Guidance for Trainees
This profile demonstrates how you have developed during your course to meet the Standards for
the Award of Qualified Teacher Status (2007). All trainees qualifying as teachers are required by
the Teacher Development Agency (TDA) to meet each standard by the end of their training.
You should treat this profile as an ongoing reflection of your progress throughout your course. You
will be required to share and discuss your profile at key points during the course with either your
Personal Development Tutor (PDT) or your Faculty Link Tutor (FLT) who supports you on teaching
practice. You will note that there is space against each standard for you to reflect on your progress
towards meeting it: your reflections should include comments from course tutors, school partners,
your personal tutor and the faculty tutors responsible for supporting each of your teaching
practices. In addition to your written reflections, you are expected to provide supporting evidence
for a range of Standards. You do not need evidence for every Standard but a good profile will
include a range of material that demonstrates how you have worked towards meeting the
Standards. Your PDT and FLTs will be able to advise you.
The TDA website is a good source of information if you are unsure what Standard means or what
might be considered as appropriate evidence. The address is as follows:
http://www.tda.gov.uk/partners/ittstandards/guidance_08/qts.aspx
All teachers keep a record of professional development and your journey towards being a
successful teacher starts here. Your profile will support you as you seek employment and will act
as a record of your achievements throughout your course. At the beginning of your Profile you
should include your curriculum vitae and you will be given guidance as to what this will comprise.
Course Team
BA (Hons) Primary Education with QTS
1
Trainee Summary Record of Evidence of Achievement (QTS Standards)
PROFESSIONAL ATTRIBUTES (Attitudes and commitment)
Date
Date
Date
Date
Date
Date
Effective relationships with children
Q1 Have high expectations of children and young people
including a commitment to ensuring that they can achieve
their full educational potential and to establishing fair,
respectful, trusting, supportive and constructive
relationships with them.
Q2 Demonstrate the positive values, attitudes and
behaviour they expect from children and young people
Undertake professional duties and practices
Q3a Be aware of the professional duties of teachers and the
statutory framework within which they work.
Q3b Be aware of the policies and practices of the workplace
and share in collective responsibility for their
implementation.
Communicating and working with others
Q4 Communicate effectively with children, young people,
colleagues, parents and carers
Q5 Recognise and respect the contribution that colleagues,
parents and carers can make to the development and wellbeing of children and young people and to raising their
levels of attainment.
Q6 Have a commitment to collaboration and co-operative
working
Personal professional development
Q7a Reflect on and improve their practice, and take
responsibility for identifying and meeting their developing
professional needs
Q7b Identify priorities for their early professional
development in the context of induction.
Q8 Have a creative and constructively critical approach
towards innovation, being prepared to adapt their practice
where benefits and improvements are identified
Q9 Act upon advice and feedback and be open to coaching
and mentoring
Key
LO= Lesson Observation; LE= Lesson Evaluation; P= Planning; W= Children’s work; A= Assessment Records; Add any additional
codes below:
2
Date
PROFESSIONAL KNOWLEDGE and UNDERSTANDING
(in relevant subjects and in how all pupils should develop, progress and achieve.)
Date
Date
Date
Date
Date
Date
Effective teaching and learning strategies
Q10 Have a knowledge and understanding of a range of
teaching, learning and behaviour management strategies,
and know how to use and adapt them, including how to
personalise learning and provide opportunities for all learners
to achieve their potential
Effective assessment, recording and monitoring strategies.
Q11 Know the assessment requirements and arrangements
for the subjects/areas they are trained to teach.
Q12 Know a range of approaches to assessment, including
formative assessment
Q13 Know how to use local and national statistical
information to evaluate the effectiveness of their teaching,
monitor children’s progress and raise levels of attainment.
Primary subjects and curriculum.
Q14 Have a secure knowledge and understanding of
relevant subjects/areas and related pedagogy
Q15 Know and understand the relevant statutory and nonstatutory curricula, frameworks and initiatives.
Literacy, Numeracy & ICT skills
Q16 Have passed the professional skills tests in literacy,
numeracy, & ICT
Q17 Know how to use these core skills to support their
teaching and wider professional activities.
Achievement and diversity
Q18 Understand how children develop and that their
progress and well-being are affected by a range of
developmental, social, religious, ethnic, cultural and linguistic
influences.
Q19 Know how to make effective personalised provision for
those they teach, including those for whom English is an
additional language or who have special educational needs
or disabilities, promoting equality and inclusion in their
teaching
Q20 Know and understand the roles of colleagues with
specific responsibilities for individual learning needs
Children’s health and well-being
Q21a Be aware of current legal requirements, national
policies & guidance on the safeguarding and promotion of
children’s well-being.
Q21b Know how to identify and support children whose
progress/development/well-being is affected by changes or
difficulties in their personal circumstances, and when to refer
for specialist support.
Key
LO= Lesson Observation; LE= Lesson Evaluation; P= Planning; W= Children’s work; A= Assessment Records; Add any additional
codes below:
3
Date
PROFESSIONAL SKILLS
(underpinned by the professional attributes, knowledge & understanding.)
Date
Date
Date
Date
Date
Date
Plan effectively for learning
Q22 Plan for progression across the age and ability range for
which they are trained, designing effective learning sequences
within and across lessons demonstrating secure
subject/curriculum knowledge.
Q23 Design opportunities for learners to develop their literacy,
numeracy & ICT skills.
Q24 Plan homework or other out-of-class work to sustain
learners’ progress and to extend and consolidate their learning.
(e.g. school visits, museums, theatres, field-work
Teach effectively across the whole primary curriculum in lessons & sequences of lessons
Q25a Use a range of teaching strategies and resources,
including e-learning, taking practical account of diversity and
promoting equality and inclusion.
Q25b Build on prior knowledge, develop concepts and
processes, enable learners to apply new knowledge,
understanding and skills, and meet learning objectives
Q25c Adapt their language to suit learners, introducing new
ideas clearly, using explanations, questions, discussions and
plenaries effectively
Q25d Manage learning of individuals, groups and whole
classes, modifying their teaching to suit the stage of the lesson.
Use effectively a range of assessment and monitoring strategies
Q26a Make effective use of a range of assessment, monitoring
and recording strategies. Use these to report on pupils’
attainment and progress orally and in writing, concisely,
informatively and accurately for parents, carers, other
professionals and pupils
Q26b Assess the learning needs of those they teach in order to
set challenging learning objectives.
Q27 Provide timely, accurate and constructive feedback on
attainment, progress and areas for development.
Q28 Support and guide learners to reflect on their learning,
identifying progress made and emerging learning needs.
Review the impact of their teaching on learners
Q29 Evaluate the impact of their teaching on learners’ progress,
modifying their planning and classroom practice where
necessary.
Promote and maintain a positive learning environment
Q30 Establish a purposeful and safe environment conducive to
learning, identifying opportunities for learners to learn in out-ofschool contexts
Q31 Establish a clear framework for classroom discipline to
manage learners’ behaviour constructively and promote their
self-control and independence
Q32 Work as a team member and identify opportunities for
working with colleagues, sharing the development of effective
practice with them.
Q33 Ensure colleagues working with them are appropriately
involved in supporting learning and understand the roles they
are expected to fulfil
Key
LO= Lesson Observation; LE= Lesson Evaluation; P= Planning; W= Children’s work; A= Assessment Records; Add any additional
codes below:
4
Date
Standards for the Award of Qualified Teacher Status
This document contributes to the evidence required by trainees to show that they have met the
Standards for the Award of Qualified Teacher Status (2007). While some of the evidence will be
provided through Faculty based assignments, tutorials and lectures, significant evidence will arise
out of the observations and discussions by Host Practitioners, School Based Tutors and Faculty
Link Tutors during the trainee’s school experiences. This document sets out the Standards in their
original wording and as such reflects the trainee’s summative assessments.
The Standards are organised in three inter-related sections which describe the criteria for the
award:
1.
Professional Attributes
These Standards outline the attitudes and commitment to be expected of anyone qualifying
to be a teacher. They focus on the need for newly-qualified teachers to demonstrate their
ability and willingness to:
2.

form effective relationships with children and adults;

communicate effectively with children and adults;

work effectively as part of a team;

conduct their professional duties effectively and adhere to workplace practices;

be committed to their own professional development.
Professional Knowledge and Understanding
These Standards are knowledge based and require newly qualified teachers to be confident
and authoritative in the subjects they teach and to have a clear understanding of how all
pupils should progress, what teachers should expect them to achieve, how various factors
can impact on children’s development and progress and how teachers work with all
professionals to address the individual needs of all children, including those with specific
needs. They focus of the need for newly-qualified teachers to demonstrate knowledge and
understanding of:
 a range of effective teaching and learning strategies;
 a range of effective assessment and recording strategies;
 the Primary curriculum;
 literacy, numeracy and ICT skills and how to use them to enhance teaching;
 achievement and diversity;
 the health and well-being of children.
3.
Professional Skills
These Standards are practically based and relate to skills of planning, monitoring and
assessment, reviewing teaching and learning, promoting an effective environment and
team working. They are underpinned by the attributes and knowledge and understanding
covered in the first two sections. They focus on the need for newly qualified teachers to
demonstrate through their professional practice that they:

plan effectively for learning;

teach effectively across the whole primary curriculum;

make effective use of a range of assessment and monitoring strategies;

review the impact of their teaching on learners, adapting it as necessary;

promote and maintain a positive learning environment;

work effectively with colleagues, lading the work of others as appropriate and
sharing good practice.
5
These Standards are a rigorous set of expectations and set out the minimum legal requirement.
All trainees must, therefore, demonstrate that they have met all the Standards so that they can be
recommended for Qualified Teacher Status at the end of their course.
What are the differences between the sections?
As a result of the inter-relationship between the sections, the Standards can seem repetitive.
However, those using the booklet need to be clear about the difference between the sections so
that a common theme has a different focus in each one. Rereading the information at the
beginning Pages 2 - 4 of this booklet may help. To try and make things clearer the area of
behaviour management which occurs in each section of the standard booklet is considered here
with guidance as to how each section of the Standards Booklet requires different evidence.
E.g. Theme – Behaviour Management
Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young
people.
Evidence towards this Standard in section one must show the trainee’s personal professional
attributes and in particular the modelling of appropriate behaviours. A lesson observation which
made it clear that this was a strength of teaching could act as appropriate evidence of this.
Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour
management strategies and know how to use and adapt them, including how to personalise
learning and provide opportunities for all learners to achieve their potential.
Evidence towards this Standard in section two requires trainees to demonstrate their knowledge of
a range of strategies that promote good behaviour. For example, do they understand the
principles of positive behaviour management? Are they aware of the school’s behaviour
management policy and structures? Do they know when it might be appropriate to ignore
unwanted behaviours? Etc.
Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour
constructively and promote their self-control and independence.
In section three the focus is on the practical application of the Standards. Given their level of
professionalism (Q2) and their knowledge of behaviour management strategies/structures (Q10)
can the trainee apply this in a practical nature to their own teaching? What evidence can be seen
in the classroom?
Examples of Reflective Commentaries
The extent to which the trainee will be able to demonstrate evidence towards each standard will
increase during the course. The following are some examples of how evidence from school
experiences towards these Standards might be recorded at the beginning, in comparison with the
end of the course:
Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young
people.
Year
One
Three
Reflective Commentary
Throughout this practice Claire has demonstrated a positive and professional
approach. Her enthusiasm for teaching communicates itself to the children and
she encourages them to be positive polite and respectful of one another.
Claire has inspired the children with her high level of enthusiasm and engagement
in learning and teaching. She always acts as a positive role model for the
children, exemplifying desirable values, attitudes and behaviour at all times.
6
Initials
& Date
Q17 Know how to use skills in literacy, numeracy and ICT effectively to support their teaching and
wider professional activities.
Year
One
Three
Reflective Commentary
Initials
& Date
I have observed teachers using ICT and I am aware of how it might be used to
support learning. I have experimented with the use of some ICT in the classroom
and use it plan for and to prepare lessons. I have also researched topics for
teaching via the internet.
I integrate the use of ICT to support learning very effectively. I have use d the
interactive whiteboard to stimulate and engage children and have used digiblue
cameras o enable children to film their work in literacy. I routinely use ICT to plan
and prepare teaching, use email to work with colleagues and encourage the
children to understand how ICT can improve their learning.
For some Standards it may be difficult for the trainee to obtain evidence of their development from
school practice. For these Standards trainees may want to draw from a wider range of evidence
such as faculty taught sessions and written work as follows:
Q21 Be aware of the current legal requirements, national policies and guidance on the
Safe guarding and promotion of the well-being of children and young people.
Year
One
Three
Reflective Commentary
I have attended taught sessions which have considered recent initiatives and
developments in schools, a particular focus of the most recent session was the
ECM agenda and I was involved in discussion groups about the impact this has
had on school practice.
During my teaching practice I attended a staff meeting about a healthy eating
project to take place school.
During this year I wrote and successfully passed an assignment critically
reflecting on the Every Child Matters Agenda and its impact on school
development. This assignment increased my knowledge of how some schools
redesigned as a response to the initiative and how Children’s Centres operate.
During my teaching practice I took the children on a trip to a stately home, as
part of the preparations for this trip I conducted a risk analysis heightening my
awareness of the children’s safety during the visit.
7
Initials
& Date
Contributors to this QTS Standard Booklet
Initials
Name
Position
8
School (if applicable)
Name:
Record of Professional Development Meetings
I shared my profile with my PDT/FLT
Year One
Trainee
Signature
PDT / FLT
Signature
Autumn Term
PDT
Spring Term
PDT
Post TP
debrief
FLT
Summer Term
Year Two
Please insert your copy of the completed
assignment cover sheet after this page
PDT
Trainee
Signature
PDT / FLT
Signature
Autumn Term
Issues to be addressed
PDT
Spring Term
PDT
Summer Term
PDT
Post TP
debrief
Year Three
Issues to be addressed
FLT
Trainee
Signature
PDT / FLT
Signature
Autumn Term
Issues to be addressed
PDT
Post TP
debrief
FLT
Spring Term
PDT
PDT Signature
Date
End of Course
Approval
My profile contains evidence drawn from the following:
My reflections
School partners (HP/SBT/DHT etc) on each placement
Course tutors
PDT
FLT
9
Tick
My Current CV
Please see proforma on Moodle
10
Copies of my previous
Teaching Practice Booklets
Tick when added:
Year One
Year Two
Year Three
11
Professional Standards for Qualified Teacher Status
1
Q1
Q2
Q3
(a)
(b)
Q4
Q5
Q6
Q7
(b)
Q8
Q9
2
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
Q18
Q19
Q20
Q21 (a)
(b)
3
Q22
Q23
Q24
Q25
(a)
(b)
(c)
(d)
Q26 (a)
(b)
Q27
Q28
Q29
Q30
Q31
Q32
Q33
Professional Attributes
Have high expectations of children and establish fair, respectful, trusting, supportive and constructive
relationships with them.
Demonstrate positive values, attitudes and behaviour.
Be aware of the professional duties of teachers and the statutory framework within which they work.
Be aware of the policies and practices of the workplace and share in collective responsibility for their
implementation.
Communicate effectively with children, colleagues, parents and carers.
Recognise and respect the contribution that others can make to the development & well-being of
children and to raising levels of attainment.
Have a commitment to co-operative working.
Reflect on and improve their practice.
Identify priorities for their early professional development.
Have a creative approach towards innovation, being prepared to adapt their practice where benefits &
improvements are identified
Act upon advice and feedback.
Professional Knowledge and Understanding
Have a knowledge and understanding of a range of teaching, learning and behaviour management
strategies.
Know the assessment requirements and arrangements for the subjects they are trained to teach.
Know a range of approaches to assessment.
Know how to use local and national statistical information to evaluate the effectiveness of their teaching.
Have a secure knowledge and understanding of subjects.
Know and understand the relevant statutory and non-statutory curricula & frameworks.
Have passed the professional skills tests.
Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional
activities.
Understand how children develop & that the progress & well-being of learners are affected by a range of
influences.
Know how to make effective personalised provision for those they teach, including EAL.
Know and understand the roles of colleagues with specific responsibilities.
Be aware of current legal requirements, national policies & guidance on the safeguarding & promotion of
the well-being of children.
Know how to identify and support children whose progress, development or well-being is affected by
changes or difficulties in their personal circumstances, & when to refer them to colleagues for specialist
support.
Professional Skills
Plan for progression across the age and ability range for which they are trained, designing effective
learning sequences within lessons and across series of lessons and demonstrating secure
subject/curriculum knowledge.
Design opportunities for learners to develop their literacy, numeracy & ICT skills.
Plan homework or other out-of-class work to sustain learners’ progress and to extend and consolidate
their learning.
Teach lessons and sequences of lessons in which they:
use a range of teaching strategies and resources.
build on prior knowledge, develop concepts & processes, enable learners to apply new knowledge,
understanding & skills & meet learning objectives.
adapt their language to suit learners, introducing new ideas clearly, using explanations, questions,
discussions & plenaries effectively;
manage learning & modify their teaching to suit the stage of the lesson.
Make effective use of a range of assessment, monitoring and recording strategies.
Assess learning needs in order to set challenging learning objectives.
Provide constructive feedback on attainment, progress & areas for development.
Support and guide learners to reflect on their learning, identify the progress they have made and identify
their emerging learning needs.
Evaluate the impact of their teaching.
Establish a purposeful and safe learning environment.
Establish a clear framework for classroom discipline to manage learners’ behaviour.
Work as a team member.
Ensure that colleagues working with them are appropriately involved in supporting learning.
12
1.
Professional Attributes
Those awarded Qualified Teacher Status must demonstrate that they have met the QTS
Standards (2007) as described in this booklet.
Relationships with children and young people
Q1
Have high expectations of children and young people including a commitment to ensuring that
they can achieve their full educational potential and to establishing fair, respectful, trusting,
supportive and constructive relationships with them.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
13
Relationships with children and young people (continued)
Q2
Demonstrate the positive values, attitudes and behaviour they expect from children and young
people
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
14
Frameworks
Q3
(a)
(b)
Year
Be aware of the professional duties of teachers and the statutory framework within which
they work.
Be aware of the policies and practices of the workplace and share in collective
responsibility for their implementation.
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
15
Communicating and working with others
Q4
Communicate effectively with children, young people, colleagues, parents and carers.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
16
Communicating and working with others (continued)
Q5
Recognise and respect the contribution that colleagues, parents and carers can make to the
development and well-being of children and young people and to raising their levels of
attainment.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
17
Communicating and working with others (continued)
Q6
Have a commitment to collaboration and co-operative working.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
18
Personal professional development
Q7
(a)
(b)
Year
Reflect on and improve their practice, and take responsibility for identifying and meeting
their developing professional needs.
Identify priorities for their early professional development in the context of induction.
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
19
Personal professional development (continued)
Q8
Have a creative and constructively critical approach towards innovation, being prepared to
adapt their practice where benefits and improvements are identified.
Term
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
20
Personal professional development (continued)
Q9
Act upon advice and feedback and be open to coaching and mentoring.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
21
2.
Professional knowledge and understanding
Teaching and learning
Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour
management strategies and know how to use and adapt them, including how to personalise
learning and provide opportunities for all learners to achieve their potential.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
22
Assessment and monitoring
Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in
the age ranges they are trained to teach, including those relating to public examinations and
qualifications.
Year
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
23
Initials
& Date
Assessment and monitoring (continued)
Q12 Know a range of approaches to assessment, including the importance of formative
assessment.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
24
Assessment and monitoring (continued)
Q13 Know how to use local and national statistical information to evaluate the effectiveness of their
teaching, to monitor the progress of those they teach and to raise levels of attainment..
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
25
3-7 and 5-11 Routes:
Subjects and curriculum
Q14 (Core Subjects) Have a secure knowledge and understanding of their subjects/curriculum
areas and related pedagogy to enable them to teach effectively across the age and ability range for
which they are trained.
School-based evidence:
Please develop your reflective commentary for each Key Stage placement you have.
Subject
Initials &
Date
Reflective Commentary
English
Maths
Science
Supporting evidence included is as follows:



26
3-7 Route only:
Subjects and curriculum (Continued)
Q14 (Areas of Learning) Have a secure knowledge and understanding of their
subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age
and ability range for which they are trained.
Please develop your reflective commentary for each Foundation Stage placement you have.
School-based evidence:
Area of Learning
Initials &
Date
Reflective Commentary
Personal Social
and Emotional
Development
Communication,
Language and
Literacy
Problem Solving,
Reasoning and
Numeracy
Knowledge and
Understanding of
the World
Creative
Development
Physical
Development
Supporting evidence included is as follows:



27
3-7 and 5-11 Routes:
Subjects and curriculum (continued)
Q14 (Foundation Subjects and RE) Have a secure knowledge and understanding of their
subjects/curriculum areas and related pedagogy to enable them to teach effectively across the
age and ability range for which they are trained.
Please develop your reflective commentary for each Foundation Stage/Key Stage placement you have.
Subject
Initials &
Date
Reflective Commentary
Art &
Design
Design
Technology
Geography
History
ICT
Music
Physical
Education
Religious
Education
Supporting evidence included is as follows:



28
3-7 and 5-11 Routes:
Subjects and curriculum
Q14 (Core Subjects) Have a secure knowledge and understanding of their subjects/curriculum
areas and related pedagogy to enable them to teach effectively across the age and ability range for
which they are trained.
Audit Evidence:
(This is a requirement of your course – you must include
this evidence for the award of QTS)
Trainee Signature
English:
I confirm that I have met the auditing
requirements in each core subject.
Mathematics:
Science:
As additional evidence for this standard, please insert the following after this page:
1. Teaching of Reading booklet
2. Mathematical Subject Knowledge: Record of Activity
3. Science Subject Knowledge Profile
4. ICT Profile
These will have been given to you in relevant subject sessions.
29
Date
Subjects and curriculum (continued)
Q15 Know and understand the relevant statutory and non-statutory curricula, frameworks, including
those provide through the National Strategies, for their subjects/curriculum areas, and other
relevant initiatives applicable to the age and ability range for which they are trained..
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
30
Literacy, numeracy and ICT
Q16 Have passed the professional skills tests in numeracy, literacy and information and
communication technology (ICT).
Literacy
Numeracy
ICT
Date Registered
Date Passed
Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider
professional activities.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
31
Achievement and diversity
Q18 Understand how children and young people develop and that the progress and well-being of
learners are affected by a range of developmental, social, religious, ethnic, cultural and
linguistic influences.
Year
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
32
Initials
& Date
Achievement and diversity (continued)
Q19 Know how to make effective personalised provision for those they teach, including those for
whom English is an additional language or who have special educational needs or disabilities,
and how to take practical account of diversity and promote equality and inclusion in their
teaching.
Year
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
33
Initials
& Date
Achievement and diversity (continued)
Q20 Know and understand the roles of colleagues with specific responsibilities, including those with
responsibility for learners with special educational needs and disabilities and other individual
learning needs.
Year
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
34
Initials
& Date
Health and well-being
Q21 (a)
(b)
Year
Be aware of current legal requirements, national policies and guidance on the
safeguarding and promotion of the well-being of children and young people.
Know how to identify and support children and young people whose progress,
development or well-being is affected by changes or difficulties in their personal
circumstances, and when to refer them to colleagues for specialist support.
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
35
Initials
& Date
3.
Professional skills
Planning
Q22 Plan for progression across the age and ability range for which they are trained, designing
effective learning sequences within lessons and across series of lessons and demonstrating
secure subject/curriculum knowledge.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
36
Planning (continued)
Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
37
Planning (continued)
Q24 Plan homework or other out-of-class work to sustain learners’ progress and to extend and
consolidate their learning.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
38
Teaching
Q25 Teach lessons and sequences of lessons across the age and ability range for which they are
trained in which they:
(a) use a range of teaching strategies and resources, including e-learning, taking practical
account of diversity and promoting equality and inclusion;
(b) build on prior knowledge, develop concepts and processes, enable learners to apply new
knowledge, understanding and skills and meet learning objectives;
(c) adapt their language to suit the learners they teach, introducing new ideas and concepts
clearly, and using explanations, questions, discussions and plenaries effectively;
(d) manage the learning of individuals, groups and whole classes, modifying their teaching to
suit the stage of the lesson.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
39
Assessing, monitoring and giving feedback
Q26 (a)
(b)
Year
Make effective use of a range of assessment, monitoring and recording strategies.
Assess the learning needs of those they teach in order to set challenging learning
objectives.
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
40
Assessing, monitoring and giving feedback (continued)
Q27 Provide timely, accurate and constructive feedback on learners’ attainment, progress and
areas for development.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
41
Assessing, monitoring and giving feedback (continued)
Q28 Support and guide learners to reflect on their learning, identify the progress they have made
and identify their emerging learning needs.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
42
Reviewing teaching and learning
Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning
and classroom practice where necessary.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
43
Learning environment
Q30 Establish a purposeful and safe learning environment conducive to learning and identify
opportunities for learners to learn in out of school contexts.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
44
Learning environment (continued)
Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour
constructively and promote their self-control and independence.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
45
Team Working and collaboration
Q32 Work as a team member and identify opportunities for working with colleagues, sharing the
development of effective practice with them.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
46
Team Working and collaboration (continued)
Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and
understand the roles they are expected to fulfil.
Year
Initials
& Date
Reflective Commentary
One
Two
Three
Supporting evidence included is as follows:




There is no evidence to support the reflective commentary for this standard:
47
Guidance on Achieving QTS Professional Standards
The valuable contribution of BA2 students (2008-9) in helping compile this document is gratefully acknowledged.
ATTRIBUTES:
Relationships with Children: Background to QTS Standards 1 and 2
Children are more likely to thrive if they feel valued and are confident that their teachers and their peers
will support them. They are more likely to behave in a positive and constructive manner, and adopt
appropriate values and attitudes, when they encounter such behaviours, values and attitudes in their
teachers.
Q1: Have high expectations of children and young people including a commitment to ensuring
that they can achieve their full educational potential and to establishing fair, respectful, trusting,
supportive and constructive relationships with them.
Guidance criteria for achieving Q1
I help children achieve by establishing professional relationships with them, maintaining high
expectations. I create a purposeful and safe atmosphere characterised by respect and cooperation,
conducting myself appropriately in the classroom and the wider learning environment:
o I plan work at a suitably high level in relation to age and ability relative to benchmarks such as
national curriculum level descriptors.
o I plan to meet diverse needs.
o I encourage learners to contribute views, and to reflect on, evaluate and learn from their mistakes.
o I resolve conflicts and learners’ problems sensitively to protect their self-esteem.
o I succeed in teaching learners to cooperate, to collaborate and to listen to others.
o I build learners’ confidence.
o My pupils show respect and sensitivity in their relationships with one another and in their responses
to me.
Q2: Demonstrate the positive values, attitudes and behaviour they expect from children and
young people.
Guidance criteria for achieving Q2
I put such values and attitudes as respect for other people, a positive attitude towards learning &
teaching, care for the environment and social responsibility into practice both in the classroom and in
the wider learning and teaching context:
o I establish positive relationships with learners and encourage a ‘can-do’ approach.
o I communicate effectively and promote positive attitudes, values and behaviour by personal
example.
o I motivate children and encourage them to engage in and enjoy learning.
o I establish high expectations for learner behaviour, and resolve conflicts inside and outside the
classroom appropriately.
o I promote children’s health, safety and well-being.
o I implement the school’s policies, for example on equality, discipline, bullying and harassment.
o I set a good example through the relationships I forge and in my general conduct throughout the
school.
o I demonstrate an understanding of the needs of minority groups.
Possible Types and Sources of Evidence for Q1 and Q2
o Faculty assignments/lesson plans/evaluations showing how specific values, attitudes and behaviour
in children are to be developed, and successes achieved.
o Photos/photocopies showing: academic/personal targets with written supportive feedback; circle
time activities; class rules/merit charts/behaviour contracts.
o Trainee logs/host practitioner statements demonstrating commitment, attitudes, and expectations of
pupils’ achievement and behaviour e.g. modelling or discussing with pupils how to play together, be
a friend, participate in team activities, achieve realistic targets.
48
ATTRIBUTES:
Frameworks: Background to QTS Standards 3a and 3b
Teachers’ professional duties are framed by various legislation, statutory instruments, and guidance,
e.g. the Education Act (2002), the Children Act (2004), the Children’s Workforce Strategy (2005) and
Every Child Matters. Teachers also have rights and responsibilities, such as those contained in the
2003 national agreement Raising Standards and Tackling Workload. Teachers’ work is supported by
various structures and systems, including policies, codes and practices, devised either by local
authorities, schools or other suitable organisations. Teachers understand, support and enact these
policies collectively and consistently in their professional practice.
Q3a Be aware of the professional duties of teachers and the statutory framework within which
they work.
Guidance criteria for achieving Q3a
My awareness (not detailed knowledge) of my rights and responsibilities in areas such as equality,
health and safety, special educational needs, child protection and teacher employment help me to
anticipate problems and avoid errors:
o I am aware of the statutory duties of teachers as set out in the latest School Teachers’ Pay and
Conditions Document and am able to articulate teachers’ roles and responsibilities in relation to the
national agreement Raising Standards and Tackling Workload.
o I am aware of my responsibilities in relation to equality legislation and duties.
o I take appropriate responsibility for my learners’ safety in the classroom and during off-site activities
or visits.
o I am able to judge when I may need advice and help at an appropriate stage, for example in matters
of child protection or confidentiality or learners’ special educational needs, and I know how to seek
it.
o I am aware of my responsibilities and the responsibilities of others in relation to pupils’ welfare.
Q3b Be aware of the policies and practices of the workplace and share in collective
responsibility for their implementation.
Guidance criteria for achieving Q3b
As a member of an educational community, I adhere to the requirements, rights and responsibilities of
that community’s policies and I share responsibility for putting them into practice:
o I am aware of the range of policies that support school practice, e.g. those that relate to equality,
behaviour (including bullying, racial harassment and abuse) and special educational needs.
o I demonstrate an understanding of the place and importance of agreed school policies and practice,
making full use of these to support planning, teaching and wider involvement in the life of the
school.
o I seek advice from others on a range of school policy-related matters.
o I collaborate successfully with others to implement school policies and practices.
Possible Types and and Sources of Evidence for Q3a/b
o Faculty assignments/lesson plans showing: links to the ECM outcomes, Literacy & Numeracy
framework units/ other NC documentation/school policies etc
o Photocopies of key school policies/procedures
o Trainee logs/host practitioner statements showing understanding and collective implementation
of policies and procedures e.g. attendance at staff-meetings/Training Days/playground duty.
49
ATTRIBUTES:
Communicating and Working with Others: Background to QTS Standards 4, 5 and 6
Teachers communicate effectively with children within and beyond the classroom, in order to build
rapport and secure learning and well-being. They communicate effectively with parents and carers to
support them in their role as educators and work effectively with an increasingly diverse range of
colleagues, all of whom are supporting the development of children and young people. Teachers do not
work in isolation; the education and well-being of learners are increasingly the collective responsibility
of a network of professionals and other support staff, who work together to ensure that needs are met.
Teachers understand how other adults, both in the classroom and beyond, can contribute to teaching
and learning. They are aware of the roles of colleagues across children’s services.
Q4 Communicate effectively with children, young people, colleagues, parents and carers.
Guidance criteria for achieving Q4
I show knowledge, skills and understanding regarding effective verbal and non-verbal communication in
order to support teaching and learning and my wider professional role:
o I demonstrate that communication is a two-way process, with respect for others.
o I listen, build empathy, consult and negotiate effectively.
o I motivate, support, challenge, and manage learners effectively in order to secure learning, using
questioning effectively.
o I demonstrate sensitivity, for example, to culture and context when communicating.
o I communicate effectively both on a one-to-one basis and as a member of a team.
o I seek guidance and support from, and communicate positively and effectively with, colleagues and
other professionals.
Q5 Recognise and respect the contribution that colleagues, parents and carers can make to the
development and well-being of children, and to raising their levels of attainment.
Guidance criteria for achieving Q5
I understand the important roles that colleagues, parents and carers can play in promoting learning and
the ways in which they can help to secure children’s well-being:
o I recognise and value the knowledge and expertise brought to the school by colleagues undertaking
a range of roles across the children’s workforce.
o I can articulate the benefits of engaging with others, including parents and carers, in supporting
learning and teaching, and raising attainment levels, acknowledging the contribution that all parents
or carers can make, regardless of their home circumstances or experience of education.
o I can respond appropriately to the needs of a child in public care.
o I 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.
o I show sensitivity when communicating with parents and carers regarding ethnic, cultural and
religious factors.
Q6 Have a commitment to collaboration and cooperative working.
Guidance criteria for achieving Q6
I can work with a range of other adults. I am developing skills to collaborate and cooperate with others,
and to understand the processes of, and issues related to, the management of other colleagues,
especially in relation to planning and teaching:
o I involve other adults in the work of the classroom effectively, drawing on their specific insights or
expertise.
o I establish collaborative working relationships with colleagues within and outside of the classroom.
o I show a clear understanding of how the teacher’s role relates to that of other colleagues.
o I show 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.
o I am aware of how I might contribute to the work of other professionals across the spectrum of
children’s services.
o I am able to contribute to planning when working with, for example, specialist or year group
teachers, teaching assistants, or during in-service training sessions.
o I show an awareness of the ways that others can be involved constructively to support learning and
teaching.
50
Possible Types and Sources of Evidence for Q4/5/6
o Faculty assignments/lesson plans showing clarity of roles of additional adults in lessons.
o Photocopies of written communications to parents and their responses e.g. home-reading.
o Trainee logs/host practitioner statements showing sensitive participation in collective planning
meetings/staff-meetings/Training Days/extra-curricular activities/meetings with parents.
51
ATTRIBUTES:
Personal Professional Development: Background to QTS Standards 7a, 7b, 8 and 9
Teachers analyse and reflect on their own practice to improve learning and teaching, engaging with and
contributing to the development of new knowledge and ideas. They use their experience and
professional judgement to critically assess the benefits of innovative pedagogy, strategy and theory in
adapting their practice, increasingly developing their skills as coaches and mentors, and benefiting from
the coaching and mentoring that they receive.
Q7a Reflect on and improve their practice, and take responsibility for identifying and meeting
their developing professional needs.
Guidance criteria for achieving Q7a
I make judgements about the effectiveness of my teaching, and identify ways of bringing about
improvement. I am committed to improving both my classroom practice and wider aspects of my
professional knowledge and skills. I can discuss my practice in relation to broader issues relating to
teaching and learning:
o I can use self-review to identify specific ways of improving my practice, setting personal learning
goals and targets.
o I can seek out and critically engage with resources such as the teacher training resource bank
(www.ttrb.ac.uk) to help me improve my teaching.
o I can use the feedback I receive from more experienced colleagues and by observing others to
identify ways of improving my practice.
o I can draw on important general issues in education that relate to my own practice and professional
needs.
Q7b Identify priorities for early professional development in the context of induction.
Guidance criteria for achieving Q7b
I make judgements about the effectiveness of my teaching and take responsibility for identifying
priorities for improvement prior to the induction phase of my career:
o I can reflect on my experience as a trainee teacher, and on the knowledge, skills and expertise I
have developed, identifying my main strengths and achievements as a teacher.
o I can identify those aspects of teaching about which I feel less confident, or where I have had
limited opportunities to gain experience.
o My judgements are consistent with the judgements made by others, e.g. tutors, mentors.
o I am able to articulate my strengths and development needs through the discussion of my practice.
o Towards the end of my training I can make effective use of the CEDP to aid future dialogue with
induction tutors about my experiences, strengths and personal professional development needs.
Q8 Have a creative and constructively critical approach towards innovation, being prepared to
adapt their practice where benefits and improvements are identified.
Guidance criteria for achieving Q8
I identify the skills, techniques and approaches to teaching that are successful, and those that are not. I
identify those elements of innovative teaching styles, strategies and approaches that can be
incorporated into my own repertoire of teaching skills in order to improve learning and teaching:
o I am open to, and able to critically appraise, innovation.
o I am able to critically appraise and justify my own and others’ practice in the light of innovation.
o I can understand the wider contextual implications of innovative practice for learning and teaching.
o I am able to develop my own practice as a result of an informed and constructively critical analysis
of the many innovations I encounter.
Q9 Act upon advice and feedback and be open to coaching and mentoring.
Guidance criteria for achieving Q9
I respect the advice and guidance offered by colleagues and act on it to develop my professional
practice. I work professionally and productively with school-based tutors, mentors and other colleagues
who have responsibility for my professional development during my training:
o I am able to seek opportunities to engage in collaborative planning and teaching.
o I am open to advice and feedback from mentors, tutors, peers, etc.
o I reflect on and evaluate advice and feedback.
o I use advice and feedback to inform my professional practice.
o I respond positively to constructive criticism.
52
Possible Types and Sources of Evidence for Q7/8/9
o Annotated planning or action plans derived from faculty subject audits/lesson observations/
evaluations.
o Trainee logs/host practitioner statements showing: implementation of action plans; analyses of
improvement; involvement in school- and centre-based professional development.
o Photocopy of completion of transition point one of the CEDP.
53
KNOWLEDGE and UNDERSTANDING:
Teaching and Learning: Background to QTS Standard 10
Children learn best in a purposeful learning environment. Teachers use a range of teaching and
learning strategies and promote learning behaviours that ensure learners are engaged and do not
hinder the learning of others. Learners present teachers with widely varying needs; teachers ensure
that their teaching is sufficiently personalised to enable all learners to make good progress and
succeed.
Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour
management strategies and know how to use and adapt them, including how to personalise
learning and provide opportunities for all learners to achieve their potential.
Guidance criteria for achieving Q10
I have a knowledge and understanding of a range of learning, teaching and behaviour management
strategies. I know how to secure an effective learning environment that enables learners to achieve.
Within my repertoire of teaching strategies, I know and understand the range of ways to personalise
learning. I maintain a focus on individual progress, in order to maximise all learners' capacity to learn,
achieve and participate. I support and challenge each learner to achieve national standards and gain
the skills they need to thrive and succeed throughout their lives:
o I know how to use the range of local and national data available to inform planning and teaching.
o I know how to set realistic targets for learners, and involve them fully in aspects of learning.
o I can monitor individual responses and use discussion and questioning to provide challenges at a
variety of levels.
o I can engage parents and carers in support of children’s learning.
o I can use different organisational strategies to support individuals and groups effectively.
o I recognise and take account of the specific needs of individuals and groups of learners, for
example, those with special educational needs, and those for whom English is an additional
language.
o I employ a range of strategies including working with colleagues across the wider school workforce
to secure appropriate learning behaviours and effective progress.
o I know how to use relevant school policies to secure appropriate learning behaviours.
o I can establish and maintain effective relationships with learners.
o I know how to select appropriate curriculum content and associated activities, and differentiate
these effectively.
o I know how to use resources effectively to support learning.
Possible Types and Sources of Evidence for Q10
o Faculty assignments/lesson plans showing a developing knowledge and understanding of specific
needs of individuals e.g. differentiation, IEPs.
o Photocopies of individualised behaviour charts/individual communications with parents to engage
them in learning.
o Trainee logs/host practitioner statements showing constructive/productive classroom routines.
54
KNOWLEDGE and UNDERSTANDING:
Assessment and Monitoring: Background to QTS Standards 11, 12 and 13
Teachers use secure assessment for learning (AfL) practices to monitor and assess the achievements
and needs of learners and to plan their teaching effectively. Teachers know that learners will make
good progress if they are given regular, constructive and formative feedback. They also recognise the
benefits of self and peer assessment, giving learners responsibility for assessing their own progress
and deciding what and how to improve. They use national and local pupil performance data to compare
the progress and attainment of learners, to set targets, to inform their teaching and to improve learning.
A secure knowledge of national assessment requirements helps teachers prepare learners well for
national tests.
Q11 Know the assessment requirements & arrangements for the subjects/curriculum areas they
are trained to teach, including those relating to national tests
Guidance criteria for achieving Q11
I have a secure knowledge of the assessment requirements and arrangements for the relevant age
ranges. As a KS1/2 trainee I show knowledge of statutory and optional tasks and/or tests used to
assess learners. As an EYFS trainee, I show familiarity with the structure and uses of the foundation
stage profile. Working under the direction of experienced teachers, I have had opportunities to work
with learners undertaking national tests or assessments:
o I seek opportunities to engage in discussion with experienced colleagues about assessment
requirements and arrangements.
o I am aware of how to moderate and interpret assessments.
o I show an awareness and understanding of assessment requirements and arrangements in my
planning and teaching.
o I am familiar with ways of preparing learners for assessment-based activities.
o I am familiar with how learners progress from one level to the next within the EYFS curriculum
and/or attainment target levels of the National Curriculum.
Q12: Know a range of approaches to assessment, including the importance of formative
assessment.
Guidance criteria for achieving Q12
I know and understand the purposes and practices of assessment, including the principles and
techniques of AfL. I use a range of strategies in order to monitor learners’ progress, to intervene in
order to raise achievement, and to enable learners to succeed:
o I know and understand how to apply a range of assessment strategies in different contexts and for
different purposes.
o I know how and why formative assessment can improve learning outcomes and attainment.
o I know the value of oral and written feedback, and the ways that immediate feedback can reinforce
learning, challenge understanding, construct ways forward, and help learners to improve.
o I know the impact of my feedback on learner engagement, enthusiasm and confidence.
o I know the need for learners to understand the purposes of tasks and activities, and how this
understanding can support self and peer assessment.
o I know the benefits of involving learners in the assessment of their own learning.
o I know how assessment relates to intended learning outcomes.
Q13: Know how to use local and national statistical information to evaluate the effectiveness of
their teaching, to monitor the progress of those they teach and to raise levels of attainment.
Guidance criteria for achieving Q13
I am aware of the range of national and local performance data available to teachers. I know how the
school in which I train uses statistical information and how this relates to the national picture. I can
access and interpret appropriate information to help raise learners’ achievement (as opposed to being
able to demonstrate actual improvements as a result of the use of statistical information):
o I have knowledge of the available data sets.
o I am aware of group and individual targets, and how these are generated.
o I understand the contribution that pupil level data can make to learning and teaching, and to raising
achievement.
o I am able to set realistic targets for achievement based on the data available to me.
o I can demonstrate how statistical information can be used to differentiate my teaching and to
personalise learning.
55
Possible Types and and Sources of Evidence for Q11/12/13
o Case studies/planning over time showing the influence of a range of assessment opportunities and
techniques.
o Photocopies of school assessment policy highlighted to show implementation; evidence of use of
targets, record keeping, and purposeful assessment of class and homework e.g. through traffic
lights, written comments.
o Trainee logs/host practitioner statements about assessment evidence discussions e.g. levelling.
56
KNOWLEDGE and UNDERSTANDING:
Subjects and Curriculum: Background to QTS Standards 14 and 15
To help learners develop knowledge and understanding, teachers use secure subject knowledge and
understanding relevant to the school curriculum They know and understand the relevant national
strategy frameworks, delivering the relevant statutory and non-statutory curricula. Secure subject
knowledge and understanding enable teachers to plan lessons and sequences of lessons, set teaching
and learning objectives, and assess learners’ progress towards these objectives.
Q14: Have a secure knowledge and understanding of their subjects/curriculum areas and related
pedagogy to enable them to teach effectively across the age and ability range for which they are
trained.
Guidance criteria for achieving Q14
I have a sufficiently secure grasp of the concepts, ideas and principles in my subjects/areas/age ranges
to be able to teach the relevant school curriculum:
o I show secure pedagogical knowledge and understanding of the relevant subject(s)
o I can plan and set subject-related targets for individuals and groups of learners.
o I can break down ideas and concepts, and sequence them logically to support the development of
learners’ knowledge and understanding.
o I can answer learners’ questions confidently and fully.
o I know and can respond to learners’ common misconceptions.
o I am able to make effective interventions to construct and scaffold learning.
o I can analyse learners’ progress and make accurate assessments of their learning and
achievement.
Q15: Know and understand the relevant statutory and non-statutory curricula and frameworks,
including those provided through the National Strategies, for their subjects/curriculum areas,
and other relevant initiatives applicable to the age and ability range for which they are trained.
Guidance criteria for achieving Q15
I understand relevant aspects of the National Curriculum as currently set out in the NC Handbook and
reflect these values, aims and purposes in my lesson planning and teaching. I know and understand the
themes principles and approaches to teaching in the EYFS and/or in the other primary stages, and
demonstrate a sufficiently secure knowledge and understanding of relevant curricula, frameworks and
initiatives. I can teach the core subjects of the National Curriculum competently and independently and
in all the non-core subjects I have sufficient knowledge and understanding to be able to teach lessons
and sequences of lessons, with some support where necessary.
o I show awareness of the NC general teaching requirements relating to inclusion (setting suitable
learning challenges, responding to learners’ diverse needs, and overcoming potential barriers to
learning and assessment), and also of use of language, use of ICT, and health and safety, taking
account of these in my planning and teaching.
o I show knowledge and understanding of any new initiatives applicable to the age range I am training
to teach, and make critical use of them.
o I know how to teach early reading using the Simple View of Reading. (Rose Review 2006)
o I know how to teach oral and mental maths in accordance with the Williams Review 2008
o I know, understand and use national strategy approaches, materials and resources in my planning
and teaching.
o I am aware of the non-statutory guidelines for citizenship and the non-statutory national framework
and agreed syllabus arrangements for R.E.
Possible Types and Sources of Evidence for Q14/15
o Faculty subject audits and assignments
o Lesson plans showing links to NC documentation/local agreed syllabuses/school subject policies.
o Photos/photocopies of resources used e.g. flip charts, PP slides, web-sites, texts, IWB print-offs.
o Trainee logs/host practitioner statements with trainees about informal observations or discussion
e.g. contributions to school-based training and development work.
57
KNOWLEDGE and UNDERSTANDING:
Literacy, Numeracy and ICT: Background to QTS Standards 16 and 17
Teachers’ skills in literacy, numeracy and ICT support most aspects of their work in schools, including
planning, teaching, assessment, evaluation, and their wider professional activities.
Q16: Have passed the professional skills tests in numeracy, literacy and ICT.
Guidance criteria for achieving Q16
o I have registered and booked (as early as possible in my final trainee year) to take the online tests
at www.tda.gov.uk/skillstests
o I have passed all of the tests prior to recommendation for the award of QTS.
Q17: Know how to use skills in literacy, numeracy and ICT to support their teaching and wider
professional activities.
Guidance criteria for achieving Q17
I know how to use numeracy, literacy and ICT skills to teach the curriculum across the relevant age and
ability range in which I am trained to teach. I can also show I know how to use these skills to support
my wider professional role.
o I know the ways that learners can be supported in developing literacy, numeracy and ICT skills
across the curriculum.
o I know how to use electronic tools and other resources to support learning and teaching and my
wider professional activities.
o I know how to use my skills in literacy, numeracy and ICT to support the personalisation of learning.
Possible Types and Sources of Evidence for Q16/17
o Photocopy of confirmation of results, or website evidence of successful completion of the tests
(www.qtsresults.com)
o Trainee logs/host practitioner statements about appropriate informal observations or discussion
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KNOWLEDGE and UNDERSTANDING:
Achievement & Diversity: Background to QTS Standards 18, 19 and 20
Teachers recognise the range of influences that affect the development, progress and well-being of
children. Understanding this helps teachers to improve learning and teaching. They have a full and
accurate understanding of the needs of each learner so that they can deploy a range of skills to tailor
provision in ways that challenge, promote achievement and secure progress. Those who might be at
risk depend on teachers and a range of other colleagues with specific responsibilities to monitor and
manage their learning and well-being, and provide them with the support that they need. Such children
include those with special educational needs and/or disabilities, learners from minority ethnic groups
including those for whom English is an additional language, and those from particular socio-economic
backgrounds (e.g. eligible for free school meals) a particular family background (e.g. single parent
families, same sex parents, foster parents) and those experiencing any form of bullying (including
racist-, homophobic-, sexual- or cyber-bullying).
Q18: Understand how children develop and that the progress and well-being of learners are
affected by a range of developmental/ social/ religious/ ethnic/ cultural/ linguistic influences.
Guidance criteria for achieving Q18
I understand the various developmental factors, influences and stages that are relevant to learners in
the age ranges I am training to teach. I understand these have an impact on learning and well-being,
and how any barriers to progress can be overcome:
o I have found out about and taken account of the key factors that contribute to the development,
progress and well-being of learners.
o I am able to form an accurate view of children’s development, progress, well-being and needs,
supported by evidence from, for example, learners, parents/carers and other colleagues.
o I am aware of the whole-school ethos and the policies, including anti-bullying policies, procedures
and approaches relating to the range of factors that can affect learning and well-being.
o I know how to enhance the progress of learners by drawing on examples from a range of
influences.
o I am aware of the extent to which different backgrounds and influences may have positive impacts
on learning.
o I know how various factors can present barriers to learning, progress and well-being, and how these
barriers might be overcome.
o I know how to interpret and use school and pupil level data to identify targets relating to specific
groups of learners.
o I am able to recognise any differences in the rates of progress and development of boys and girls,
and factors relating to the underachievement of boys.
o I am aware of the impact of social factors on children’s health, economic well-being and safety.
Q19: Know how to make effective personalised provision for those they teach, including those
for whom English is an additional language or who have special educational needs or
disabilities, and how to take practical account of diversity and promote equality and inclusion in
their teaching.
Guidance criteria for achieving Q19
I know how to go about achieving personalised learning. I know how information gathered about
standards and achievement across the school helps me to identify and plan for the learning needs of
diverse groups and individuals, to ensure that they make the best possible progress:
o I am able to take account of the range of learners’ needs through an inclusive approach to
professional practice.
o I know how to identify the needs of specific groups of learners including, for example, the gifted and
talented, those with special educational needs (SEN), those with disabilities, those for whom
English is an additional language (EAL), and those from diverse social, cultural, ethnic, religious
and linguistic backgrounds.
o I know to whom I should refer for support and advice on EAL, SEN, disability and diversity.
o I differentiate tasks, activities and resources effectively to support individuals and groups of learners
as above.
o I understand the progress made by individual learners in a lesson or sequence of lessons.
o I apply this understanding in identifying personalised targets for future lessons.
o I know how to use data (including pupil-level) to inform planning & teaching and support learning.
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o
o
o
I understand the impact of the design and content of the curriculum on meeting learners’ needs, and
the extent to which teaching strategies and resources can be modified to provide for personalised
learning.
I know how to use the principles and techniques of AfL in order to achieve personalisation.
I am aware of the various roles of colleagues in the wider workforce in contributing to personalising
learning.
I am able to engage parents and carers in decisions about planning and teaching to meet learners’
needs and interests.
I know the value of listening to children and taking account of pupil voice.
Q20: Know and understand the roles of colleagues with specific responsibilities, including
those with responsibility for learners with special educational needs and disabilities and other
individual learning needs.
Guidance criteria for achieving Q20
I know and understand the range of roles and responsibilities undertaken across the workforce in
schools, and understand how the coordination of these roles can support learners. I know who is
responsible for meeting the learning needs of specific groups such as those with special educational
needs or disabilities, how support is provided, and how it is coordinated with other provision:
o I know about the range of roles and responsibilities across the school workforce.
o I know how to utilise colleagues’ expertise to support the well-being and progress of all learners,
including those with special educational needs and disabilities.
o I am aware of the value and impact of the contribution that colleagues – for example the SEN
coordinator, a specialist higher level teaching assistant or a learning support assistant – can make
to planning, learning, teaching and the well-being of children.
o I know to whom I should refer in relation to, for example, an issue of behaviour management such
as bullying, or to clarify a planning issue relating to teaching.
Possible Types and Sources of Evidence for Q18/19/20
o Faculty assignments showing a developing knowledge and understanding of inclusion and specific
needs of individuals; lesson plans showing differentiation, links to IEPs.
o Photos/photocopies of: multilingual displays; special resources used with IEP pupils; staff
responsibilities; inclusion/welfare/safeguarding policies; groups of pupils with specific needs.
o Trainee logs/host practitioner statements/tutor discussion with trainees about discussions with other
adults with whom pupils have lessons e.g. SENCo.
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KNOWLEDGE and UNDERSTANDING:
Health and Well-Being: Background to QTS Standards 21a and 21b
The Children Act and Every Child Matters form the basis for every school’s approach to safeguarding
children and promoting their well-being. Enjoying and achieving, being healthy and staying safe are
three of the key outcomes for children. Teachers and the wider workforce have important roles to play
in identifying children who are troubled, bullied or whose progress is impeded by barriers to learning,
and knowing when and to whom they should be referred for specialist support. Personal difficulties may
adversely affect learners’ enjoyment of school, their achievement and progress, their mental or physical
health, or may threaten their personal safety and well-being. Teachers know that schools have a duty to
take appropriate action to maintain the safety, security and well-being of learners, by having secure
evidence that staff have had their identity, qualifications and criminal records checked.
Q21a: Be aware of the current legal requirements, national policies and guidance on the
safeguarding and promotion of the well-being of children.
Guidance criteria for achieving Q21a
I know the key features of Every Child Matters, and how schools use it to promote the safety and
wellbeing of children. I am aware of the arrangements that local authorities and schools are required to
make in order to safeguard and promote the welfare of children. I am aware of e-safety issues in order
to safeguard children online- including (but not limited to) grooming, cyberbullying, viewing
inappropriate content and misuse of personal information:
o I am aware of the relevant elements of ECM applicable to children’s safeguarding and well-being.
o I understand the relevant legal requirements relating to safeguarding, including the importance of
vetting adults working with children.
o I can outline the steps I or colleagues would take in the event of a safeguarding concern coming to
my attention within the school community.
o I can articulate my own role and responsibilities in relation to the safeguarding and well-being of
children.
o I know when to and from whom I should seek information and advice in order to safeguard and
promote the well-being of children.
Q21b: Know how to identify and support children and young people whose progress,
development or well-being is affected by changes or difficulties in their personal circumstances,
and when to refer them to colleagues for specialist support.
Guidance criteria for achieving Q21b
I know how to identify children experiencing difficulties, and how to support them in overcoming such
difficulties. I am aware of the possible signs of child abuse in relation to physical, sexual, emotional
abuse and neglect. I know what is expected of me, as well as knowing when to refer a child to others
who can offer more specialised support, including, where necessary, multi-agency support outside the
school. I know how schools identify and protect children believed to be most at risk, and how they
prevent and tackle all types of bullying including racist, homophobic and sexual bullying.
o I am able to recognise and identify an individual’s specific difficulties, and I know how and when to
intervene in order to support them.
o I understand the connection between the behaviour of a child and changes or difficulties in their
personal circumstances.
o I am aware of the role of specialist colleagues and external agencies working with children, and
parents.
o I know under what circumstances I should refer a child to colleagues for specialist support.
o I am aware of the school’s policy for dealing with suspected abuse, bullying, and e-safety.
o I know and understand how these policies are applied in practice.
Possible Types and Sources of Evidence for Q21a/b
o Faculty assignments/lesson plans/evaluations that focus on ECM outcomes.
o Photos of pupils’ participation in school Health Weeks etc
o Trainee logs/host practitioner statements/tutor discussion showing how trainees have identified and
supported learners with difficulties.
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KNOWLEDGE and UNDERSTANDING:
Planning: Background to QTS Standards 22, 23 and 24
Teachers use their curriculum knowledge and information they hold about learners’ prior achievement
to plan for progression. They support learners to develop their numeracy, literacy & ICT skills as an
integral part of learning across the whole curriculum. Well planned home- or out -of-class work helps
learners make progress by building on and extending their learning. These contribute to and emphasise
expectations placed on parents/carers to support and encourage children to learn & make progress.
Q22: Plan for progression across the age and ability range for which they are trained, designing
effective learning sequences within lessons and across series of lessons and demonstrating
secure subject/curriculum knowledge:
Guidance criteria for achieving Q22
I can design sequences of related learning activities with detailed objectives, understood and informed
by colleagues and pupils, that are suitable for learners across the ability range in the age ranges in
which I am training to teach. My planning demonstrates a secure understanding of the subject and/or
curriculum focus in question, related to any relevant indicators of progress:
o My planning for individual and sequences of lessons takes account of the National Curriculum
programme of study and/or course specification requirements.
o My planning takes account of the age and ability range of the learners.
o My planning demonstrates secure knowledge of the subject or curriculum focus.
o I use accurate assessments of learners’ progress to inform planning.
o My planning builds on learners’ prior experience.
o I plan effectively with colleagues.
o My planning demonstrates a personalised learning approach.
Q23: Design opportunities for learners to develop their literacy, numeracy & ICT skills.
Guidance criteria for achieving Q22
I can show how I plan to use numeracy, literacy and ICT skills to teach across the ability range in the
age ranges I am training to teach:
o I plan to support learners in developing literacy, numeracy and ICT.
o My planning shows I have drawn on a range of relevant resources.
o I plan to use a range of electronic tools and resources safely.
o I seek the advice of colleagues with specialist expertise to inform my planning.
Q24: Plan homework or other out-of-class work to sustain learners' progress and to extend and
consolidate their learning.
Guidance criteria for achieving Q24
I can plan homework or other out-of-class work that takes account of the needs of individual learners
and the need to engage parents and carers to support current learning. This is appropriate to the age
and ability of learners, and helps them make progress:
o My planned homework or other out-of-class work takes account of learners’ attainment, needs and
interests, encourages them to make use of school and/or community resources and services and
can be completed independently, or with appropriate support, in a reasonable amount of time.
o I plan to assess and record completed homework, offering learners feedback about their homework
including their achievements and targets for improvement.
o I take account of the roles of parents/carers in supporting learners to enjoy and achieve success.
Possible Types and Sources of Evidence for Q22/23/24
o Faculty assignments/lesson plans/evaluations showing: cross-curricular links; effective design of a
series of related lessons and of learning sequences within those lessons; cross-referencing from
the trainee’s own lesson evaluations and lesson observation notes.
o Photocopies/photos of: homework set/returned/assessed; letters to parents about homework;
activities on trips/residential; displays relating to these.
o Trainee logs/host practitioner statements about appropriate informal observations or discussion.
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SKILLS:
Teaching lessons and sequences of lessons across the age and ability range for which they
are trained: Background to QTS Standards 25a, 25b, 25c and 25d
In order to meet learners’ diverse needs, teachers develop a repertoire of teaching skills, techniques
and approaches suited to the age and ability of those they teach. They know how learners acquire
knowledge, understanding & skills, and take account of this to inform and modify their teaching. They
have a clear understanding of the concepts & processes that they introduce, and they help learners to
transfer and apply knowledge and skills. Teachers know how to personalise learning, and gauge
accurately what can be achieved during the lesson. They time and pace lessons well, managing
transitions from one lesson stage to the next efficiently. They use ICT including e-learning to support
teaching and learning, drawing on national strategies and complying with national testing
arrangements.
Q25a: Use a range of teaching strategies and resources, including e-learning, taking practical
account of diversity and promoting equality and inclusion.
Guidance criteria for achieving Q25a
I show I can identify learners’ needs, establish the point, purpose and structure of the lesson, including
communicating learning objectives, engage and retain the active participation of learners, lead whole
class discussion, manage small group or guided work, support individuals who are struggling and need
support, manage the transitions between parts of the lesson, summarise what has been learnt, explain
clearly the main learning points, processes or concepts, and conduct a plenary that provides accurate
feedback, challenges learners, and helps them to achieve. I know when and how to use good quality,
carefully chosen teaching resources matched to learners’ needs:
o I am aware of and can use the relevant national strategies.
o I show flexibility in adapting teaching strategies, for example, to challenge and extend learners, or to
help them overcome barriers.
o I successfully differentiate teaching to take account of learners’ needs.
o I make safe use of e-learning and relevant ICT resources.
o I successfully identify and address the needs of different learners, for example learners with special
educational needs, disabilities, those for whom English is an additional language, and those from
diverse cultural, ethnic, religious and linguistic backgrounds.
o I encourage and draw on the contribution of diverse groups to enhance the learning and progress of
all children and I promote equality and inclusion of all learners in my teaching strategies and choice
of resources.
o I avoid and, where necessary, challenge stereotyping, knowing how to deal with sensitive and/or
controversial issues that might arise through children’s perception of difference.
o My learners are engaged, challenged, and enjoying learning.
Q25b: Build on prior knowledge, develop concepts and processes, and enable learners to apply
new knowledge, understanding and skills and meet learning objectives.
Guidance criteria for achieving Q25b
I can teach lessons and sequences of lessons that build on learners’ prior knowledge, achievement and
experience in order to secure progress towards meeting learning outcomes. Through the successful
use of assessment strategies, I demonstrate how my planning and teaching contribute to the
achievement of individual, group and whole school targets. I support learners to apply new knowledge,
understanding and skills across the ability range and appropriate age range:
o I demonstrate through my teaching that I know the concepts and processes embedded within
learning activities, and that I can support learners to acquire and build on them.
o I use teaching strategies that enable learners to apply new knowledge, understanding and skills.
o I use learners’ literacy, numeracy and ICT skills to help them achieve learning objectives.
o I use assessment strategies that support learners to make progress and achieve.
o My planning, teaching and assessment are set within the school’s broader target-setting process.
o I know, understand and draw on relevant national strategy approaches, materials and resources in
my teaching and it takes account of prior learning.
o My teaching demonstrates a personalised learning approach.
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Q25c: Adapt their language to suit the learners they teach, introducing new ideas and concepts
clearly, and using explanations, questions, discussions and plenaries effectively.
Guidance criteria for achieving Q25c
I show I have fully understood and can explain the ideas and concepts I am teaching. I can break down
and logically sequence my explanations, taking account of the listening and speaking skills of learners.
My effective use of explanations, questions, discussions and plenaries in my teaching enables me to
introduce new ideas and develop concepts in the context of whole-class, group and individual teaching,
appropriate to learners across the ability range in the appropriate age ranges. My clarity of expression
and use of standard English enable me to support learners confidently and develop good habits of
communication in them:
o I communicate effectively with learners, using inclusive language, in order to introduce concepts
and ideas, and secure understanding.
o I respond to learners’ questions clearly, respectfully and accurately.
o I anticipate and know how to respond to and correct learner misconceptions.
o I use questions effectively to check learners’ understanding, and promote reflection and critical
thinking.
o I use questions designed to determine whether all learners have made the expected progress.
o I use my knowledge of learners to ensure that the language they use is appropriate to their age and
ability.
Q25d: Demonstrate the ability to manage the learning of individuals, groups and whole classes,
modifying their teaching to suit the stage of the lesson.
Guidance criteria for achieving Q25d
I can support individuals, groups and whole classes to make good progress. I select the most
appropriate teaching styles and strategies for the stage of the lesson, and intervene effectively to
support individuals, groups and whole classes to progress and achieve. I can manage and coordinate a
range of activities that are well paced, demonstrate good timing, and are relevant and appropriate
across the ability range and appropriate age ranges.
o I select and adapt teaching styles and strategies to suit the stage of the lesson, and to suit the
learning of individuals, groups and whole classes as appropriate.
o I manage the timing and pace of lessons.
o I intervene effectively to support learning.
o I manage the classroom environment and resources, including ICT, to make the best use of the
time and space available.
o I manage unexpected changes of direction or shifts in emphasis.
o I manage the needs of different groups of learners, for example, those with special educational
needs, those with disabilities, those for whom English is an additional language, and those from
different social, cultural, ethnic, religious and linguistic backgrounds.
o I encourage cooperation, collaboration and effective communication to enhance learning.
o I support and encourage learners to manage aspects of their own learning.
o I involve other adults effectively in managing and supporting learning.
Possible Types and Sources of Evidence for Q25a/b/c/d
o Faculty assignments/medium term plans/lesson plans showing: child-friendly learning objectives
and success criteria sequenced to show progression of knowledge and understanding; how lesson
annotations/ evaluations inform subsequent planning and teaching.
o Lesson observation notes from tutors/host practitioners.
o Photocopies of children’s work.
o Trainee logs/host practitioner statements/tutor discussions about learner responses to teaching.
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SKILLS:
Assessing, Monitoring and Giving Feedback: Background to QTS Standards 26a, 26b, 27 &
28
Teachers use a range of assessment, monitoring and recording strategies as an integral element of
teaching in order to monitor learners’ progress, inform planning and teaching, and secure learning.
They assess learners against national benchmarks using, as relevant, the early learning goals, NC level
descriptors, criteria from national qualifications, NC assessment frameworks, and objectives from the
national strategies. The accurate assessment of learning needs is based on evidence of past and
current achievement, together with assessment data, including information from national assessments
that allow teachers to set specific and challenging learning objectives appropriate to the ages and
abilities of learners. Providing learners with effective feedback is integral to teaching and can have a
major impact on learning. Impact is maximised when learning objectives are clearly expressed and are
understood by learners. Accurate feedback, given at the right time and in a constructive and positive
way, helps learners to identify what they have or have not understood, and helps them to progress.
Teachers make good use of AfL strategies to improve their skills in providing effective feedback, to
engage learners in dialogue about their progress, and to develop in learners an increased sense of
control and ownership over their learning.
Q26a: Make effective use of a range of assessment, monitoring and recording strategies.
Guidance criteria for achieving Q26a
I can show how my knowledge of assessment, monitoring and recording has been put into practice and
has had an impact on learners' progress. I can use assessment strategies to assess learning, record
progress, review learning outcomes and adjust planning and teaching accordingly. I can set targets and
analyse assessment data:
o I make effective use of schools’ policies for assessment, monitoring and recording.
o I apply a range of assessment strategies in different contexts and for different purposes.
o I can put AfL strategies into practice.
o I relate assessment to intended learning outcomes.
o I make the purposes of tasks and activities clear to learners, and they are involved in the
assessment of their own and peers’ learning.
o I am able to assess learners against national benchmarks.
o I can use assessment data, including information from national assessments, to set targets for
learning.
o Where possible, I have become involved in national testing arrangements.
Q26b: Assess the learning needs of those they teach in order to set challenging learning
objectives.
Guidance criteria for achieving Q26b
I can set specific, challenging and achievable objectives for whole classes, groups and individuals
based on my knowledge of learners and their past and current achievements:
o I link objective setting to the school's target-setting practices and policy, and national expectations.
o I set realistic, challenging, measurable, achievable objectives that are based on a clear
understanding of learners’ progress and achievements.
o The objectives I set are understood by learners.
o I involve learners in setting some objectives for the development of their own learning.
Q27: Provide timely, accurate and constructive feedback on learners' attainment, progress and
areas for development.
Guidance criteria for achieving Q27
I use my knowledge and judgements of learners’ needs and progress to judge when and how to give
feedback during lessons. My feedback is constructive, matched to learners’ understanding and
language abilities, and engages learners in reflecting on their progress, and their own learning needs:
o I provide feedback focused on attainment against the planned learning objectives of the lesson.
o I provide immediate feedback in order to reinforce learning, challenge understanding, construct
ways forward, and help learners to improve.
o I provide oral and written feedback that is accurate, helpful, supportive and constructive.
o I provide feedback that secures learner engagement, enthusiasm and confidence.
o I offer feedback on strengths as well as areas for development.
o I offer feedback relevant to individuals, groups and whole classes.
o I optimise the time when feedback takes place.
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o
I use AfL strategies, and demonstrate an understanding of the impact of formative assessment.
I deliver feedback that is consistent with schools' agreed policies and practices
Q28: Support and guide learners to reflect on their learning, identify the progress they have
made and identify their emerging learning needs.
Guidance criteria for achieving Q28
I can guide and support learners in making judgements about their own learning. I devise opportunities
for individuals, groups and whole classes to recall, review, and draw conclusions about what they have
achieved, and to work out what they need to do next to improve and make progress.
o I have a secure understanding of how learners learn.
o I adapt my support and strategies according to the age and ability of learners, and according to the
subject matter.
o I support learners to develop self assessment skills.
o My feedback to and dialogue with individuals and groups in supporting self assessment is effective.
o I support learners in making judgements about their progress towards meeting learning objectives.
o I prepare and use self assessment tasks and activities to support learners in developing reflective
skills.
Possible Types and Sources of Evidence for Q26a&b/27/28
o Faculty case studies of the assessed progress of learners.
o Lesson plans/evaluations showing setting of appropriate and challenging learning objectives.
o Photocopies of pupil assessment grids e.g. traffic lights, triangles.
o Photocopies of: school assessment policy with key aspects highlighted to show implementation of a
range of assessment strategies; written feedback to pupils showing consistency and effectiveness.
o Trainee logs/host practitioner statements about informal observations or discussion: accuracy,
appropriateness and timeliness of oral feedback and the impact of that feedback; range of
opportunities for self and peer assessment e.g. thumbs up, 3 wishes and a star, window/wish/door.
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SKILLS:
Reviewing Teaching and Learning: Background to QTS Standard 29
Teachers refine their approaches to teaching by reviewing its impact and effectiveness on learners'
progress, and making changes where necessary. They evaluate their own practice in relation to
evidence, such as learners' progress towards meeting individual and school targets, and inspection
evidence.
Q29: Evaluate the impact of their teaching on the progress of all learners, and modify their
planning and classroom practice where necessary.
Guidance criteria for achieving Q29
I know the impact I have on learners’ progress, through identifying the progress learners have made
and using this knowledge to modify my planning, and inform and adapt my teaching strategies and
approaches:
o I am able to make realistic judgements about my impact on the progress of individual learners.
o I seek advice and feedback from experienced colleagues on the impact of my teaching.
o I know how to use pupil-level and school-level data to gauge the impact of my teaching.
o I can show how I have modified lesson planning in the light of my evaluations of impact.
o I can show that the modifications I plan lead to changes in practice.
Possible Types and Sources of Evidence for Q29
o Case studies of the assessed progress of learners against targets.
o Annotated planning/lesson evaluations/reflections on teaching tracking through to changes in
delivery.
o Photocopies of written feedback to pupils showing consistency and effectiveness.
o Trainee logs/host practitioner statements about appropriate informal observations or discussion.
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SKILLS:
Learning Environment: Background to QTS Standards 30 and 31
Teachers create environments for learning that stimulate interest, value learning, and support
collaboration & independence. They organise & manage the physical teaching space and resources
safely & effectively. Teachers create and maintain positive contexts for learning in which they are able
to teach and where learners feel safe, secure, and able to enjoy their learning. They establish a clear
framework for discipline, coordinated with the school's behaviour management policy, and
communicate their expectations clearly to learners.
Q30: Establish a purposeful and safe learning environment conducive to learning and identify
opportunities for learners to learn in out-of-school contexts.
Guidance criteria for achieving Q30
I create purposeful environments that support learning and teaching. I know how to organise and safely
manage workspaces, and teaching & learning resources, including the tools and equipment I and
learners use. I create stimulating environments that celebrate achievement. I can identify opportunities
for children to learn in the school grounds and in out-of-school contexts e.g. museums, theatres, field
centres & work-settings (but not necessarily undertaking class visits):
o I can create and maintain a positive, purposeful, safe and secure learning environment.
o I deploy & manage colleagues to help maintain a purposeful and safe learning environment.
o I ensure that the use of tools or equipment is as hazard-free as possible.
o I recognise the additional value that work outside the classroom brings to learning, judging
suitability according to the subject or topic involved, and the experience, age and ability of learners.
o I know how to plan out-of-school learning experiences that demonstrate knowledge and awareness
of health, safety and safeguarding requirements.
Q31: Establish a clear framework for classroom discipline to manage learners' behaviour
constructively and promote their self-control and independence.
Guidance criteria for achieving Q31
I know about and can deploy a range of strategies in a range of learning contexts and appropriate age
ranges that promote learning behaviours, supporting learners to reflect on and manage their own.
o I employ a range of strategies to secure effective learning behaviours including self-control and
independent learning, so that all learners can make progress.
o I understand the link between learners’ behaviour and their involvement and engagement with a
lesson.
o I select appropriate curriculum content and associated activities, and personalise these effectively.
o I use high quality teaching resources to engage and involve learners and help to maintain positive
learning behaviours.
o I establish and maintain effective relationships with learners.
o I make use of relevant school policies in order to secure learning.
o I work with school workforce colleagues to establish a purposeful learning environment.
o I make use of non-verbal communication to maintain learning.
o I ensure that learners know the boundaries of acceptable behaviour and understand the
consequences of their actions.
o I minimise the impact of some learners’ negative behaviours on teaching and on others’ learning.
Possible Types and Sources of Evidence for Q30/31
o Faculty assignments/case studies identifying the impact of promoting specific learning behaviours.
o Photocopies of: educational visit policies/risk assessments/letters home; reward charts/achievement
certificates; class rules.
o Lesson plans/evaluations relating to home- or other out-of-school work.
o Trainee logs/host practitioner statements/tutor discussions showing systems for establishing
independence in collecting/using/returning resources.
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SKILLS:
Team Working and Collaboration: Background to QTS Standards 32 and 33
Wider workforce colleagues have important roles to play in supporting children to learn in and beyond
the classroom. Learning and teaching is more effective when teachers and colleagues work together to
draw on their expertise and specialist skills, and to share effective practice. Collaboration, and the
sharing of effective practice among colleagues, benefits learners and all those working with and
supporting them. Team working is a key element contributing to the personalisation of learning.
Q32: Work as a team member and identify opportunities for working with colleagues, sharing
the development of effective practice with them.
Guidance criteria for achieving Q32
I can work with teaching colleagues and the wider school workforce in order to identify and develop
effective practice that, in turn, will help learners to develop, make progress and achieve. My
engagement in collaborative practice shows I can work with a range of other adults to develop the
knowledge and skills to become effective team members, and to identify and share effective teaching
and learning strategies that raise achievement and secure well-being:
o I recognise, value and utilise the knowledge and expertise brought to the classroom by colleagues
undertaking a range of roles across the children’s workforce.
o I show an awareness of the ways that colleagues can be involved constructively in the classroom to
support learning, teaching and well-being.
o I establish effective, collaborative working relationships with colleagues in and outside of the
classroom.
o I demonstrate a clear understanding of how the teacher’s role relates to that of colleagues.
o I engage with colleagues in the reflection on and discussion of practice.
o I am 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.
Q33: Ensure that colleagues working with them are appropriately involved in supporting
learning and understand the roles they are expected to fulfil.
Guidance criteria for achieving Q33
I know about and am able to utilise the particular expertise of the range of colleagues with whom I work
in schools and other educational settings. I ensure that colleagues are deployed appropriately and
effectively, and that I understand the specific roles they are expected to fulfil:
o I understand the roles of colleagues in supporting the learning of children.
o I plan the work of colleagues to utilise their specific skills and expertise effectively.
o I brief colleagues sufficiently about the expectations for learners’ progress.
o I ensure that colleagues are involved, where appropriate, in assessing and recording learners’
progress.
o I monitor the impact of colleagues’ work and provide them with positive and constructive feedback.
Possible Types and Sources of Evidence for Q32/33
o Lesson plans/evaluations showing roles for and effectiveness of additional adults e.g. team
teaching or TA involvement.
o Trainee logs/host practitioner statements/tutor discussions showing: planning meetings/staff
meetings/weekly review meetings/extra-curricular activities attended; how well colleagues are
supported by the trainee; discussions with professionals with different roles.
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