Supporting School based Training: A Resource for Mentors and their Trainees
This document provides links to supporting resources and tasks that may be helpful in planning school based training. The tasks are numbered for ease of reference. It should be used in conjunction with the Guidance for the Teachers’ Standards 2012 which has two elements:
(1) Areas for discussion, which are phrased as questions to Trainees. These are intended to illustrate the scope of each Standard and the kinds of conversations that might link to each Standard.
(2) Examples of evidence which are given to support the Trainee when they are selecting evidence to demonstrate their achievement of each Standard.
It is not intended that you should work systematically through this document, but that you draw upon the contents as appropriate to individual training needs. We hope that you find the materials helpful; do feel free to supplement and discard the tasks as appropriate.
The Secondary ITE Team
Teachers Standards: Tasks and links to online resources ...... p2
Appendix 1 Key Stage 2 Visit……………………………………………………………………………………………………………..p21
Appendix 2 Evaluating your lessons ……………………………………………………….………………………………………..p32
Appendix 3 Developing Collaborative Group Work ………………………………………………………………………….p34
Appendix 4 Lesson Observation Activities ……………………………………………………………………………………….p37
Teachers Standards 2012 / Tasks for trainees / Links to online materialsPART ONE: TEACHING
1 Set high expectations which inspire, motivate and challenge pupils:
- establish a safe and stimulating environment for pupils, rooted in mutual respect
- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2. Plan to use resources and materials from different cultures within your teaching.Evaluate their impact and record findings outlining how you will modify your planning to ensure diversity.
3. Create a display that values diversity. Take a photograph and evaluate how you have used it as a teaching aid.
4. Find out how the school uses tests for predicting pupils’ future achievement. Collect evidence and discuss with Mentor.
5. Find out about the school and class behaviour policies. Evaluate these in relation to your last lesson.
6. Identify the reward and sanction systems available for use in your class.
7. Observe a colleague’s interactions with her class. How does s/he model the expected behaviour? How does s/he make the expectations clear?
8. Ask a colleague to observe your interactions with the children and comment on the following: Do you respond to some children more than others? Do you make your expectations clear? Are there more positive or negative interactions? / Information on promoting positive values can be found at:
The Report of the Teaching and Learning in 2020 review group (Gilbert Report) is available at:
DfES (2005) Learning Behaviour: The Report of the Practitioners' Group on School Behaviour and Discipline (Sir Alan Steer) can be found at:
DfE guidance on anti-bullying can be accessed at:
DCSF (2007) Safe to Learn: Embedding Anti-Bullying Work in Schools - Preventing and Responding to Homophobic Bullying in Schools is available at:
DfES (2007) Diversity and Citizenship in the Curriculum: Research Review (Ajegbo Report) is available at:
DfES (2004) Every Child Matters: Change for Children is available at:
2 Promote good progress and outcomes by pupils
- be accountable for pupils’ attainment, progress and outcomes
- plan teaching to build on pupils’ capabilities and prior knowledge
- guide pupils to reflect on the progress they have made and their emerging needs
- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
- encourage pupils to take a responsible and conscientious attitude to their own work and study.
2. Select a group of pupils whose work you will track. Keep copies of a selection of their marked work (e.g. photocopies, video, photos). Show the advice/ feedback you gave and the targets you set. If feedback is given orally, make notes as you go of what was said.
3. Identify the criteria you used to assess the work and with the class teacher consider whether pupil performance has improved as a result of your interventions.
4. Evaluate your teaching using the evaluation format provided.
5. Evaluate your planning with a more experienced colleague in term one. Continue to do this on your own throughout the programme. Use to adapt and develop plans to ensure they are appropriate for the children you are teaching.
6. Regularly review your classroom practice e.g. the way you group pupils, frequency of praise used.
7. Identify and evaluate the differentiated tasks provided in three different lessons from two key stages. Identify the differentiated learning objectives. How do you know that the pupils achieved these? / The NAA is a subsidiary of the QCA. It supports the secure delivery of the public examinations system and develops and delivers National Curriculum assessments. It is available at:
The Chartered Institute of Educational Assessors has a variety of resources on assessment at:
The frameworks for secondary English, mathematics, science and information and communications technology (ICT), further guidance and support for whole-school approaches to AfL with APP, including the review tables to support self-evaluation, are archived at:
The Report of the Expert Group on Assessment (2009) is available at:
The assessment for learning strategy is available at:
The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at:
Learning How to Learn is a project of the Economic and Social Research Council (ESRC) Teaching and Learning Research Programme. Research papers can be accessed at:
Information on the 2010 Making Good Progress’ pilot scheme designed to improve learners’ progress through key stages 2 and 3 is available at:
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 subject
- if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
- if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
2. Analyse your lesson plan. Could it be rewritten to take a more active approach to the learning, to revisit concepts through a variety of different approaches? Evaluate the learning outcomes
3. Regularly review the subject/s audit and work on areas identified.
4. Subject knowledge is evidenced in lesson plans and observations of your teaching. In particular how you deal with pupil’s misconceptions and the kind of questioning you use and how often you ‘model’ what you want pupils to do.
5.As well as keeping a record of what is covered in your taught sessions at UEL and in school, ensure your planning is referenced to the National Curriculum and National Frameworks if appropriate. See the Standards website archived at
6. Register on the skills test site with your teacher reference number (TRN) as soon as you are enrolled at UEL.
7. Use the practice tests and support materials with the aim of completing the skills tests in term 1 of your programme.
8. Using skills in literacy, numeracy and ICT to support your wider professional development will involve being guided in finding relevant local and national resources e.g. Subject Associations, the TES and Professional Associations. / The National Curriculum website contains the programmes of study, non-statutory guidelines and attainment targets for each subject in the National Curriculum. It also includes information, links and materials related to general teaching requirements that apply across subjects. These include the inclusion statement, the use of language, information and communications technology (ICT) in the curriculum and health and safety. The site is at:
The NAA is a subsidiary of the QCDA. It supports the secure delivery of the public examinations system and develops and delivers National Curriculum assessments. The website is at:
The DCSF 14-19 website provides a detailed account of 14-19 reforms including details of the 14-19 implementation plan at:
The primary and secondary national strategies offer guidance and support for teachers at:
The independent review of mathematics teaching in primary schools and early years settings (Williams Review 2008) is available at:
The independent review of the teaching of reading (the Rose Review March 2006) can be downloaded at:
The statutory framework for the early years foundation stage 2012 can be downloaded at:
The Behaviour4Learning website contains a range of relevant articles and resources. They can be accessed at:
The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at:
The non-statutory national framework for religious education is available to download at:
Case studies for schools on all aspects of personal, social, health and economic education (PSHEE) can be found at:
Guidance for schools on sex and relationship education (ref: DfEE 0116/2000) can be found at:
Details of subject curricula, assessment requirements and a range of resources and materials relating to public examinations and other qualifications may be found on the websites of examination boards:
Comprehensive details of how to register for and book the skills tests are on the TA website, which also includes downloadable support materials and interactive practice tests. The site is at:
Further information on the support for trainees requiring adaptations to the qualified teacher status (QTS) skills tests can be found at:
Becta closedon 31 March 2011. There is a commitment by the Department for Education (DfE) and Department for Business, Innovation and Skills (BIS) to continue key areas of Becta's work. Information on this can be accessed at:
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
- 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).
Are you able to design sequences of related learning activities with detailed objectives suitable for the range of needs in the classes you teach?
2. Ensure your planning is referenced to the National Curriculum and national frameworks where appropriate.
3. Develop your own planning, drawing on the school’s planning and adapting and developing this to ensure that it is appropriate for the children who you are teaching.
4. Analyse two lesson plans identifying:
- the intended learning
- how your knowledge of the pupils has informed the identified learning objectives
- what documents you drew on in your planning.
6. You should indicate in your planning how you will provide opportunities to develop pupil’s literacy, numeracy and ICT skills
7. Evaluate your resources, state how you would amend /improve them and include as evidence. In particular highlight aspects that promote equality and inclusion. / The National Curriculum website contains the programmes of study, non-statutory guidelines and attainment targets for each subject in the National Curriculum. It also includes information, links and materials related to general teaching requirements that apply across subjects. These include the inclusion statement, the use of language, information and communications technology (ICT) in the curriculum and health and safety. The site is at:
Resources on homework can be accessed using the search facility on the following site:
The DCSF Standards Site contains materials on the Primary and Secondary National Strategies with publications, teaching resources, information about professional development and case studies. The site also includes the Ethnic Minority Achievement and Gender and Achievement sites providing a range of materials designed to raise aspirations and performance. The sites are archived at:
The Behaviour4Learning website contains a range of relevant articles and resources. They can be accessed at:
DfES (2007) Diversity and Citizenship in the Curriculum: Research Review (Ajegbo Report) is available at:
Do we have safer children in a digital world? - A review of progress since the 2008 Byron Review is available at:
DCSF (2008) Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools is available at:The Primary National Strategy Communication, Language and Literacy Development (CLLD) site provides guidance for all those involved in literacy development, and is aligned to the recommendations of the Rose Review. Letters and Sounds: Principles and Practice of High Quality Phonics, and dedicated resources for initial teacher training (ITT) can be accessed at:
The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at:
The Teacher Resource Exchange (TRE) is a moderated database of resources and activities created by teachers at: It is not accepting new resources.
5 Adapt teaching to respond to the strengths and needs of all pupils
- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
- have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
- demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
- have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
- taken account of the interests of pupils;
- specifically taken account of the pupils’ backgrounds in your planning.
2. Look at the social context of the school e.g. socio-economic background, ethnicity of the pupils; the proportion of male, female and teachers from under-represented groups.
- How far are individuals of differing intellectual ability treated differently in your school?
- Do any groups of pupils receive more resources than others?
3. Observing and profiling a pupil.Taking the advice of your Mentor, choose a bilingual pupil who is in the process of acquiring English as an additional language. Observe the child in a range of situations and find out:
- The pupil's linguistic background (what languages he/she understands, speaks, reads or writes) and whether the pupil attends a community class to learn the language.
- Does the pupil have the opportunity to speak to other children who speak the same language? Does he/she choose to do this?
- Observe the pupil in both a group and a whole class situation. What do you notice about the pupil's speaking and listening? How does the pupil respond?
- Discuss with your Mentor what he/she feels the pupil's needs are with respect to developing English as an additional language and how these are met in the classroom. Note if any other adult help is available.
- Are there resources in the classroom in the pupil's first language?
5. For your visit to a primary school draw upon the Key Stage 2 tasks in the Appendices.
6. Identify and discuss with the EMAG teacher (or another experienced colleague) the ways in which they identify the stages for pupils with EAL. Consider in writing the implications for your teaching.
7. Evaluate what provision is made for children for whom English is an additional language e.g. Are the resources labelled pictorially as well as in written format, is the language used by the teacher supported by other visual stimuli etc.?
8. When you are observing note how teachers set suitable learning challenges; respond to pupils' diverse learning needs and overcome potential barriers to learning.
9. Examine a variety of materials in your subject to identify strategies for the promotion of equal opportunities, for example avoiding stereotypes in visual images, names and roles.
10. Consider the take up of optional subjects and the make-up of higher and lower sets in relation to equal opportunities. What differences are there, and how does policy relate to this?
11. Read the SEN Code of Practice. Pages 1-15 and pages 26 and 70-73.
12. Arrange an interview with the SENCO and TA. Draw up a set of questions to use and write up what you have found out about their specific roles and to find out what and how the code is implemented in the school and what procedures are used to monitor pupils with SEN. Write up and evaluate what has been learnt.
13. The above tasks to be completed in both schools and the different approaches used compared.
14. Analyse the needs of an individual pupil and consider how their needs will be met in your planning.
15. Examine the provision for Gifted and Talented pupils in both schools.