrate such professionalism.

In view of the immense importance of demonstrating professional attributes, the form below must be read by each trainee at the beginning of his/her programme. It will be assumed that each trainee agrees to adhere to this code, unless s/he communicates in writing to Anne Mansey, Head of ITE, at [email protected]

I will demonstrate my professionalism by:

adhering to the trainee commitment in the Partnership Agreement; (in your placement handbook) acting upon the principles stated in University of Hertfordshire’s School of Education Building Learning

Communities booklet and the statutory frameworks referenced in Teachers’ legal rights and responsibilities (Berry, J., 2007);

becoming familiar with key school placement policies and applying them consistently; having high standards of attendance and punctuality at school, and at all university sessions; maintaining files/portfolios to be available for both school and university staff on placement and campus; participating actively in my own learning and supporting the learning of others; showing courtesy and respect towards all school and university staff, fellow trainees, children, parents and

carers; working within the ethos and expectations of the placement school e.g. attending planning/staff meetings,

training etc; dressing appropriately for school placement and other relevant formal occasions; using electronic communication responsibly, realising that everything transmitted on internal and external

systems will be/may be more widely accessible than to the immediate recipient(s); not referring adversely on public network sites to any matters relating to specific schools, children, school

staff, placements or the University; adhering to the University Code of Conduct (which can be found on the website under in the A-Z in Joining

Information); adhering to the University’s Academic Regulations for Undergraduate and Taught Postgraduate

Programmes. Any misconduct will be dealt with through UH procedures http://www.herts.ac.uk/about-us/corporate-

governance/uprs.cfm Adhering to part 2 of the Teachers’ Standards (2012) – see Appendix B

and serious attention paid to the above expectations.

I sign that I have read all the above points

...........................................................................................................................


http://www.herts.ac.uk/about-us/corporate-governance/uprs.cfm

http://www.herts.ac.uk/about-us/corporate-governance/uprs.cfm

Portfolio Part 2: Lesson Planning and Pupil Assessment Forms

Timetables, class lists, medium term plans (from school): please collect these during your pre block days. The timetable should be annotated each week to show your activities, teaching, observing, group working, planning.

Foundation Stage Plans Key Stages 1 and 2 Plans Guidance for using Lesson Plan “Best Fit” feel of National Curriculum Levels Exemplar Lesson Plan: Mathematics Exemplar Lesson Plan: Literacy Exemplar Lesson Plan: Science Detailed Lesson Evaluation (complete 1 per week)

Group Assessment Checklist and example: please see the Primary Training Guidance and Evidence Grid for assessment expectations for your placement. This form helps you to record your assessment (see the completed example to help you)

Whole Class Assessment Checklist and example: this form is to help you carry out whole class assessments against differentiated learning outcomes (see the example)

Reading Record


Adult - Directed Learning

Date: Time duration:Number of children: Year group:

1-2. Observing / Interpreting Learning

3. Planning LearningLearning Objective: (What you want the children to learn including Area of Learning and ELG)

4. Contexts for Learning Introduction:

Activity:

Plenary:

5. Supporting LearningPractitioner’s role: (e.g. by listening to… by introducing… by interacting…)

1. Observing LearningSuccess Criteria: (How will you know the learning objectives have been met?)


Focus Children: (How will you observe?)

Evaluation of children’s learning Next steps for children’s learning

Evaluation of my learning and teaching Next steps for my learning and teachingStrengths:

Development:


Resources

Adult - Directed Learning

Date: Time duration:Number of children: Year group:

1- 2.Observing and interpreting learningPreviously it was observed that the children were exploring the movement of water. They had used a range of resources such as plastic tubes, buckets and funnels and observed what happened to the water as the containers overflowed. One child was heard to say ‘Look, it’s going down there!’3. Planning LearningLearning Objective: (What you want the children to learn including Area of Learning and ELG)

To understand that water flows downwards (KUW – Exploration and Investigation) To understand and use the following words (up, down, fast, slow, flow, overflow, pipe)

(CLL- Language for Communication)4. Contexts for Learning Introduction:

Discuss pipes of different lengths. Demonstrate how to connect pipes. Ask the children to predict where the water will flow.

Activity: Children to work with each other to connect pipes and then to pour water down them to see what happens.Children will discuss what they are doing and what they are seeing.Children to work out the positioning of the pipes so that water flows through.Children to then draw a diagram to show the movement of the water.Plenary: Ask questions to identify and challenge learning.How did you make the water go through the pipes? What would happen if…? (the pipe was going up) How do we make the water jump?5. Supporting LearningPractitioner’s role: (e.g. by listening to… by introducing… by interacting…)

Introduce new vocabulary through commenting and modelling its appropriate use. Encourage children to hypothesise about their findings. Questions to encourage thinking e.g. what will happen when the water reaches the top? Where is

the water? What is happening to the water? How can we make the water jump further?

1. Observing LearningSuccess criteria: (How will you know the learning objectives have been met?)

Children will know that water flows downwards. Children will use appropriate vocabulary: up, down, fast, slow, flow, overflow, pipe.

Focus Children: (How will you observe?) Hamza, SophieInterview the children whilst drawing and record children’s language and views through making verbatim notes. Use record of observations to plan next steps.


Evaluation of children’s learning Next steps for children’s learningHamza was able to draw a diagram independently and explained the movement of the water. ‘It’s in the pipe going down. It jumps further because it is going faster’. Used all key words.

Sophie was not able to draw a diagram independently. She still seems to be confused about the movement of water. ‘It’s not coming out because the pipe is too high’. She’s not sure about how to make it jump further.

Hamza is ready for further challenges. How can we make the pipe longer and still have water coming out? What other materials will water flow down? What might stop the water flowing down? Need to extend scientific vocabulary.

Sophie needs more exploration time to play with the water and different resources. Adult support to develop Sophie’s understanding would be appropriate if available.

Evaluation of my learning and teaching Next steps for my learning and teachingStrengths: The children were excited and motivated by the task. I felt it was a good use of open-ended questions to extend their thinking. The time spent planning the questions beforehand was very useful as I am not sure I could have come up with them on the spot. The drawing task provided a good opportunity to observe the children and listen to their ideas. Keeping a record of the children’s language will enable me to plan their next steps of learning when I talk with the others in the early years team. I have annotated the diagrams and added them to the children’s records of achievement.

Use photocopied drawings annotated with verbatim notes when planning successive activities.

Plan additional support for SEN group.

Need to ensure there is ample time to carry out the tasks set. Ask my mentor for further advice on pace. Allocate time in my planning for tidying up and make sure the children take responsibility for this.

Development: The SEN group would have benefited from more support and time in order to achieve the objectives.The children were not good at tidying up at the end of the session. Not enough time was allowed to complete the task and tidy up.


Resources

pipes of different sizes and length pipe connectors water funnels aprons food colouring

water wheel buckets cups plastic bottles

different sizes of paper range of drawing materials ‘2Paint’ drawing software

Supporting Child-initiated Learning through PlayEYFS link/Area of Learning:Date: Year group:


1. Observing Learning

2. Interpreting Learning

3. Planning Learning

4. Contexts for Learning

5. Supporting Learning

Lesson Plan Key Stage 1 and 2Name: Date: Period/Time:

Teaching Group/Class/Set: Male: Female:

SEN/EAL/G&T details:

Subject/topic: Risk Assessment Y/NA (if yes – attach copy)

Actions for trainee:

Actions for learners:

Learning intentions: They will demonstrate their learning by: Context:

Reference to National Curriculum Programme of Study/Personal Learning and Thinking Skills/Every Child Matters/cross curricula links:

Key vocabulary to be covered:

Resources: T.A.Support:


Clearly Show DifferentiationTime What the pupils will learn Reasons for teaching strategy and what will be

assessedWhat the teacher will say and do to promote learning

Homework


Lesson Evaluation Strengths (Transfer to your PTR)

Area for development for trainee

I will achieve this by:

Area for development for learners

They will achieve this by:

Transfer targets to next relevant lesson plan

Note any relevant reading and other research that supports your learning and teaching. (Transfer to your PTR)


Detailed Lesson Evaluation (for one lesson per week)

1. Did they learn what I set out for them to learn? (success criteria). How do I know?

2. How were the learning intentions appropriately communicated to pupils? Were these revisited?

3. Explain how resources, (including adult support), were appropriately used?

4. Explain how the classroom organisation was conducive to good behaviour management and established a purposeful learning environment?

5. How did the lesson structure support learning?

6. How did you plan to motivate and interest learners, including variety and personalised learning to enable all learners to achieve their potential?

7. What evidence is there that pupils were engaged with the learning? Did pupils ask questions to further their own understanding?

8. How do you know that your instructions were sufficiently clear?

9. How do you know pupils made progress in your lesson?


Guidance for using Lesson Plan Name: of trainee teacher Date: Period/Time:

Teaching Group/Class/Set: Male: No. In class Female: No. In class

Diversity (SEN/EAL/G&T): Which children need special provision in order to be included and have their learning needs met?

Subject/topic: Risk Assessment Y/NA (if yes – attach copy)What are the health & safety issues?Fill this in during/after you have planned the lesson

Actions for trainee:From previous lesson evaluations/observations

Actions for learners: From previous lesson evaluations/observations

Learning intentions:One or two all inclusive objectives Skills based and/or knowledge based

They will demonstrate their learning by:What are your success criteria?What will they be able to do that will demonstrate their learning?

Context:At what level is the lesson pitched (e.g. NC level, Grade)?

Reference to National Curriculum Programme of Study/Personal Learning and Thinking Skills/Every Child Matters/cross curricula links:Are there elements of literacy/numeracy/ICT/SEAL/personal wellbeing/economic well being/citizenship/other?

Key vocabulary to be covered (core vocabulary for MFL): Fill this in during/after you have planned the lessonHow will you support development of vocabulary?

Resources: Fill this in during/after you have planned the lessonWhat resources will you need? Have they been booked? Where will they be?

Time What pupils will learn Reasons for teaching strategy and what will be assessed.

What the trainee teacher will say and do to promote learning

Timing to ensure pace

What will the children be LEARNING?Be specific about which aspects of the learning intentions are being addressed.

Explain how the teaching and the activities promote learning.What will be assessed, when, how and by whom?What errors and misconceptions may arise?

Identify the structure of the lesson clearly.What will the learners be doing? How will they be grouped for behaviour and learning?How will all learners needs be met? supported? personalised?What is your role during the different parts of the lesson?What are your key questions? To whom will you address them?How will you work with other adults within the lesson?

HomeworkHow will this be integrated into lesson? How will this be differentiated?


‘BEST FIT’ FEEL OF NATIONAL CURRICULUM LEVELS(Common threads across all National Curriculum subjects)

Context Support* Language for Thinking Communicating andRecording

Level 1 Immediate interestFirst-hand experience

With help‘Do you think theball will bounce on this floor ?’

With support‘What do you think will happen when we …..?

‘How could you find out ?’

Limited support/Prompts‘Remember to make a prediction.’

Name ObserveRecognise and nameBegin to extend ideasExpress simple views (in response to a question)

Talk – convey simple meaningPicturesLabelsSimple chartsWords and phrases

Level 2 Topics near to child’s experiencesTopics that interest them

DescribeSequenceCompare SortRecognise/identify differencesMake own suggestionsRecognise similarities and differencesMake simple predictionsExpress simple opinion

Interesting vocabulary; provide some detailsUse appropriate vocabularySequence of sentencesUse symbols/diagrams to recordRecord information using given formatsKnow where to find information

Level 3 Range of contexts Use prior knowledge in new situationPlan aheadUnderstand what is relevantExplain their thinkingReasonLink cause and effectSee patternMake simple generalisationsAsk own questionsBegin to understand meaning beyond the literalBegin to show a systematic approach to problem solving

Record in variety of ways – using formats they have devisedChoose appropriate recording methodsUse standard measuresVaried vocabulary; provide more detailSentences extend ideas logicallyEvidence of overall structure (e.g. beginning, middle, end)

* Within any level, new learning will require support and modelling. Independence should be developed as the pupil moves through the level.


Hertfordshire Standards and School Effectiveness (Assessment Team) Teachers’ Handbook: Criteria to support planning and teacher assessment 2008


Level 4 Range of contexts Contexts demanding more abstract thought and a stepped approach

With support/modelling

Limited support/ prompts/ scaffolding

Independently

Combine pieces of knowledge and informationDevelop and refine ideasBegin to justifyExpress a personal view/standpointRefer to text to support viewSummarise main pointsEvaluateAsk questions to clarify

Record selected information from a variety of sourcesPresent information clearly using text and chartsUse technical precise vocabulary/accurate measurementsSupport judgements with evidenceDraw line graphs – with helpConsider which sources of information to useInterpret tables, lists and charts Paragraphs used to organise extended pieces

Level 5 Wide range of contextsDifferent perspectivesSome formal contextsMulti–step problems

Support own view with reasoningJustifyEvaluate qualityTake into account different points of viewNegotiateConsider a range of possible solutionsRecognise conclusions can be tentative or definitiveRecognise and challenge assumptionsReflect critically on their work

Use appropriate language to record quantitative and qualitative informationBeginning to use formal/impersonal languageCohesion within paragraphs/sections as well as overall balanceLine graphsCalculate mean value from multiple measurements





Level 6 Public and formal contextsExplore social and moral issuesContexts with layers of meaningContexts demand understanding of values and attitudes

With support/modelling

Limited support/ prompts/ scaffolding

Independently

Understand layers of meaningAnalytical rather than descriptiveReach conclusions that are consistent with evidenceSummarise from range of sourcesRe-organise informationCritical thinking

Adapt style and registerAppropriate language and style (including impersonal)Use sentence structure and vocabulary for effectChoose scales to show data effectivelyVary vocabulary and expressionConsider the number of measurements needed for the task

Level 7 Different contexts – at different scales i.e. local and globalRange of textsRange of sources

Organise their talk and know how and when to contribute to discussionSelect and synthesise from a variety of sourcesMake more complex connections e.g. between physical and human geography, between local and global issuesAppreciate difference between maths explanation and experimented evidenceExplain how their own views/ideas affect outcomes

Confident use of standard EnglishUse technical language and conventionsUse dates, numerical data and technical terms to add precisionAppreciation of how authors achieve their effects

Level 8 Complex contextsDevelop and follow alternate approachesContexts where ‘models’codes, conventions are used to represent ideas

Use apt vocabulary and appropriate intonation and emphasisAwareness of a range of views in SciencesReflect on mathematical lines of enquiryGenerate own lines of enquiryReach substantial conclusions

Adapt use of English to suit the situationUse a full range of linguistic, structural and presentational devicesMake fine distinction and emphasis through the confident use of vocabulary and grammar Select relevant data and collect data to testShow awareness of the range of ways of communicatingInclude suitable level of detail and precision




Lesson Plan: MathematicsName: James Date: Some time in Spring term Period/Time: lesson 1 (9am – 10am)

Teaching Group/Class/Set: Year 3 Male: 17 Female: 13SEN/EAL/G&T details: SEN: John, Chanel, Jozef working at low level 2

No EALG&T: Sanjay, Yaz

Subject/topic: MathematicsActions for trainee:

Ensure you leave sufficient time for the plenary

Differentiate the material so that all children can demonstrate their knowledge and make progress

Actions for learners: Work constructively in small groups

Change the order of numbers to add them more efficiently

Learning intentions: Describe and explain methods, choice and

solutions to puzzles and problems Add and subtract mentally combinations of one-

digit and two- digit numbers

They will demonstrate their learning by: Describing and explaining their decisions clearly Showing that they can add numbers quickly

Context:3rd of 5 lessons in Block A Unit 2, using and applying calculating skills in a range of contexts.

Pitch the lesson at NC level 3

Reference to National Curriculum Programme of Study/Personal Learning and Thinking Skills/Every Child Matters/cross curricula links:Speaking and listening

Key vocabulary to be covered: Number bonds, count on, product, sum (vocabulary to be used correctly in context)

Resources:

Dice. Calculators. Number bond cards (0-10 with two 5s, 6 number-bonds-to-20 pairs, 6 number-bonds-to-50 pairs). Empty number lines. 100 squares. Recording sheets (ask

TA to design and photocopy).

Risk Assessment Y/NA (if yes – attach copy) N/A


TimeWhat the pupils

will learnReasons for teaching strategy and

what will be assessedWhat the teacher will say and do to promote learning

9.00 STARTER: Number bond pairs.

Recap number bonds to 10.

I want to give a real life context for the activity so that the children will see the relevance.

The starter is chosen to recall and revise number bonds as it is an essential element of the main lesson. I want to know which children are able to recall their number bonds and which children are still working them out. Are the LA using fingers? – observe this.

Use questions to differentiate.

Children at their tables.

TA to sit with John, Chanel and Jozef to support them.

“If you did a spelling test out of ten, and you got 8 correct, how many did you get wrong? 9 correct? 5 correct? 3 correct? 0 correct?”

How did you work them out?

Ask: Who remembers the term we use for this – when two numbers add to make ten, they are .....? [number bonds to ten].

Ask: “If we can have number bonds to 10, do you think we can have number bonds to 20? Can you give me an example? If I say 13, what would be the number bond to 20?”

Ask:”What about number bonds to 50? Who can give me some examples?”

9.05 Recall addition facts to 20.

I will use ability-matched groups so that I can differentiate the task.

I will ask children to place winning cards face up so I can see them.

As children get themselves started, I will explain to the MA their version of the game.As children play, I will watch and listen for evidence about the way they working out number bonds and to pick up on errors/misconceptions. For example, do the children see the link between the number bonds to 10 and to 20?

Explain the number bond pairs game.

In small groups, children to play with number cards – face down on desk top. Turn over two cards, if they make ‘20’, child keeps cards and has another go. Otherwise, turn over again and move on to next player. Children to place their winning cards face up on the table.

More able: Number bonds to 50 [children can challenge each other and check with a calculator].

Less able: (3 children) work with TA – number bonds to 10. TA to focus on models for recalling number bonds to 10 (fingers, Numicon, etc)

9.15 MAIN PART OF LESSON

Multiply by 10 and explain the effect.Add mentally combinations of one and two-digit numbers..

I want to provide a link from the starter activity to the main part of the lesson and engage the children’s interest.

TA to sit with John, Chanel, Jozef. They may need additional resources to support them in their addition. Have number lines, 100 squares, bead strings etc available. TA could use a mini whiteboard to record choices of J, C and J.

Bring children to the carpet – split into two teams.

“We have just played a game where the object of the game was to make exactly 20 (or ..). We’re now going to do something similar... but with a bit if a twist.”

Explain the game ‘4 rolls to 100’.Team A rolls a die and decides whether to keep that value or multiply by 10. Their number is recorded on the board. Team B does the same. Team A now has a second turn. They roll the dice and make the same choice. Their number is


I have chosen to play the game once, very quickly, so that the children can see how it works.

recorded. Etc.Each team has 4 throws of the dice. Their four numbers are added together.Team that scores closest to 100 wins.

Play the game once, quickly, asking any team member whether they want the number thrown, or whether they would like to multiply by 10. See which team wins.

9.20 On second playing, children will be asked to reason and explain their choices.

Add and subtract mentally.

The role of questions is partly to discover what the children already know, but also to move them forward by focussing on what they need to do to learn more.

Questioning throughout the game is vital, but the actual questions will depend on how the game goes. I have listed some possibilities but I will be prepared to flex. These questions are closed and open, and some are designed to really challenge the children’s thinking, and stretch the higher ability. The questions are intended to evaluate the success criteria.

Paired talk will allow all children to participate and give thinking time to weaker children. The open nature of the question enables all children to work at their own level.

Play game second time. This time, pose questions in order to access children’s thinking.

Closed questions:What do you need to roll to win? How many have you got so far? What will that be if you multiply by ten? How many more to 100? Open questionsIf the other team get a 5 can you still win? One roll left each...what needs to happen so your team wins? What 4 numbers could you roll to get the perfect score? Is it always best to multiply by 10? If you roll 5 5 5 5 what is the best score you could make?Challenge questions:Before third roll: what would be a good number to get now? Why? Is it possible to get exactly 100 if you decided to multiply by 10 three of your four numbers?

After game, ask: “Now you can see the four dice values, what other totals could you have made – are any of them closer to 100?”

Allow children time to discuss in pairs. Take their responses, focussing on how the children are reasoning (success criteria).

9.30 Children will describe and explain choices to a partner.

MA: multiply by 10 and 100

The children have now been introduced to the game and have had some practice at making choices and reasoning. The independent task will allow them to consolidate and explore this further, facilitated by working with a partner, which allows children to talk and decide their strategy.The recording sheet allows me to check, after the lesson, whether the children were multiplying/adding correctly and to gain some insight into their reasoning.

Allowing the MA children to generate their own target

Independent work: children to play ‘4 rolls to 100’ in ability groups. Each team to have 2 children, ability matched. Each team to find another team to challenge. Record game on a sheet. After game, find another team to challenge (where possible, a winning team to challenge a different winning team...).

Variation for the more able: When they roll the die, they can use that value or multiply by 10 or multiply by 100. They generate their own target number, by rolling three dice and deciding what target number to form eg a 1, 3 and 7 could be 137, 173, 317, 371, etc. TA to explain new rules and work with more able groups, challenging their decisions:“Why did you decide to do that?” “What would have happened if, instead, you


number gives them more control which provides additional motivation.

When working with the LA, I will listen for common errors/misconceptions: Multiplying by ten is NOT “adding a zero”. Look for children using number bonds incorrectly to

subtract eg 100 – 64 = 46I will look for evidence of the range of language children use and respond to when they are talking about numbers and operations.

had...?” “Why is it not possible to reach the target if you...?” “Does it matter whether you do ... or ....? Is one better than the other?” “You have four rolls of the die. Which roll is the most critical?”

I will work with the less able children. We will work as one team to get as close as we can to 100? Use four dice and roll them together. Use 100 squares, empty number lines, arrow cards individual white boards as support, as necessary. Use opportunity to support and assess place value (“If we multiply 4 by 10, what will we get?”) and mental addition skills.

9.45 PLENARY

Describe and explain methods and choices.

Add and subtract mentally combinations of one-digit and two-digit numbers.

I will use the plenary to return to the learning intentions and success criteria. To assess the children’s learning I will start with an open question and allow for discussion/thinking time. The example I am using has been chosen because it IS possible to make 100 – will the children spot how to do it? [60+30+4 + 6]. Will they notice the importance of being able to make 90 in this example? Encouraging children use “I noticed that...” can help them to explain their choices.

I will target those children who were working independently and follow up with additional questions which require the children to reason and which allow the children to examine efficient strategies for mental addition. For example, 4 + 30 + 60 is possibly most efficiently calculated as 60 + 30 + 4.

I will also have additional examples for the more able children, specifically chosen because they have certain properties which will challenge their thinking. Questions have been designed for Sanjay and Yaz.

Bring children back to carpet, ready to work with a response partner. Each pair to have a whiteboard.

On the board, write three numbers: 4, 3, 6.“Suppose these are the first three numbers rolled in a ‘4 rolls to 100 game’. What would you want the fourth roll to be if you were to reach 100?”

Children to discuss with a response partner. TA to discuss with John, Chanel and Jozef. Take responses. Explore children’s ability to reason: “How did you know to multiply those numbers by ten?” “Why can’t you multiply all the numbers by ten?”

Explore mental calculation methods: “How did you add the numbers?” “Can anyone see a faster way of adding these numbers?” “What makes that faster?” “What do you look for when you add numbers?”

Have other examples ready for extension: “Which of these would NOT allow me to reach a target of 100?” 1, 1, 3 and 5, 6, 4 and 6, 2, 5 and 4, 1, 2“How did you work it out?”“Now you know the answer, is there a faster way of working it out?”“Can you give me another example where it would NOT be possible to make 100?”


Lesson Plan: Literacy

Name: Karen Date: Sometime in the spring term Period/Time: 9.00 – 10.00

Teaching Group/Class/Set: Y2 Male: 15 Female: 15

SEN/EAL/G&T details: TA support for 1 statemented pupil: E. LSA support for LA group: Red grp. EAL: Y, R, M, L. G&T: C, B, A.

Subject/topic: Literacy Actions for trainee:

Include all children in whole class teaching by individualised questions – not just hands up

Aim to challenge and extend G&T with questions that require more detail Use technical terminology confidently: characters, setting, punctuation, full stop,

capital letter, sentence, speech marks, question mark, adjective

Actions for learners: Recall knowledge of sentence punctuation and the concept of a sentence Using white boards one between 2

Learning intentions:

We are learning how to write sentences

We are learning to make decisions about the best words to use when writing in order to make the characters and places interesting

They will demonstrate their learning by:

applying knowledge of story elements: characters, settings, story language

the use of adjectives to add impact to their story writing

writing in the past tense using sentence punctuation

Context:

This lesson is part of a unit of work on traditional tales (see previous LPs). This is the 4th of 5 lessons in this unit. The children are now full of ideas for writing.

This lesson is aimed at NC L2.

Reference to National Curriculum Programme of Study/Personal Learning and Thinking Skills/Every Child Matters/cross curricula links:PNS Literacy Framework: Y2 Narrative Unit 2: Traditional stories Key vocabulary to be covered: In appropriate contexts in the lesson I will use: character/s, setting, punctuation, full stop, capital letter, sentence, speech marks, question mark, adjective

Resources:Jamil’s Clever Cat by Fiona French: Big book, Puss in boots, A3 white board x 1, A4 white boards and pens x 15Checklist for super sentences on 6 separate cards

Risk Assessment Y/NA (if yes – attach copy) N/A


Time What the pupils will learn Reasons for teaching strategy and what will be assessed What the trainee teacher will say and do to promote learning9.00

9.05

INTRODUCTIONGolden rules for sentences:1. A sentence makes sense.2. Aspects of punctuation:

CL and FS, question marks, speech marks.

The children will have a prompt list to remind them of the success criteria. Children will learn 6 criteria for writing super sentences.

I want to know that the children can remember the rules we discussed previously in this unit of work. It is important to access the children’s prior knowledge of sentence writing so that this lesson will be successful.

A common misconception is that sentences are only about punctuation: CLs and FSs. I want the children to understand that a sentence is a unit of language that makes sense by itself.

I want to extend what the children know already about writing sentences. This will be formalised it into a checklist which can be used: to highlight a particular aspect by picking one of the 6 criteria for the whole class or groups or individual children as an editing tool for the children at the end of a piece of writing

using some or all of the 6 criteria

By calling their writing ‘super’ I want to motivate the children.

The children will be sitting on the carpet with their literacy partners. TA will support E. LSA will support Red group.

Recap ‘golden rules’ for writing sentences: ‘Who can tell me what you have to remember when you are writing a sentence?’

Take answers from all ability groups. I will scribe their ideas on A3 white board.

Use this to introduce a new checklist (on separate strips of card):Checklist for ‘Super Sentences’Does my sentence make sense?Have I given enough information?Have I used interesting words?Is my sentence written in the past tense?Is my spelling as good as it can be?Is my sentence punctuated properly? Children to read each one – I will explain each one and show examples of each in the big book. Display checklist beside IWB.

9.15 WHOLE CLASS TEACHING

Children will learn how to incorporate adjectives to add impact to writing.

Shared writing: Teacher demonstration > teacher scribing builds up through the model for teaching writing. Teacher demonstration gives the children ideas about the thinking processes involved in composition.

Teacher scribing incorporates the children’s ideas to create a collaborative composition. This is inclusive. This gives a model to the children so that they see the success criteria demonstrated.

Shared writing: Teacher demonstration of one sentence: Jamil and the princess got married.The children will apply the checklist to improve my boring sentence to make it more informative and interesting: ‘How can you make this boring sentence more interesting?’, ‘Can you add some interesting words to this boring sentence?’

I will scribe all their ideas on IWB in note form.I will incorporate the most appropriate suggestions into a super sentence – and show why these have been chosen by relating the choices to the checklist.


9.20 Children will learn how to apply the 6 criteria on the checklist in a supported context.

Supported composition: Talk partners help children to share ideas. This way of working extends their individual ideas and writing skills. The children are scaffolding each other in preparation for the independent work to follow.

I am using mixed ability talk partners to enable the more able partner to guide the less able partner.

My current target is to challenge and extend the G&T children through the use of differentiated questions and focused support.

It is important for children to see explicitly how and why these improvements to boring sentences have been made. The checklist enables me to do this.

Supported composition: Children work with their talk partner to improve the next sentence in the story: Jamil took the princess to his home. Distribute A4 white board and pen to each pair. Children have 3 minutes to rewrite this boring sentence.

Remind the children to reread their sentence and use the checklist to ensure they have considered all 6 criteria.

Differentiated questions for G&T children: ‘Have you included an adjective to describe the palace?’ ‘Have you thought about Jamil’s character?’ ‘Can you use alliteration in your sentence?’

Read out some great ideas and show children how the improved sentence relates to a criterion on the checklist.

9.30 INDEPENDENT WORK

Children will learn how to apply the 6 criteria on the checklist in an individual or guided context.

The children have been well prepared for this independent task as they have taken part in whole class and paired activities which model and demonstrate the process of editing boring sentences to produce super sentences.

Assessment:I will assess which criteria from the checklist they have used so that I can highlight this in the plenary – and praise the class for how well they have done this.If one criterion has not been used well I can return to this and emphasis this in the next lesson.

Independent work: I will introduce an outline text for children to edit and improve in the way that’s been modelled in the lesson so far.

Jamil wanted to marry the princess.Sardul, his cat, took a sari to the princess.The Rajah said Jamil could marry the princess.Jamil and the princess were married.Jamil took the princess to his house.The princess learned how to weave.Jamil and the princess were rich.

I will display the checklist so that all the children can see it. I will remind the children to use the checklist. TA will support E. LSA will support Red group.I will work with Blue group to challenge and extend their ideas.I will give the class a 15 minute warning using the timer.

9.50 PLENARYPeer assessment of completed sentences using the super sentence checklist.

Consolidation of the golden rules for sentence writing.

It is important to use the plenary to return to the LI and SC so that the children see what has been learnt in the lesson. This enables the lesson to finish on a high note, confirming what everyone has learnt.

Choose some examples to read to the class. Show how these examples relate to the criteria on the checklist. Ask the children to use the checklist to peer assess the examples read out using 3 stars and a wish. Give the children the message that they can write super sentences and use the checklist in all their work. Praise the class for how well they can write super sentences.


Assessment checklist - group Date: …**********………….. Group…Red….. Curriculum area …Numeracy…………….Learning intentions/objectives: Read and write whole numbers to at least 100, compare two given two-digit numbers, say which is more or less and give a number which lies between them, use and begin to read the vocabulary of estimation and approximationContext: ……………………………….

Monday Tuesday Wednesday Thursday Friday

Names

Success criteria Read numbers to 100 Read numbers written as

words

Write numbers in figures and words

Success criteria Say which of two two-

digit numbers is more or less and give a number which lies in between

Explain how they worked out which was more or less

Success criteria Estimate a number up to

50

Explain how the estimate was made

Success criteria Record estimates on a

number line Find the difference

between the estimate and the actual number

Success criteria Estimate the position

of a point on a number line

Anna G G G Estimations consistently accurate very clear explanations

G G

Cleo G A Poor explanations A Accurate estimations – unable to explain clearly

G R Absent

Edward R Absent G G G G

Gulbir G G Concise explanations G G G

Jasmine A Difficulty writing numbers as words

G G G G

Kelly A Not secure with numbers over 60

A Confused with terms more/ less

G A Again numbers above 60 are not secure

A Fine with lower numbers

Sarnjit G G A Made wild guesses at times

G A Not always making informed estimates

Yuan G Accurate spelling throughout

G G G Very focused – all correct

G

G/Green = Full understanding A/Amber= partial understanding R/Red = little or no understanding

Summary of the group’s learning: Most children completed all aspects of the unit successfully. All apart from Kelly, worked competently with numbers to 100 and demonstrated good understanding of the terms more / less. All apart from Sarnit demonstrated the knowledge and skills involved in estimation.

Next steps: (Transfer these comments to next relevant lesson plan)Check Edward’s ability to write numbers in figures and words – give support to Jasmine with writing numbers as words (provide word card and targeted homework)Arrange for Kelly to join blue group when they next work with numbers between 50 and 100, plus targeted input from TA.


Assessment checklist - group Date: ………………………….. Group…………….. Curriculum area ……………………………….

Learning intentions/ objectives: ……………………………………………………………………………………………………………………………………………………………………...

Context: ……………………………………………………………. ………………………………………………………………………………………………………………………………….

Monday Tuesday Wednesday Thursday Friday

Names

Success criteria

Success criteria

Success criteria

Success criteria

Success criteria

G/Green = Full understanding A/Amber= partial understanding R/Red = little or no understandingSummary of the group’s learning:

Next steps: (Transfer these comments to next relevant lesson plan)


Assessment checklist – whole class Date: …***… Year group…3. Curriculum area……Geography…….

Learning intentions/ objectives : To understand the meaning of the words river & canal and learn the names of some of the main

features. To understand that rivers have natural origins although they may subsequently be altered by human

action. To understand that canals are man-made and the reasons why they were built

Context: ….Preparation for school visit…………..……………………….....................

Names

All learners will: learn that a river is

natural and a canal man made.

Most learners will: be able to identify & name

the main features of a river and a canal.

Some learners will: understand when

and why canals were built.

Anna √

Anwar√ knew about horse-drawn barges carrying coal

Asher √ some understanding of the terms natural / man made

Ben √Claire √Cleo √David √Dipti √ Edward √Farida √Gill √Gulbir √Harry √ more familiar with river featuresJames √ Jasmine √ had holiday on narrowboat

last summerKelly √Khalid √Leon √ very clear drawing of eachLisa √Lucy √ created very long lists of the

different featuresMatthew √Michael √ Rachel √ Runa √Sarnjit √Selma √ Stephen √ explained how lock gates workTom √Wesley √Yuan √



Assessment checklist – whole class Date: …………… Year group…............... Curriculum area……………………………….

Learning intentions ……………………………………………………………………….......................................

.…………………………………………………………… Context:…………..……………………….....................

Names

All learners will:

Most learners will:

Some learners will:



UH Reading Record Confidential informationChild’s initials or first name: ......................................................................................... Age: ......... Year group:. .................. EYFS profile point / AFs for reading: ...................................

Date Contexte.g. guided, group, paired, individual.

Aim to record observations in a range of different contexts.

Book title and author Reading scheme level (if

appropriate) Did the child or an adult

select the book? Is the child interested in

the subject of the book?

Reading observations Concepts about print (for emergent readers only) Book handling skills (for emergent readers only) Application of phonic knowledge (Simple view of reading) Language comprehension (Simple view of reading): Understanding the

characters’ motives, predictions of the plot, etc. Use of inference and deduction Fluency and expression Ability to self correct Pace and phrasing, Enjoyment and attitude

Aim to comment on each of these criteria, where appropriate.

Specific praise and targets for development Specific concepts about print Specific book handling skills The cue sources to use in the future The application of existing phonic knowledge Fluency, expression, pace, phrasing, Books in other genres Books by other authors Language comprehension: Understanding the

characters’ motives, predictions of the plot, etc Use of inference and deduction


Portfolio Part 3: Trainee Assessment Forms

Attendance Register (please ensure this is filled in weekly and signed by your mentor) Classroom Skills Observation Forms (these are for use by you to help focus your observations)

Lesson Observation Forms (to include 1 Teaching of Reading and 1 Teaching of Phonics LOF)

Professional Training Records (this records your weekly meeting with mentor and reviews and sets targets)

Any other school-based tasks Moderation and Assessment Grid Report and Reference Notification of Cause for Concern


Attendance Register for Placement 1/2/3 (circle as appropriate)

for present A for absentGive date of week beginning:

Monday Tuesday Wednesday Thursday Friday Mentor’s Signature

Pre-Block Placement Days

Block Week 1

2

3

4

5

6

7

8

9

10

11

12

13

14

Absence date/s Reason Date/s this time will be made up

The senior placements administrator ([email protected]) must be notified of absences of 1 full day or more (see Trainee Guidance–Section A for more details). Total absence of more than 3 days may need to be made up for the trainee to be compliant. The mentor and visiting tutor must discuss how this will be arranged. Any remaining absences at the end of a placement must be recorded on the Report and Reference.



Classroom Skills Observation Form 1(SOF 1)Focus on: TEACHER SUBJECT KNOWLEDGE AND PLANNING (Teachers’ Standards: 1, 2, 3, 4 )(If being used by a trainee to observe a lesson, we suggest you focus on only 2-3 of the areas listed below)

Trainee’s Name................................... Teaching Group.......................................

Date/Time........................

Is Trainee/Teacher able to:

Show subject knowledge per se related to curriculum requirements?

Plan objectives related to relevant curriculum/strategy/syllabus?

Write clear, precise objectives and use in lesson launch?

Plan content commensurate with the previous achievements of the class/group?

Plan suitably challenging tasks? Use appropriate subject specific vocabulary? Use Literacy/Numeracy/ICT in teaching? Plan a lesson in logical parts that link on to

each other with a starter, middle section(s) and plenary?

Plan and prepare for pupils with special needs/support requirements?

Anticipate difficulties and misconceptions? Differentiate objectives and outcomes? Plan progressive, logical steps in the

learning? Signal transitions from one step to the next? Prepare quality teaching and learning

materials (e.g. ICT, OHTs, cards, sheets, displays)?

Summarise key points at end of lesson? Set appropriate homework?

COMMENTS

OVERALL COMMENTS

DEVELOPMENTAL TARGETS AND SUGGESTED ACTION POINTS


Classroom Skills Observation Form 2(SOF 2)Focus on: PEDAGOGY(Teachers’ Standards: 1,2,3,4,5)(If being used by a trainee to observe a lesson, we suggest you focus on only 2-3 of the areas listed below)


Date/Time........................

Is Trainee/Teacher able to: Ensure that the initial presentation is clear,

accurate and fluently given? Give clear explanation?

Give clear instructions?

Model what pupils have to do?

Discuss key points?

Involve pupils actively in the lesson?

Ask questions which are pertinent and helpful to the pupils?

Listen and respond appropriately to the pupil’s questions?

Draw on secure subject knowledge in answering questions?

Ensures that explanations and tasks relate to the full range of ability in the group?

Demonstrates a wide repertoire of knowledge in challenging and supporting pupils?

Select resources suitable for the subject specific content of the lesson?

Use appropriate subject specific ICT?

Draw the learning and attention of pupils together at the end of lesson. Summarise key points?

COMMENTS

OVERALL COMMENTS


95


Classroom Skills Observation Form 3(SOF 3)Focus on: (Pupil development), ASSESSMENT, MONITORING AND GIVING FEEDBACK (Teachers’ Standards: 2,4,5)(If being used by a trainee to observe a lesson, we suggest you focus on only 2-3 of the areas listed below)

Trainee’s Name................................... Teaching Group....................................... Date/Time........................

Is Trainee/Teacher able to:Structure

Ensure that intended learning: o lesson’s aims

o objectives

o success criteria)

clearly relates to pupils in terms they can understand?

The lesson structure/pace relates to the pupils’ stage of development?

Classwork Demonstrate an awareness of the responses

and progress of the pupils during the lesson? Able to identify the stages reached or

difficulties pupils have? Monitor pupils’ classwork against objectives

set? Mark pupils’ classwork? Check pupils’ understanding? Use open and closed questions at various

levels? Intervene in pupils’ learning to ensure there

are no misconceptions? Give pupils appropriate subject/progress

targets for progress? Use oral and written feedback?

Other Assessment requirements Understand NC and/or Syllabus demands for

the age and range of the pupils? Use NC level/end of Key Stage

descriptions/other assessment information to ensure pupils are working at am appropriate level?

Understand the uses of broader assessment data?

COMMENTS

OVERALL COMMENTS




Classroom Skills Observation Form 4(SOF 4) Focus on: Attitudes(Teachers’ Standards: 3,4,8 and Part 2 )(If being used by a trainee to observe a lesson, we suggest you focus on only 2-3 of the areas listed below)


Date/Time........................

Is Trainee/Teacher able to:

Demonstrate enthusiasm for the subject?

Implement appropriate school policies and any health and safety requirements?

Demonstrate up to date knowledge of the subject

Demonstrate continual subject study?

Take advice from mentor, head of department, teacher, head, TA and act upon it positively to improve performance in teaching?

Act on advice and feedback?

Make links between and across subjects and to ‘real-life’ experiences?

Evaluate the impact of their teaching and modify classroom practices as necessary?

COMMENTS

OVERALL COMMENTS



Classroom Skills Observation Form 5 (SOF 5)Informal Focus on: PROFESSIONALISM: WORKING WITH COLLEAGUESFor trainee to observe teachers or for mentors to conduct observations of trainees where there is need for a specific focus instead of the usual LOF.

Trainee’s Name................................... Teaching Group....................................... Date/Time........................

Work effectively with TA/technician/other colleague in the lesson:

Provide colleague with Lesson Plan. Delegate to them to support learning. Show pupils that they are a valued team

member. Delegate assessment functions to

colleagues.

Implement professional and school rules. (Use control mechanisms and rewards – see Sheet 3.)

Take advice from mentor, head of department, teacher, head, TA and act upon it positively to improve performance in teaching.

COMMENTS

OVERALL COMMENTS

DEVELOPMENTAL TARGETS AND SUGGESTED ACTION POINTS (if for a trainee)


Classroom Skills Observation Form 6 ( SOF 6) – Pre Block Placement Informal Focus on a sequence of Systematic, synthetic phonics (SSP) lessons For trainee to observe a sequence of daily SSP lessons

Standard 3: Demonstrate good subject and curriculum knowledge: 3.4 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

Trainee’s Name Teaching GroupDate Time

Structure Which phonic programme is used? Which phase of phonic development? What are the lessons’ aims / objectives / success

criteria? How are the lessons’ aims /objectives / success

criteria made explicit to pupils: Lesson structure:

1. REVISIT AND REVIEW2. TEACH 3. PRACTISE4. APPLY new knowledge and skills on

meaningful textsClasswork

In what ways are these sessions interactive for most of the children for most of the time?

Accurate articulation of phonemes. What technical vocabulary is used? What resources are used? Examples of multi-sensory SSP teaching. Examples of the teacher blending and

segmenting. Examples of the children blending and

segmenting. Examples of the children applying their new

knowledge and / or skills. How do additional adults contribute to the

teaching?Assessment requirements

How are assessment opportunities built into these lessons?

How is the children’s understanding checked?

How do additional adults contribute to the assessment?

Evaluation of learning and teaching How have the learning objectives have been

met? How did the teacher develop the children’s

phonic knowledge over this sequence of lessons?

What progress have the children made in their phonic knowledge?

What should these children be taught next?

COMMENTS


WHAT HAVE I LEARNT? HOW WILL I USE THIS?



Trainees’ Observation Form (TOF) (to use when observing others) (optional)

Observe and make notes on the following:

How does the teacher set up the classroom before the pupils arrive? What else has to be in place? (Resources, other assistants, tapes/DVDs/CDs?stationery/text books etc)

How does the teacher start the lesson? What phrases/instructions does the teacher give to the learners?

Observe the teacher explaining a task to the learners. How does the teacher do this so that all learners understand?

Observe the teacher conduct a listening task. Can you deconstruct this activity?It is quite complex. Write down the stages the teacher goes through.

What are the main activities of this lesson?

How does the teacher monitor the progress of the learners during the lesson?


What does the teacher say or do to manage behaviour in this lesson?

How does the teacher dismiss the class/end the lesson? What does the teacher say and do?

Impressions of the lesson. Were the learning objectives met? How do you know? Where is the evidence?

When did the learning take place in this lesson?

What is this teacher’s style? Authoritative? Calm and reasonable? Energetic? Purposeful?

How did learners respond in this lesson?


Lesson Observation Form (LOF)TRAINEE NAME DATE AND TIME

PROGRAMMEGTP/OTT BEd1/2/3 PGCE Prim/Sec/Flexi 1/ 2 (circle as appropriate)

NAME OF OBSERVER(mentor or tutor) NO. OF PUPILS

SUBJECT/TOPIC YEAR/SET

FOCUS OF OBSERVATION (see PTR) (if specific)

Subject Knowledge KeySK1 = per se (what); SK2 = Pedagogy (how); SK3 = Pupil Development (when & why), SK4 = trainee attitude

Std 1 Set high expectations which inspire, motivate and challenge pupils SK3 & SK4

Safe, stimulating environment; set goals that stretch and challenge; demonstrate positive attitudes, values and behaviour .

Std 2 Promote good progress and outcomes by pupils SK2, SK3 & SK4Accountable for pupils’ attainment; aware of pupils’ prior knowledge; guide pupils to reflect on progress and needs; understand how pupils learn; encourage responsible attitude to study.

Std 3 Demonstrate good subject and curriculum knowledge SK1, SK2 & SK3

Subject and curriculum knowledge to maintain pupils’ interest; promote scholarship and high standards of literacy; early reading and systematic synthetic phonics; early maths


Std 4 Plan and teach well-structured lessons SK1, SK2, SK4

Std 5 Adapt teaching to respond to the strengths and needs of all pupils SK2, SK3

Std 6 Make accurate and productive use of assessment SK1, SK3

Std 7 Manage behaviour effectively to ensure a good and safe learning environment SK3

Std 8 Fulfil wider professional responsibilities SK4


Effective use of lesson time; promote intellectual curiosity; set homework and out-of-class activities; engaging curriculum

Appropriate differentiation; overcome barriers to learning; engage and support pupils with SEND, high ability and EAL

Use formative and summative assessment; monitor pupils’ progress, set targets and inform subsequent planning; give feedback and encourage pupils to respond to feedback

Pupils’ assessments completed: well/satisfactorily/inadequately

Clear rules and routines; use school behaviour policy; high expectations; manage classes effectively and maintain good relationships with pupils

Positive contribution to school; professional relationships with colleagues; deploy support staff effectively; communicate effectively with parents

Trainee’s reflection on the lesson - during post lesson discussion (Standard 4 & 8)Reflect systematically on effectiveness of lessons and teaching approaches; take responsibility for professional development; respond to advice and feedback of colleagues

Lesson evaluations completed: well/satisfactorily/inadequately

Key strengths (These will contribute to the trainee’s portfolio of evidence, in relation to the Teachers Standards, and therefore must show the detailed reference number to the appropriate Standard)

Stds

Areas for development and targets (These area(s) for consolidation or progression are likely to feature in the trainee’s Professional Training Record for the following week. These must be referenced to the Teachers’ Standards).Please set SMARTER targets. (There may need to be several targets to break down an area for development into achievable steps)

Stds Area for Development

Targets

Area for Development

Targets

Please give an overall grade for every formally observed lesson

4 UNSATISFACTORY 3 SUCCESSFUL 2 GOOD1 VERY GOOD/OUTSTANDING

.

Signed (Mentor) _______________________________________________________Signed (Tutor) _______________________________________________________


The Teachers’ Standards 2012

1 Set high expectations which inspire, motivate and challenge pupilsestablish a safe and stimulating environment for pupils, rooted in mutual respectset goals that stretch and challenge pupils of all backgrounds, abilities and dispositionsdemonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

2 Promote good progress and outcomes by pupilsbe accountable for pupils’ attainment, progress and outcomesplan teaching to build on pupils' capabilities and prior knowledgeguide pupils to reflect on the progress they have made and their emerging needsdemonstrate knowledge and understanding of how pupils learn and how this impacts on teachingencourage pupils to take a responsible and conscientious attitude to their own work and study

3. Demonstrate good subject and curriculum knowledge 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 subjectif teaching early reading, demonstrate a clear understanding of systematic synthetic phonicsif teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

4. Plan and teach well-structured lessons impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

5. Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approacheswhich enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’

education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as

an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

6. Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

7. Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority,

and act decisively when necessary

8. Fulfil wider professional responsibilities 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

Part 2 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 have a 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 have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities


Lesson Observation Form (LOF) TEACHING GUIDED READING (one per placement) TRAINEE NAME DATE AND TIME



SUBJECT/TOPICTEACHING GUIDED READING (GR)

YEAR/SET



Std 1 Set high expectations which inspire, motivate and challenge pupils SK3 & SK4Safe, stimulating environment; set goals that stretch and challenge; demonstrate positive attitudes, values and behaviour. SSP: Show enthusiasm and a positive attitude to reading for pleasure

Std 2 Promote good progress and outcomes by pupils SK2, SK3 & SK4Accountable for pupils’ attainment; aware of pupils’ prior knowledge; guide pupils to reflect on progress and needs; understand how pupils learn; encourage responsible attitude to study.GR: Have a supportive and enabling attitude; Promote a love of literature; Suggest appropriate titles to read in the future.

Std 3 Demonstrate good subject and curriculum knowledge SK1, SK2 & SK3Subject and curriculum knowledge to maintain pupils’ interest; promote scholarship and high standards of literacy; early reading and systematic synthetic phonics; early mathsGR: Show knowledge of the 2 dimensions of the Simple View of Reading: i.e. word recognition and language comprehension; Know a range of quality children’s literature to use in guided reading; Prepare text and questions for guided reading.


Std 4 Plan and teach well-structured lessons SK1, SK2, SK4Effective use of lesson time; promote intellectual curiosity; set homework and out-of-class activities; engaging curriculumGR: Activate prior knowledge relating to reading; Plan to consolidate and develop existing reading skills and strategies; Plan learning objectives and success criteria which relate to a specific aspect of the teaching of reading: e.g. comprehension beyond the literal, phrasing and fluency; Plan a clear structure for a motivating and interactive lesson; Plan questions and discussion starters to ensure inference and deduction; Teach reading strategies, e.g. reading on, reading around the word, rereading; Teach reading cue sources: contextual, phonic, graphic, grammatical.

Std 5 Adapt teaching to respond to the strengths and needs of all pupils SK2, SK3Appropriate differentiation; overcome barriers to learning; engage and support pupils with SEND, high ability and EAL GR: Make appropriate choice of text for all children’s reading at an instructional reading level; Meet personalised needs.

Std 6 Make accurate and productive use of assessment SK1, SK3Use formative and summative assessment; monitor pupils’ progress, set targets and inform subsequent planning; give feedback and encourage pupils to respond to feedbackGR: Use specific praise; Promote meta-cognition by planning for children to articulate the reading strategies they use; Analyse children’s responses; Assess children’s inference and deduction; Set targets for future development in reading: word recognition and/or language comprehension.


Std 7 Manage behaviour effectively to ensure a good and safe learning environment SK3Clear rules and routines; use school behaviour policy; high expectations; manage classes effectively and maintain good relationships with pupils

Std 8 Fulfil wider professional responsibilities SK4Positive contribution to school; professional relationships with colleagues; deploy support staff effectively; communicate effectively with parentsGR: Communicate with parents and carers: e.g. home school reading partnership; Plan for the involvement of other adults in guided reading.





Stds



Targets


Targets



.

Signed (Mentor) _______________________________________________________

Signed (Tutor) _______________________________________________________



1. Set high expectations which inspire, motivate and challenge pupilsestablish a safe and stimulating environment for pupils, rooted in mutual respectset goals that stretch and challenge pupils of all backgrounds, abilities and dispositionsdemonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

2. Promote good progress and outcomes by pupilsbe accountable for pupils’ attainment, progress and outcomesplan teaching to build on pupils' capabilities and prior knowledgeguide pupils to reflect on the progress they have made and their emerging needsdemonstrate knowledge and understanding of how pupils learn and how this impacts on teachingencourage pupils to take a responsible and conscientious attitude to their own work and study























Lesson Observation Form (LOF) TEACHING SYSTEMATIC SYNTHETIC PHONICS

TRAINEE NAME DATE AND TIME



SUBJECT/TOPICTEACHING SYSTEMATIC SYNTHETIC PHONICS (SSP)

YEAR/SET



Std 1 Set high expectations which inspire, motivate and challenge pupils SK3 & SK4Safe, stimulating environment; set goals that stretch and challenge; demonstrate positive attitudes, values and behaviour. SSP: Show enthusiasm and a positive attitude to phonics teaching and learning

Std 2 Promote good progress and outcomes by pupils SK2, SK3 & SK4Accountable for pupils’ attainment; aware of pupils’ prior knowledge; guide pupils to reflect on progress and needs; understand how pupils learn; encourage responsible attitude to study.SSP: Make specific reference to the children’s previous phonic knowledge; Use specific praise.

Std 3 Demonstrate good subject and curriculum knowledge SK1, SK2 & SK3Subject and curriculum knowledge to maintain pupils’ interest; promote scholarship and high standards of literacy; early reading and systematic synthetic phonics; early mathsSSP: Use technical terminology accurately and confidently, e.g. phoneme, digraph, grapheme; Know the phonic phases; Show knowledge of the 2 dimensions of the Simple View of Reading: i.e. Word recognition and language comprehension; Choose appropriate focus words / phonemes / blends / digraphs / grapheme-phoneme correspondences (GPCs); Articulate phonemes accurately.


(at least one per placement)

Std 4 Plan and teach well-structured lessons SK1, SK2, SK4Effective use of lesson time; promote intellectual curiosity; set homework and out-of-class activities; engaging curriculumSSP: Plan learning objectives and success criteria which relate to the appropriate phonic phase; Plan a multi-sensory and interactive synthetic phonics lesson with a clear 4 part structure, i.e. 1. Revisit and review 2. Teach 3. Practice 4. Apply: plan for the application of new phonic knowledge in meaningful contexts; Use appropriate phonic resources.

Std 5 Adapt teaching to respond to the strengths and needs of all pupils SK2, SK3Appropriate differentiation; overcome barriers to learning; engage and support pupils with SEND, high ability and EAL SSP: Meet individual phonic learning needs; Provide opportunities for children to learn from each other.

Std 6 Make accurate and productive use of assessment SK1, SK3Use formative and summative assessment; monitor pupils’ progress, set targets and inform subsequent planning; give feedback and encourage pupils to respond to feedbackSSP: Plan opportunities to assess children during the lesson; Assess against the requirements of the relevant phonic phase; Set targets for future development in phonic knowledge.


Std 7 Manage behaviour effectively to ensure a good and safe learning environment SK3Clear rules and routines; use school behaviour policy; high expectations; manage classes effectively and maintain good relationships with pupils

Std 8 Fulfil wider professional responsibilities SK4Positive contribution to school; professional relationships with colleagues; deploy support staff effectively; communicate effectively with parentsSSP: Communicate with parents and carers: e.g. home school reading partnership, homework; Plan for the involvement of other adults in phonic teaching.





Stds



Targets


Targets




.Signed (Mentor) _______________________________________________________Signed (Tutor) _______________________________________________________



1. Set high expectations which inspire, motivate and challenge pupilsestablish a safe and stimulating environment for pupils, rooted in mutual respectset goals that stretch and challenge pupils of all backgrounds, abilities and dispositionsdemonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

2. Promote good progress and outcomes by pupilsbe accountable for pupils’ attainment, progress and outcomesplan teaching to build on pupils' capabilities and prior knowledgeguide pupils to reflect on the progress they have made and their emerging needsdemonstrate knowledge and understanding of how pupils learn and how this impacts on teachingencourage pupils to take a responsible and conscientious attitude to their own work and study























Professional Training Record: Mentor and Trainee weekly meetingThis is to be completed each week by trainee and mentor after reviewing last week’s PTR or targets from last placement (except for placement 1) -Suggested Agenda Items

Current training focus • School tasks Targets reviewed/set • Reading Subject Knowledge focus • Use of ICT Issues/concerns arising from teaching (trainee) Issues/concerns arising from observations (mentor) Follow up from observations carried out by trainee

Targets (often from previous lesson observations or Individual Training Plan activities)

Stds SMARTER target Learning opportunities Review (met/continued/

outcome)

4.7.

1, 4, 7.

33


Trainee Record of meeting & learning points from week

Date: Example

Observation of phonics in reception class-see SOF 6– could see how the teacher managed to make the lesson interactive and have noted some strategies to use for planning a sequence of phonics lessons Letters and Sounds– read through this and notes from course -discussed how I will plan for the phonics lessons next week.Will arrange to observe the phonics screening in Y1 next week. VT coming to observe next Tuesday – see office and ensure files are ready,

From lesson observations:Work on transitions: in future lessons script what you will say to end one activity and start the next

Refer to learning outcomes at the appropriate stage of the lesson to show pupils where they are.Develop strategies to get pupils’ attention so observe lessons and write down the cues and prompts

From : Primary Training Guidance and Evidence GridManage whole class practicals: plan and carry out a practical lesson arranging the equipment around the room, organise for one pupil per group to collect equipment

Observe and make notes on practical lessonsObserve lessons making notes on key phrases used by teacherTeam plan and teach practical lessons using the key phrasesGive clear instructions – plan these in advance, writing key phrases into plan

From SKfT audit:Prepare for teaching the next topic

Read around the topic and make notes for your Unit of WorkIdentify different strategies for teaching this topicIdentify possible pupil misconceptions and how you will address themDiscuss approaches with colleagues in school Jointly plan lessons


Teacher Mentor comments:

It was good to observe you this week meeting the target on making it clear to pupils what needed to be written in their books and what was for discussion only and seeing this on your lesson plan (7)

Professional Training Record (PTR)This is to be completed each week by trainee and mentor after reviewing last week’s PTR or targets from last placement (except for placement 1) -Suggested Agenda Items

Current training focus • School tasks Targets reviewed/set • Reading Subject Knowledge focus • Use of ICT Issues/concerns arising from teaching (trainee) Issues/concerns arising from observations (mentor) Follow up from observations carried out by trainee

Targets (often from previous lesson observations or Individual Training Plan activities)

StdsRef

SMARTER target Learning opportunities Review (met/continued/

outcome)

From lesson observations:

From Primary Training Guidance and Evidence Grid:

From SKfT audit


Teacher Mentor comments:

Trainee Record of meeting & learning points from week

Date

Moderation and Assessment GridThis set of descriptors should be used: (1) by trainees and mentors midway through a placement to track progress routinely; (2) by trainees to complete their self-assessment grades; (3) by mentors and tutors to grade trainees on the Report and Reference at the end of the placement. All Standards must be met at ‘Satisfactory’ or better in order to pass the placement; (4) by mentors and tutors to indicate the levels achieved by a trainee who is causing concern and then submitted to UH with the Notification of Cause for Concern, emailed to [email protected]. Tutors to please alert the Partnership Office by telephone if a Notification of Cause for Concern is being submitted: tel: 01707 285614.

PGCE2/BEd3/GTP Semester 2

“Securely, consistently and independently for the most part” at approximately 70%-80% teaching load

Unsatisfactory Satisfactory Good Very Good/ Outstanding

PGCE1/BEd2/GTP Semester 1

“With support and guidance” at approximately 60% teaching load


BEd1B

“Demonstrating awareness and understanding with structured help” at approximately 40% of teaching load.


Trainee Name: _____________________________________________________________ Date ___________________________________________

Mentor Name: ______________________________________________________________ Date ___________________________________________

Tutor Name: ____________________________________________________________ Date ___________________________________________

Professional Mentor Name: ____________________________________________________________ Date ___________________________________________

School: ____________________________________________________________ Date ___________________________________________



Moderation and Assessment Grid for Teachers’ Standards

N.B. BEd 1 trainee demonstrating awareness and understanding with structured help BEd2 and PGCE 1 – trainee meets Standards with support and guidance BEd 3 and PGCE 2 – trainee meets Standards securely, consistently and independently for the most part

Not every aspect of each standard is required for teaching at early points in the training programme, this should be indicated by unmet

1. Set high expectations which inspire, motivate and challenge

Those recommended for the award of QTS should:

Unsatisfactory Unmet Sound Good Very Good/Outstanding

Establish a safe and stimulating environment for pupils, rooted in mutual respect

Pupils are not encouraged to participate and contribute. The atmosphere is not conducive to learning.

Aspects of the environment or resources are not deemed to be safe.

The organisation of the learning environment and the resources used do not stimulate learning.

Encourages pupils to participate and contribute in an atmosphere conducive to learning.

Some essential aspects of safety including emotional, physical and e-safety are evidenced in lessons.

The environment and resources are used adequately to stimulate learning.

Reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning.

Many aspects of safety including emotional are consistently evidenced in lessons.

The environment and resources are used well and stimulate learning.

Constantly encourages pupils to participate and contribute in an atmosphere highly conducive to learning.

All aspects of safety including emotional are consistently and fully evidenced in lessons.

Resources are used imaginatively to promote high quality learning and learners feel able to take risks.

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Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

Goals are not set for all pupils. When they are set, they are not sufficiently challenging.

Sets appropriately high expectations, believing that all pupils have the potential to make progress.

Planning enables all pupils to learn, but some groups could be more challenged.

Consistently sets high expectations of pupils in different training contexts.

Planning and delivery always promotes a high quality learning culture that enables all pupils to make good progress.

Consistently sets high expectations of pupils in different training contexts.

Uses prior assessment and knowledge of pupils to set aspirational targets and appropriate learning objectives to ensure that all pupils make good progress.


Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Lacks rapport with the learners. Sometimes lacks a positive attitude.

Is not a consistently good role model.

Able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning.

Consistently demonstrates professional behaviour, respect for pupils, colleagues, parents and carers and supports the ethos of the school.

Well respected by learners and effectively promotes pupils’ resilience, confidence and independence when tackling challenging activities. As a result of this learners are enthused and motivated to participate.

There are high levels of mutual respect between the trainee and pupils.

Very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.

Inspires high levels of enthusiasm, participation and commitment to learning.



2. Promote good progress and outcomes by pupilsThose recommended for the award of QTS should:


Be accountable for pupils’ attainment, progress and outcomes

Engages minimally in pupils’ attainment and progress showing a lack of accountability for pupil progress in lessons.

Understands how teachers are accountable for the attainment, progress and outcomes of pupils and has taken some responsibility for this with guidance from the usual class teacher or other professional.

Engages in assessment against learning objectives and success criteria identified in planning, keeping basic records.

Assumes responsibility for the attainment, progress and outcomes of pupils.

Records and manages assessment data of pupils’ achievement in lessons.

Evaluation of teaching and learning impacts productively on future lessons.

Assumes a high level of responsibility for the attainment, progress and outcomes of pupils.

Competent in recording and managing assessment data of all pupil learning and attainment. This data is used to personalise planning for all pupils in subsequent lessons.


Be aware of pupils’ capabilities and prior knowledge and plan teaching to build on these

Planning is undertaken in isolation. Little or no account has been taken of what pupils know and are already capable of.

Little or no planning evident.

Planning and teaching demonstrate some understanding of, and provision for pupil progression, taking into account prior achievement.

Demonstrates a sound understanding of the need to develop pupil learning over time. Plans consistently takes into account the prior learning of pupils.

Demonstrates confident judgement in planning for pupil progression both within individual lessons and over time.

Able to articulate how prior achievement is being built upon.



2.Promote good progress and outcomes by pupilsGuide pupils to reflect on the progress they have made and their emerging needs

Pupils not involved in their own assessment. Pupils not aware of their next steps.

Supports pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons suitable opportunities are devised for learners to evaluate and improve their performance.

Regularly provides pupils with the opportunity to reflect on their own learning. This is used, along with other forms of assessment, to inform future planning and teaching.

Actively promotes engaging and effective methods that support pupils in reflecting on their learning.


Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

Has little or no understanding of pedagogy and cannot demonstrate it.

Able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offers a rationale for choices made in the context of practice. Uses appropriate strategies and as a consequence all groups of pupils make at least satisfactory progress.

Knows and uses variety of pedagogical approaches to teaching and learning appropriate to the age range and curriculum area. As a result the majority of pupils make good progress.

Knows and uses variety of pedagogical approaches to teaching and learning appropriate to the age range and curriculum area. As a result the majority of pupils make very good progress.


Encourage pupils to take a responsible and conscientious attitude to their own work and study

Does not or is not successful in fostering responsibility and a conscientious attitude amongst pupils.

Plans teaching and learning activities which encourage independent learning.

Encourages independent learning and sets appropriately challenging tasks which enable the learners to make progress.

Regularly creates opportunities for independent learning.



3. Demonstrate good subject and curriculum knowledgeThose recommended for the award of QTS should:


Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

Subject knowledge insecure.

Finds it difficult to transform knowledge and concepts into appropriate action.

Unaware of pupils’ misconceptions, so does not address these in lessons.

Fails to hold pupils’ interest.

Has sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively in the age range of the training.

Knows how learning progresses within and across the subject / curriculum in the age range of the training, in terms of the development of key concepts and of learners’ common misconceptions.

Able to respond appropriately to subject specific questions which learners ask, and use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject.

Knowledge and understanding of the relevant subject / curriculum areas is well developed and used effectively to maintain and develop pupils’ interest.

Makes good use of secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in the teaching.

Responds to subject specific questions and uses subject specific language to engage and challenge pupils’ learning.

Draws on in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest.

Demonstrates very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in planning.

Able to develop pupils’ interest in highly creative ways.



3. Demonstrate good subject and curriculum knowledgeDemonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Does not actively engage in developments in subject or curriculum areas. Has no critical understanding of them.

Fails to promote the value of being a good learner to pupils.

Recognises the need to extend and update subject, curriculum and pedagogical knowledge as a key element of continuing professional development and shows ability and readiness to do so.

Promotes the merits of being a good learner to pupils.

Critically aware of the need to extend and update subject, curriculum and pedagogical knowledge and knows how to employ appropriate professional development strategies to further develop these early in career.

Encourages an ethos where learning is greatly valued.

Astutely aware of own development needs in terms of extending and updating subject, curriculum and pedagogical knowledge early in career and has been proactive in developing these effectively during training.

Establishes an ethos where learning is greatly valued.


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

Does not model or promote high standards of literacy, articulacy and the correct use of standard English.

Allows pupils to make errors in literacy whilst in their lessons and does not correct them or help them improve.

Demonstrates an understanding of the need to promote high standards of communication, reading and writing for all learners and is beginning to build this into lessons.

Recognises pupil errors in literacy in lessons and attempts to correct some of them.

Models high standards of written and spoken communication in all professional activities and encourages and supports learners to develop these skills.

Recognises pupil errors in literacy in lessons and addresses these selectively and appropriately.

Models very high standards of written and spoken communication in all professional activities.

Successfully identifies and exploits opportunities to develop learners’ skills, in communication, reading and writing.

Consistently recognises pupil errors in literacy in lessons and addresses these selectively and appropriately.



3. Demonstrate good subject and curriculum knowledge If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

For primary trainees: Has limited knowledge and understanding of synthetic, systematic phonics and the alphabetic code.

Limited use is made of interactive, multi-sensory activities and resources. There are limited planned or incidental opportunities to apply newly acquired phonic knowledge.

Barriers to learning and misconceptions are not recognised.

For primary trainees: Demonstrates sufficient knowledge and understanding of teaching and assessing synthetic, systematic phonics and the alphabet code, to be able to apply this effectively across the specific age ranges of the training.

Teaching tends to be focused on the daily phonics lesson. Uses opportunities to apply and consolidate newly acquired phonic knowledge.

Barriers to learning and misconceptions are recognised and there is an attempt to overcome them.

For primary trainees: Has secure knowledge and understanding of teaching and assessing synthetic, systematic phonics and the alphabetic code in the context of the age ranges of the training.

A range of interactive, multi-sensory activities and resources are planned.

Barriers to learning and misconceptions are recognised and there is a good attempt to overcome them.

For primary trainees: Draws on a very secure understanding of teaching and assessing synthetic, systematic phonics and the alphabetic code to teach literacy very effectively across the age ranges of the training.

Skilfully uses a range of interactive, multi-sensory activities and resources. Exploits every opportunity to apply newly acquired phonic knowledge across the curriculum.

Barriers to learning and misconceptions are anticipated and effectively overcome.

Effective links are made between reading / decoding and spelling / encoding.

systematic synthetic phonics(for primary only)



3. Demonstrate good subject and curriculum knowledge3.4 If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.

For primary trainees: Teaching shows limited knowledge of reading skills and strategies.

Does not promote progression in reading.

Does not teach decoding and comprehension in a balanced way.

May be promoting functional literacy only.

Inadequate knowledge of children’s literature limits opportunities to recommend appropriate texts to pupils.

For primary trainees: Demonstrates sufficient knowledge and understanding of teaching and assessing reading and writing, and able to apply this effectively across the specific age ranges of the training.

Teaching uses shared and guided reading contexts to introduce and embed a small range of reading skills and strategies, although these are not personalised to individual readers’ needs.

Beginning to teach decoding and comprehension in a balanced way.

Beginning to plan for progression in reading.

For primary trainees: Has secure knowledge and understanding of teaching and assessing reading and writing, and uses this to personalise the teaching of reading.

Teaching uses shared and guided reading contexts to introduce and embed a range of reading skills and strategies, incorporating decoding and comprehension in a balanced way.

Plans for progression in reading.

Pupils’ reading comprehension is actively enhanced.

A good knowledge of children’s literature to support pupils in exploring a wide range of age-appropriate texts

For primary trainees: Draws on a very secure understanding of teaching and assessing reading and writing in order to personalise teaching and learning strategies to enable all pupils to read age appropriately with enthusiasm and stamina.

Seeks to support and challenge all pupils and to promote independence through a deep knowledge of and passion for children’s literature.

Inspires and guides pupils to explore a wide range of age-appropriate texts.

Teaching skilfully uses shared and guided reading contexts effectively to introduce and embed a range of reading skills and strategies and to empower pupils to use these skills across the curriculum

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3. Demonstrate good subject and curriculum knowledge If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Teaching does not engage pupils’ interest, and focuses on pupils replicating techniques in order to arrive at a ‘correct answer’.

Limited use is made of resources and there are few opportunities to problem solve, investigate and discuss maths with the result that maths is not seen in the wider context, or linked with other subjects and the outside world.

Knows and understands the principles and practices of teaching and assessing early mathematics. Applies this effectively across the specific age ranges of the training.

Focuses primarily on mastering techniques and answering routine questions rather than developing an understanding of underlying concepts. A range of resources and teaching strategies are used but there are limited opportunities for problem solving.

Questioning tends to be closed rather than probing. Some links are made with other subjects and the outside world.

Has a secure knowledge and understanding of the principles and practices of teaching early mathematics and employs effective teaching strategies across the age ranges of the training.

Uses a range of appropriate strategies making appropriate use of resources, and practical activities to develop pupils’ understanding of important concepts.

There are opportunities for problem solving in various contexts (including cross curricular and outside the classroom), discussion and investigation which foster independence and engagement.

Trainees focus on pupil’s understanding when questioning, listening and observing and tackle misconceptions well.

Draws on very secure knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across the age ranges of the training.

Skilfully uses innovative, imaginative strategies and resources to embed mathematical understanding.

Problem solving, investigation and discussion are a key feature of teaching, used to challenge all pupils, to promote independence, and to help pupils make connections between their learning and mathematics beyond the classroom.

Barriers to learning and misconceptions are anticipated and overcome.



4. Plan and teach well-structured lessonsThose recommended for the award of QTS should:


Impart knowledge and develop understanding through effective use of lesson time

Has a limited awareness of how effective use of lesson time impacts on pupil learning.

Lessons lack pace and subsequently pupil learning is of poor quality.

Employs a range of teaching strategies and resources.

Plans and teaches individual lessons that are appropriately structured to support pupils in developing knowledge and skills.

Timing of lessons maintains the pace of learning. Responds flexibly to what is happening in the classroom and has confidence to adapt teaching to respond to needs of learners.

Willing to try out a range of approaches to teaching and learning.

Plans and teaches individual 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.

The pace and timing of lessons impacts positively on pupils’ knowledge and understanding.

Plans lessons that often use well-chosen imaginative and creative strategies that match individuals’ needs and interests.

Plans and teaches individual lessons that are skilfully structured to support pupils in developing knowledge and skills.

Consistently maximises the pace and momentum of lessons to enable all pupils to develop their knowledge and understanding.

Tr TM VT TM Tr TM VT Tr TM VT Tr TM VTPromote a love of learning and pupils’ intellectual curiosity

Little classroom presence shown. No real enthusiasm shown. Pupils uninspired

No opportunities for pupils to ask questions or which really encourage pupils to think

Creates an environment in which the learners are usually engaged.

Pupils are encouraged to ask questions.

Classroom presence inspires pupils to be excited about their learning.

Pupils are often motivated to ask questions and undertake further research.

Classroom presence consistently inspires pupils to be excited about their learning.

Establishes a culture of enquiry where pupils are motivated to ask questions and undertake further research.



4. Plan and teach well-structured lessons Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

Has not planned homework or out of class activity or has done this ineffectively.

Understands how homework or other out-of-class activities can sustain learners’ progress and consolidate learning and can design and set appropriate tasks.

Has had experience of planning out-of-class activities.

Sets homework tasks which consolidate learning.

Plans out-of-class activities which enrich learning.

Regularly sets homework which consolidates and extends learning.

Pupils inspired to complete their homework and take their learning further

Effectively plans out-of-class activities which enrich learning.


Reflect systematically on the effectiveness of lessons and approaches to teaching

Cannot reflect on own practice independently.

Finds it hard to evaluate learning of pupils.Fails to improve after feedback.

Reviews and reflects on own planning and teaching to prepare future activities and tasks which build on and sustain progression in pupils’ learning.

Knows how to learn from both successful and less effective lessons through systematic evaluation of the effectiveness of practice, including its impact on learners.

Accurately judges the impact of their practice on individual and groups of learners and uses their evaluation to inform future planning, teaching and learning.

Tr TM VT TM Tr TM VT Tr TM VT Tr TM VTContribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Needs a high level of support with planning an engaging curriculum.

Works collaboratively with more experienced colleagues, where appropriate, to adapt/ develop the school’s schemes of work, curriculum and resources.

Uses own ICT knowledge and skills to make the curriculum interesting.

Makes a positive contribution to the development of curriculum and resources in their settings.

Uses ICT competently in order to enhance the curriculum.

Shows initiative in contributing to curriculum planning and developing and producing effective learning resources in their settings.

Uses ICT competently and creatively in order to enhance the curriculum.



5 Adapt teaching to respond to the strengths and needs of all pupilsThose recommended for the award of QTS should:

Unsatisfactory Unmet Sound Good Very good/Outstanding

Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

Has only a very basic knowledge of differentiation. Does not use this effectively, and one or more groups of pupils are insufficiently challenged.

Knows the pupils well enough to recognise the different needs and strengths of individuals and groups. Beginning to adapt teaching to address those needs and strengths so that all learners are supported towards achieving their potential.

Consistently adapts teaching to meet the needs of individual and groups of learners to support progression in learning. Knows how to secure progression for learners and how to identify when groups and individuals have made progress.

Accurately discerns the strengths and needs of the learners and is proactive in differentiating and employing a range of effective intervention strategies to secure progression for all individuals and groups.

Tr TM VT TM Tr TM VT Tr TM VT Tr TM VT Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

Has a poor understanding of the factors which can inhibit learning. Does not take account of these in their teaching.

Aware of a range of factors that are potential barriers to achievement.

Understands how experienced teachers use a range of strategies to reduce these barriers.

Beginning to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate.

Has a good understanding of a broad range of factors which inhibit learning.

Can use a range of effective strategies to reduce barriers and responds to the strengths and needs of the pupils.

Clearly recognises how to deal with any potential barriers to learning through application of well-targeted interventions and the appropriate deployment of available support staff.

Has a secure understanding of a broad range of factors which inhibit learning.

Overcomes these barriers in their planning and teaching through the use of effective intervention strategies and appropriate deployment of available support staff.



5 Adapt teaching to respond to the strengths and needs of all pupilsDemonstrate an awareness of the physical, social and intellectual development of pupils, and know how to adapt teaching to support pupils’ education at different stages of development

Has a weak awareness of pupils’ physical, social and intellectual development of pupils’ and how this may impact of planning and teaching.

Aware of pupils’ physical, social and intellectual development and takes account of this in teaching.

Beginning to adapt their teaching to support pupils’ learning at different stages of their development.

Aware of pupils’ stage of physical, social and intellectual development and can use this to set appropriate and challenging learning tasks in lessons.

Effectively adapts their teaching to support pupils’ learning at different stages of their development.

Has a strong awareness of the pupils’ physical, social and intellectual development and uses this to inform the pedagogical approaches used in lessons.


Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

Insufficient understanding of the needs of pupils with SEN, high ability, EAL and those with disabilities.

Finds it difficult to engage and support them.

Has some understanding of the challenges and opportunities of teaching in a diverse society.

Has a developing understanding of the needs of all pupils including those with special educational needs; those of high ability; those with EAL and those with disabilities.

Can articulate distinctive teaching approaches and strategies needed to engage and support these pupils. When the opportunity has arisen, uses these strategies successfully. Evaluates the impact of the adaptations employed, on the progress of individual learners.

Has a good understanding of the challenges and opportunities of teaching in a diverse society.

Has a good understanding of the needs of all pupils including those with special educational needs; those of high ability; those with EAL and those with disabilities.

Effectively engages, supports, and is beginning to challenge, these pupils. Evaluates the impact of the adaptations employed, on the progress of individual learners.

Has a very good understanding of the challenges and opportunities of teaching in a diverse society.

Has a thorough understanding of the needs of all pupils including those with special educational needs; those of high ability; those with EAL and those with disabilities.

Uses and evaluates personalised strategies to effectively engage, support and challenge these pupils.Has a secure understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners.



6. Make accurate and productive use of assessmentThose recommended for the award of QTS should:


Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

Has limited understanding of assessment required.

Is not able to assess pupils’ work accurately.

Has a secure understanding of the statutory assessment requirements for the subject / curriculum in the age range of the training.

Makes broadly accurate assessments against national benchmarks.

Beginning to contribute to moderation meetings.

Has a secure understanding of the statutory assessment requirements for the subject / curriculum in the age range of the training.

Assesses pupils’ attainment accurately against national benchmarks.

Makes some contributions to moderation meetings.

Has a very secure understanding of the statutory assessment requirements for the subject / curriculum in the age range of the training.

Confidently and accurately assesses pupils’ attainment against national benchmarks.

Contributes constructively to moderation meetings.

Tr TM VT TM Tr TM VT Tr TM VT Tr TM VTMake use of formative and summative assessment to secure pupils’ progress

May collect assessment information, but does not use it to help pupils make progress.

Planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress.

Strategies are deployed 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.

Employs a range of appropriate formative and summative assessment strategies effectively and can adapt teaching within lessons in light of pupils’ responses, both within a lesson and for future lessons.

Systematically and effectively checks learners’ understanding throughout lessons, anticipating where intervention may be needed. Intervenes with notable impact on the quality of learning.

Adapts teaching based on assessment information, both within a lesson and for future lessons.



6. Make accurate and productive use of assessmentUse relevant data to monitor progress, set targets, and plan subsequent lessons

Does not use data available.

Fails to set targets for pupils.

Does not monitor pupil progress sufficiently.

Understands how school and pupil level summative data is used to set targets for groups and individuals and uses that knowledge to monitor progress of pupils.

Monitors pupil progress, with guidance from experienced teachers. Maintains accurate records, setting new targets for individuals and groups.

Maintains accurate records of pupils’ progress and uses these to set appropriately challenging targets.

Uses a range of assessment strategies very effectively in day to day practice, to monitor progress and to inform future planning.

Tr TM VT TM Tr TM VT Tr TM VT Tr TM VTGive pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

Does not provide pupils with feedback which helps them learn.

Does not regularly mark pupils’ work.

Does not encourage pupils to respond to feedback.

Marks pupils’ work constructively and provides appropriate oral feedback to pupils to help know what their next steps are.

Assesses learners’ progress regularly and accurately and discusses assessments with them so that learners know how well they have done and what their next steps are.

Assesses learners’ progress regularly and works with them to accurately target further improvement and secure rapid progress



7. Manage behaviour effectively to ensure a good and safe learning environmentThose recommended for the award of QTS should:


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

Does not clearly or consistently establish rules and routines.Does not make full use of school’s behaviour policy.Focuses on own classroom(s) only and does not manage behaviour around the school.

Works within the school’s framework for behaviour and can apply rules and routines consistently and fairly.

Works within the school’s framework for behaviour and applies rules and routines consistently and fairly.

Rapidly adapts 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.


Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Has low expectations of behaviour.

The range of behaviour management strategies is too limited.

Rarely uses praise or rewards, and does not use sanctions soon enough to manage behaviour.

Has high expectations and is aware of the range of strategies that experienced teachers use to promote positive behaviour.

Applies these strategies appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning.

Has consistently high expectations and understands a range of strategies that experienced teachers use to promote positive behaviour.

Applies these strategies effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning.

Has consistently high expectations and understands a range of strategies that experienced teachers use to promote positive behaviour.

Applies these strategies very effectively, including use of school sanctions and rewards and use of praise, in order to create an environment highly supportive of learning.



7. Manage behaviour effectively to ensure a good and safe learning environment Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

The class is not managed effectively.

The approaches used are not appropriate to the pupils.

The pupils are not involved or motivated.

Recognises that planning appropriate lessons which challenge learners, teaching using a variety of strategies which address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management. All parts of the lesson are managed effectively.

Shows understanding of how barriers to learning can impact on pupil behaviour and has begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate.

Pupils are mainly involved and motivated.

Behaviour is managed 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.

Understands how barriers to learning can impact on pupil behaviour and applies strategies to address these, that suit the pupils’ needs and stage of development.

Pupils are often involved and motivated throughout.

Pupil behaviour is managed with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation.

Understands how barriers to learning can impact on pupil behaviour and applies innovative strategies to address these, that suit the pupils’ needs and stage of development

Pupils are highly involved and motivated.


Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

Relationships are not maintained.

There is a lack of authority.

Decisive action is often needed, but not taken.

Good relationships are maintained.

Appropriate authority is used and decisive action is taken when necessary.

Seeks additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

Very good relationships are maintained.



Excellent relationships are maintained.





8. Fulfill wider professional responsibilities

Those recommended for the award of QTS should:


Make a positive contribution to the wider life and ethos of the school

Does not support the school values and behaviours in an identifiable manner.

Does not attend extra-curricular activities.

Understands and supports the ethos of the school and contributes to the wider life of the school in appropriate ways.

Attends an existing extra-curricular activity on a regular basis.

Pro-active in seeking out opportunities to contribute to the wider life and ethos of the school.

Contributes to an existing extra-curricular activity on a regular basis.

Pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school.

Takes responsibility for an extra-curricular activity on a regular basis.

Tr TM VT TM Tr TM VT Tr TM VT Tr TM VT Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Does not contribute to teams in school.

Does not seek advice or constantly seeks advice.

Builds effective professional relationships with various colleagues and has the skills required to work collaboratively.

Seeks support when needed.

Effective in building good professional relationships with colleagues and works well collaboratively when required to do so.

Seeks advice and support from a variety of appropriate sources.

Builds strong professional relationships and able to work collaboratively with colleagues on a regular basis.

Regularly seeks advice from a variety of appropriate sources.


Deploy support staff effectively

Does not involve support staff in learning and fails to clarify their roles.

Support staff are underutilised for much of the lesson.

Communicates with and directs any support staff deployed in lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils.

Takes responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs.

Takes responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs.



8. Fulfill wider professional responsibilitiesTake responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Does not take responsibility for own CPD.

Often unable to learn from others and act upon feedback.

Seeks out and is responsive to advice from more experienced colleagues. Able to identify subsequent or on-going personal professional development targets and identify opportunities to address and meet these targets.

Pro-active in own professional learning and values the feedback received from more experienced colleagues, using it to develop own teaching further.

Deliberately seeks out opportunities to develop their own professional learning and respond positively to all the feedback received.

Tr TM VT TM Tr TM VT Tr TM VT Tr TM VTCommunicate effectively with parents with regard to pupils’ achievements and well-being

Not proactive in interaction with parents.

Provides limited information about pupil progress and well-being for report writing.

Does not contribute usefully to parent consultations.

Recognises the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being.

Understands the need to communicate at other points in response to individual pupils’ emergent needs.

Communicates effectively at set points in the school year, including at parents’ evenings and through written reports.

Communicates effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being.

Assumes some responsibility for communicating in response to individual pupils’ emergent needs.

Contributes well to parents’ evenings. Collaborates with teachers in writing reports using own and school assessment data.

Communicates very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being, both when required to do so formally and is proactive in communicating in relation to individual pupils’ emergent needs.

Contributes well to parent consultations. Collaborates fully with teachers in writing reports using own and school assessment data.


Part 2 Teachers uphold public trust in the profession and maintain high standards and behaviour, within and outside school(See Primary Training Guidance and Evidence Grid )

I have met all of the conditions for Part 2 of the Teachers’ Standards

Trainee signature:

This trainee ___________________________ has met all of the conditions for Part 2 of the Teachers’ StandardsMentor’s signature:


Report and Reference (End of Each Placement)

This Report and Reference must be completed in electronic form by the mentor, agreed by the tutor and discussed with the trainee at the end of each placement. The form is available on the placement disk and on our website (go.herts.ac.uk/ITEpartnerships). Please email this report, by the date given on the Placement Milestones, to [email protected] and to the UH tutor’s email address. Trainees with unsatisfactory standards will not be receiving this report as they will be required to retake their placement to a satisfactory or better standard (see Notification of Cause for Concern).

TRAINEE NAME

PROGRAMME BEd1/2/3 PGCE Prim/Flexi 1/2(delete as appropriate)

MENTOR

HEAD/PROFESSIONAL MENTOR

SCHOOL

UNIVERSITY PLACEMENT LINK TUTOR

YEAR GROUP

TOTAL NUMBER OF DAYS ABSENT (visits and block)

DATE

Please write a reference which includes: professional attributes, any outstanding features and areas for development that can be used for next placement/NQT year.

Areas for development:

AM/AA July 2012 Primary Placement Documentation (Teachers’ Standards) 118


http://www.go.herts.ac.uk/ITEpartnerships

Teachers’ Standards 2012 Part One

Please see Moderation and Assessment Grid for the full grade descriptors. Please insert an asterisk in the “satisfactory” box for any trainee who has met this area of the Standards, but WITH ADDITIONAL SUPPORT.


SATISFACTORY GOODVERY GOOD/

OUTSTANDING

2. Promote good progress and outcomes by pupils


OUTSTANDING

3. Demonstrate good subject and curriculum knowledge


OUTSTANDING

Teaching of Reading


OUTSTANDING

Teaching of Phonics


OUTSTANDING

Teaching of Mathematics


OUTSTANDING

4. Plan and teach well-structured lessons


OUTSTANDING

5. Adapt teaching to respond to the strengths and needs of all pupils


OUTSTANDING

Support pupils with SEND


OUTSTANDING

Support pupils with EAL


OUTSTANDING


6. Make accurate and productive use of assessment


OUTSTANDING

7. Manage behaviour effectively to ensure a good and safe learning environment


OUTSTANDING

8. Fulfill wider professional responsibilities


OUTSTANDING

Overall grade, moderated and agreed by mentor and tutor


OUTSTANDING

Overall Lesson Observation Grades taken from LOFs

Teachers’ Standards 2012 Part Two

The trainee has met the requirements for personal and professional conduct as expressed in the standards. (Please tick)

YES NO

Please email this report, by the date given on the Placement Milestones, to [email protected] and to the UH tutor’s email address.

Notification of Cause for Concern142



BEd1/2/3 PGCE Prim/Flexi 1/2 (Please delete as applicable)

This form should be used ONLY when there are significant areas of concern about a trainee’s performance and an assessment moderation of her/his progress is necessary. This form can be submitted at any point in the placement, but no later than two weeks before the end of placement. It will have been discussed with the visiting tutor and the trainee. Ensure that a hard copy is signed by the trainee and mentor and a copy given to the trainee. Please email the form, Moderation and Assessment Grid to: [email protected]. Mark the email URGENT.

Trainee: _______________________________________ Mentor: ____________________________

School: ________________________________________ Prof Mentor: __________________________

Date: ___________________________

Please refer to the grades given for each Standard on your completed Moderation and Assessment Grid, so that judgements of “Unsatisfactory” Standards on the two forms are consistent and use evidence from Lesson Observation Forms, PTRs and Mentor Meeting Records to exemplify the areas of concern. Please give the Standard references for each item listed.

List of key areas of concern Standards numbers for which performance is “unsatisfactory”

Points of concern (continue on an additional sheet if necessary)

Trainee

I have read the contents of this form and discussed them with my mentor in school.

Mentor

Prof. Mentor

Tutor

Date

Portfolio Part 4: Reading and Mathematics Portfolios




Portfolio Part 5: Other Evidence

Placement Evaluation Form

For example: School Policies Teaching Resources Updated CV


Placement Evaluation: Trainee(To be completed by the trainee)

COURSE BEd 1 / 2 / 3 PGCE Prim / Flexi 1 / 2 PGCE Sec 1 / 2 (circle as appropriate)

SUBJECT (secondary only) ART / BUS / MATHS / MFL / ENG / SCI / P.T. (circle as appropriate)

NAME OF SCHOOL

The SchoolThe school (staff) as a whole welcomed and supported me.

4UNSATISFACTORY

3 SATISFACTORY

2 GOOD

1 VERY GOOD/OUTSTANDING

I was able to carry out my programme requirements. 4 UNSATISFACTORY

3 SATISFACTORY

2GOOD


I had access to the school documentation that I needed (e.g. medium term plans, IEPs, policies)

4UNSATISFACTORY

3 SATISFACTORY

2GOOD


During placement equal opportunities for me were: 4UNSATISFACTORY

3 SATISFACTORY

OR BETTER

Add comments if graded 4

School Senior Management

Had co-ordination and oversight of the training.

4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Add comments if graded 4:

MentoringWas supportive and positive about my training. 4

UNSATISFACTORY3

SATISFACTORY2

GOOD1 VERY GOOD/OUTSTANDING

Was analytical and honest about my performance. 4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Set targets and monitored my progress regularly. 4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Gave feedback on my teaching regularly. 4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Carried out approximately the required number of Lesson Observations.

4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Referenced the Lesson Observation Form to the Q Standards.

4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Met weekly to discuss and check the Professional Training Record targets and Planning.

4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Completed the Report & Reference at the end of the placement.

4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Visiting Tutor/Link Tutor

Placement Tutor Name:146


Was supportive and positive about my training. 4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Was analytical and honest about my performance. 4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Was able to support me with my paperwork. 4UNSATISFACTORY

3 SATISFACTORY

2GOOD


Add comments if any items are graded 4:

The UH ProgrammePlease circle your course and subject below, as appropriate

COURSE BEd 1 / 2 / 3 PGCE Prim / Flexi 1 / 2 PGCE Sec 1 / 2 (circle as appropriate)

SUBJECT (secondary only)

ART / BUS / MATHS / MFL / ENG / SCI / P.T. (circle as appropriate)

Elements of the Programme that prepared you well for placement were:

Elements of the Programme that it would be helpful to include/cover more fully are:

Date:

Thank you for completing this


BEd ONLYPortfolio Part 6: Summary Evidence for QTS (To share with Academic Tutor)

Record of Academic Tutor meeting Learning journey profiles Record of grades Record of school placement Examples of children’s work

After placement transfer:

Primary Training Guidance and Evidence Grid (after placement) PTR/LOFs/Report & Reference Audits and Action Plans Skills Tests Moderation and Assessment Grid (after placement) Report and Reference (after placement)


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