Professional Behaviours and

Wider Responsibilities Toolkit

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 Contents

What is the Professional Behaviours and Wider Responsibilities Toolkit and how to use it

Induction Activities

Professional Behaviours and Wider Responsibilities: Mental Health & Wellbeing in Children
and Young People

Professional Behaviours and Wider Responsibilities: Action Research

Professional Behaviours and Wider Responsibilities: Effective use of support staff

Professional Behaviours and Wider Responsibilities: Engaging Parents and Carers

Professional Behaviours and Wider Responsibilities: Relationships and Sex Education

Second placement and specialist teaching visit guidance – an overview

Second Placement Passport

Context Comparison Inquiry

EYFS Setting Visit Guidance (Primary Trainees only)

Secondary (11-16) Setting Visit Guidance (Primary Trainees only)

Primary (5-11) Setting Visit Guidance (Secondary only)

Post 16 Setting Visit Guidance (Secondary only)

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 Professional Behaviours and Wider Responsibilities of a Teacher
The Teachers’ Standards define the minimum level of practice expected of teachers from the point of being
awarded qualified teacher status (QTS). The Teachers’ Standards are used to assess all trainees working
towards QTS, and all those completing their statutory induction period. At the end of this programme you
will be assessed against the Teachers’ Standards. The Teachers’ Standards are also used to assess the
performance of all teachers with QTS who are subject to The Education (School Teachers’ Appraisal)
(England) Regulations 2012.

Part Two of the Teachers’ Standards defines the personal and professional behaviour and attitudes which set
the required standard for conduct throughout a teacher’s career. ITT providers should continue to ensure
that trainees have a clear understanding of the expectations regarding personal and professional conduct of
a teacher and the ethics of the teaching profession.

Part 2 of the Teachers’ Standards states:

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The
following statements define the behaviour and attitudes which set the required standard for conduct
throughout a teacher’s career.

▪ Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour,
within and outside school, by:
- treating pupils with dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position
- having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions of showing tolerance of and respect for the rights of others
- not undermining fundamental British values, including democracy, the rule of law, individual
liberty and mutual respect, and tolerance of those with different faiths and beliefs
- ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or
might lead them to break the law.
▪ Teachers must have proper and professional regard for the ethos, policies and practices of the school
in which they teach, and maintain high standards in their own attendance and punctuality.
▪ Teachers must have an understanding of, and always act within, the statutory frameworks which set
out their professional duties and responsibilities.

Statutory Duties

In addition to the content detailed in the ITT Core Content Framework, it remains a statutory requirement of
providers – as set out in the ITT Criteria –to ensure that their curricula fulfil these statutory duties, including
ensuring trainees are fully aware of their duties in respect of safeguarding and equalities legislation.

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 How To Use This Toolkit

Toolkits

During your initial teacher training you will develop knowledge, understanding and practice of the
fundamental components of teaching that are identified as the 6 core areas of teaching practice. As your
initial teacher training progresses you will move from focusing on the separate core areas of teaching
towards developing an understanding of composite practice where each component requires consideration
of the other core areas of practice. Each toolkit is designed to support your development of knowledge,
understanding and practice of core areas of teaching. It will also support your understanding of how to
develop a proactive and reflective approach to your own professional development.

The Professional Behaviours and Wider Responsibilities Toolkit

● Follow your Programme Calendar and Training Plan on a weekly basis.

● When the calendar and Training Plan identify the learning focus as Professional Behaviours and
Wider Responsibilities complete your toolkit alongside the online and in school learning activities as
directed within the toolkit.

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 Induction Activities

Day 1 – Reflective Practice

Research

Complete the online session:

[ ] Reflective Practice for Trainee Teachers

Practise

[ ] Use the information from your audit to start to complete the relevant section in your School Placement 1
Passport. You can continue to complete the School Placement 1 Passport during the following induction tasks
and Week 1 of your programme.
[ ] Obtain a copy of, download, and read:

(1) Read your Home Placement School’s Development Plan [ ]

(2) Read your Placement 1 Ofsted Report [ ]

Reflect

[ ] Complete a Reflective Learning Diary for today’s learning focus using the guidance below, this should be
no more than one side of A4:

Prior Knowledge What did you know about Reflective Practice before engaging with this session?

Key Learning What are the key learning points from this session?

Research Base What is the research underpinning the reqirement for reflective practice as a teacher?

Next steps: What are you going to do next as a result of your learning? How will you apply your learning to your
practice, what opportunities can you plan to deliberatley practise, reflect and refine your ideas? What are the
gaps in your knowledge, understanding and prcatice? What will you do next to develop your knowledge,
understanding and practice further?

Reflective Learning Diary here:

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Day 2 – Teacher Professionalism and Wider Responsibilities of a Teacher

Research

Complete the online sessions:

-Professional Responsibilities and Working as a Team
-SEND Code of Practice (SEND specilaist trainees only)
[ ] We would recommend you purchase and read The Bristol Guide a handbook for education professionals
[ ] Read the Teachers’ Standards.
[ ] Read The Equality Act 2010 and Schools this documents details what teachers in school need to know
about their statutory responsibilities under the Equality Act 2010.
[ ] Obtain a copy of, download, and read:
(1) School Safeguarding Policy [ ]
(2) Keeping Children Safe in Education 2023 [ ]
(3) Health and Safety at Work 1974 (sections 7 and 8) [ ]
(4) School Health and Safety Policy. Identify the school’s first aiders [ ]
(5) Staff Code of Conduct [ ]
(6) Read Working Together to Safeguard Children [ ]

Practise

[ ] Practise your professional communication. When you have contact details for your:
-Pathway Tutor [ ]
-Mentor [ ] (School Direct Trainees only)
-ITT Coordinator [ ] (School Direct Trainees only)
[ ] Write an email introducing yourself. Include the following:
- Start with a meaningful subject line.
- Address them appropriately, using a formal but warm salutation eg. ‘Dear…, I hope this email finds you
well…?’
- Keep the email concise and to the point.
- Make it easy to read, do not use abbreviations, slang or colloqiualisms keep the email formal but warm.
- Be kind and thankful.
- Spellcheck before sending.
- Use a professional but warm ending to your emails. e.g. ‘Kind Regards, …‘
- If using multiple email addresses – use the BCC field within an email to ensure GDPR is adhered to.

Reflect
[ ] Complete a Reflective Learning Diary for today’s learning focus using the guidance below, this should be
no more than one side of A4:

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 Prior Knowledge What did you know about Professionlism and Wider responsibilities before engaging with today's
learning activities?

Key Learning What are the key learning points from this session?

Research Base What is the research underpinning the reqirement for reflective practice as a teacher?

Next steps: What are you going to do next as a result of your learning? How will you apply your learning to your practice,
what opportunities can you plan to deliberatley practise, reflect and refine your ideas? What are the gaps in your
knowledge, understanding and prcatice? What will you do next to develop your knowledge, understanding and practice
further?

Reflective Learning Diary here:

Day 3 – Statutory Responsibilities

Research

[ ] Complete the online sessions:

-Child Protection in Education
-Prevent
-Safeguarding Children with Special Educational Needs & Disabilities (SEND
Specialist Route only)

[ ] Read Keeping Children Safe in Education

[ ] Read The Prevent Strategy
[ ] Read GDPR for Schools – specifically Children’s data
[ ] Read Preventing & Tackling Bullying
[ ] Read Use of reasonable force
[ ] Read A guide to inter-agency working to safeguard and promote the welfare of children

Practise

[ ] Research your school placement’s website and continue to complete your School Placement 1 Passport. –
in relation to safeguarding and child protection policies in your school. You can continue to complete this
document during the following induction tasks and Week 1 of your programme.

Reflect

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[ ] Complete a Reflective Learning Diary for today’s learning focus using the guidance:
Prior Knowledge What did you know before engaging with the learning focus of 'statutory responsibilities'?

Key Learning What are the key learning points this week - consider online sessions, Face 2 Face Workshops,
school placement observations, experiences and learning from expert collegues?

Research Base What research can you draw upon to support your learning?

Apply, practise, reflect and refine What are you going to do next as a result of your learning? How will you
apply your learning to your practice, what opportunities can you plan to deliberatley practise, reflect and refine
your ideas?

Log Your Learning

[ ] Upload your certificates from your online learning to Tes Learn along with your toolkit when you have
completed all learning activities.

Day 4 – Safeguarding and Health and Safety at Work

Research

[ ] Complete the online sessions:

- Online Safety
- Health and Safety in Education: Staff Awareness
- Effective Health & Safety for Children with SEND and ASN (SEND specialist
trainees only)

[ ] Explore Keeping Children Safe Online

[ ] Read Keeping Children Safe Online

Practise

[ ] Read the Online Safety Audit for Trainee Teachers

[ ] If you are a science trainee, you must join CLEAPS and become familiar with the health and safety advice
for conducting practical work. This should be discussed with your mentor and science technicians so you are
aware of the processes for arranging practical work in your setting.
[ ] If you are a Science or D&T trainee, speak to your technician about the policy and process for conducted
practical work including Health & Safety and Risk Assessments.

Reflect

[ ] Complete the Online Safety Audit for Trainee Teachers

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[ ] Write down the Health and Safety considerations for your subject.

Log Your Learning

[ ] Upload the Certificate for this online session with the toolkit.
[ ] Upload your Online Safety Audit for Trainee Teachers to with your toolkit when you have completed all
the induction learning activities

Day 5 – British Values and SMSC

Research

[ ] Complete the online session:

- British Values
-SMSC

Reflect

[ ] Complete a Reflective Learning Diary for today’s learning focus using the guidance:
Prior Knowledge What did you know before engaging with the learning focus of British Values and SMSC?

Key Learning What are the key learning points this week - consider online sessions, Face 2 Face Workshops,
school placement observations, experiences and learning from expert collegues?

Research Base What research can you draw upon to support your learning?

Apply, practise, reflect and refine What are you going to do next as a result of your learning? How will you
apply your learning to your practice, what opportunities can you plan to deliberatley practise, reflect and refine
your ideas?

Reflective Learning Diary here:

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 School Placement 1 Passport

Induction Focus Details

Name

Key Stage/Year

PGCE or QTS

Your school email contact

Home School placement information:

-Address

-Contact Email/Number:

-Number of Pupils on Roll:

-Significant Groups of Pupils:

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-Latest Ofsted Grading:

School mission statement / ethos

School day arrangements

-Start/Finish Times

-Break/Lunch Times

Mentor name and email

ITT Coordinator name and email

ITT Partnership lead name and email

Key members of staff

-class teacher/s

-year group partner/s

-support assistant/s

Behaviour Policy

-Rewards System

-Discipline System

How is pupil progress monitored/recorded?

In school Safeguarding training completed. Yes / No

Read ‘Keeping Children Safe in education (latest

publication)’
Yes / No

Designated Safeguarding Lead (name/email):

Safeguarding Team Members (name/email):

School SENCO (name/email)

School Policies/handbook located and read - List policies and date read
including the school’s code of conduct for staff.

School Calendar for the year ahead Date read

Outline Fire/alarm procedure

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Absence procedure – contact name, telephone
number and email address

Lunch arrangements

Door access arrangements:

Date/Time of Partnership Face 2 Face

Workshops

Date/time of school meetings:

Whole School Briefing:

Departmental/Phase Meeting:

Pastoral/Year Group Meeting:

ITT Coordinator Meetings/Workshops:

New Staff Meetings:

Other:

School website link

School learning platforms used and access

information

Names of other trainees on placement

Timetable Information

Upload a copy of your timetable to Term 1, Part 1 on Tes Learn,

outline the timetable here:
Year Group/Set

Topics

Lead Teaching Hours

Collaborative Teaching Hours and who

with?

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 All About Me - Previous Experiences in Education

Strengths Areas for Development

Fundamental Maths and English

What was the outcome of the Maths and English assessments at interview, ensure you have completed and uploaded your audits?

..

Induction Activity Achieved

Obtained a School ID
Attended Placement School’s Safeguarding Training
Read School’s Staff Code of Conduct
Met with Mentor and Discussed Tes Institute School Direct Programme
Mentor Meeting Timetabled (1 hour per week)
Tes Institute School Direct Online Study Day Blocked Out on Timetable
Read Staff Handbook
Class List, Data and Information Obtained
Obtained a Copy of the School Calendar/Know Key School Dates
Tour of the School, Visited Staffroom and Key School Areas

When completed, e-mail a copy to your Pathway Tutor, Mentor and ITT Coordinator.

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Professional Behaviours and Wider Responsibilities: Mental Health
& Wellbeing in Children and Young People

[ ] Complete the online session – mental health and wellbeing in children and young people. Reflect

[ ] Complete a Reflective Learning Diary for today’s learning focus using the guidance below, this should be
no more than one side of A4:

Prior Knowledge What did you know about Mental Health & Wellbeing in Children and Young People before
engaging with this session?

Key Learning What are the key learning points from this session?

Research Base What is the research underpinning the reqirement for reflective practice as a teacher?

Next steps: What are you going to do next as a result of your learning? How will you apply your learning to your
practice, what opportunities can you plan to deliberatley practise, reflect and refine your ideas? What are the
gaps in your knowledge, understanding and prcatice? What will you do next to develop your knowledge,
understanding and practice further?

Reflective Learning Diary here:

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 Professional Behaviours and Wider Responsibilities: Action
Research

[ ] Complete the online session Action Research.

[ ] Download and complete a proposal for the Active Inquiry

Log Your Learning

[ ] Upload your Active Inquiry Proposal by the end of the Term 1 Part 2 half term.

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 Professional Behaviours and Wider Responsibilities: Effective use
of support staff

[ ] Complete the online session: Professional Behaviours and Wider responsibilities: Effective use of support staff

[ ] Complete a Reflective Learning Diary for today’s learning focus using the guidance below, this should be
no more than one side of A4:

Prior Knowledge What did you know about Effective Use of Support Staff before engaging with this session?

Key Learning What are the key learning points from this session?

Research Base What is the research underpinning the reqirement for reflective practice as a teacher?

Next steps: What are you going to do next as a result of your learning? How will you apply your learning to your
practice, what opportunities can you plan to deliberatley practise, reflect and refine your ideas? What are the
gaps in your knowledge, understanding and prcatice? What will you do next to develop your knowledge,
understanding and practice further?

Reflective Learning Diary here:

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 Professional Behaviours and Wider Responsibilities: Engaging
Parents and Carers

[ ] Complete the online session: Professional Behaviours and Wider responsibilities: Engaging with Parents
and Carers

[ ] Complete a Reflective Learning Diary for today’s learning focus using the guidance below, this should be
no more than one side of A4:

Prior Knowledge What did you know about Engaging with Parents and Carers before engaging with this
session?

Key Learning What are the key learning points from this session?

Research Base What is the research underpinning the reqirement for reflective practice as a teacher?

Next steps: What are you going to do next as a result of your learning? How will you apply your learning to your
practice, what opportunities can you plan to deliberatley practise, reflect and refine your ideas? What are the
gaps in your knowledge, understanding and prcatice? What will you do next to develop your knowledge,
understanding and practice further?

Reflective Learning Diary here:

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 Professional Behaviours and Wider Responsibilities: Relationships
and Sex Education

[ ] Complete the online session: Professional Behaviours and Wider responsibilities: Relationships and Sex
Education

[ ] Complete a Reflective Learning Diary for today’s learning focus using the guidance below, this should be
no more than one side of A4:

Prior Knowledge What did you know about Relationships and Sex Education before engaging with this session?

Key Learning What are the key learning points from this session?

Research Base What is the research underpinning the reqirement for reflective practice as a teacher?

Next steps: What are you going to do next as a result of your learning? How will you apply your learning to your
practice, what opportunities can you plan to deliberatley practise, reflect and refine your ideas? What are the
gaps in your knowledge, understanding and prcatice? What will you do next to develop your knowledge,
understanding and practice further?

Reflective Learning Diary here:

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 Second Placement, Progression and Specialist Teaching Visits
All trainees are required to complete:

● A Second Placement for a half a term in a contrasting school – usually from January to mid-February.
Apprentices will be able to return to their main placement school from Wednesday of the last week
to prepare for the next half-term. SEND specialist trainees, the second placement will be a longer
placement in a mainstream school from January to Easter.
● Progression visits to the key stages before and after the one they are training in
● Specialist Context Visits to a SEND school and a school with high EAL – see Inclusion Toolkit for
guidance.

Second Placements
ITT Criteria regarding second placements
C2.4 Two schools All accredited ITT providers must ensure that each trainee teacher has taught in at least 2
schools (see note 7).
Trainee teachers need a variety of experience in schools to enable them to meet all the Teachers’ Standards.
They need to teach children and young people in their specified age range, from different backgrounds, as
well as gaining experience of different approaches to teaching and to school organisation and management.
Trainees must have taught in 2 schools prior to the award of QTS. It is not sufficient for trainees only to have
had experience of working in 2 schools. Providers may wish to consider whether a trainee, with prior assessed
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experience of teaching in a school, has gained enough relevant teaching experience to allow the provider
confidently to count that previous teaching as one of the 2 schools specified.
Salaried trainees will often need to be released from their employing schools to spend time teaching in
another school. Providers should ensure the other schools are carefully selected to extend the trainees’
knowledge, skills and understanding, and provide opportunities for them to demonstrate, through their
teaching, how they meet the Teachers’ Standards

During Second Placement:

● Trainees will apply their training and practice to a new context to draw comparisons between both
placements.
● Trainees will have a time to visit their second placement school prior to the end of term – Training
Plan Week 15/16 using their non-contact time to arrange this visit. Guidance on information to
collect on the visit is outlined in the Second Placement Passport
● The second placement school will need to allocate a mentor to support and guide the apprentice for
the placement and conduct weekly mentor meetings and CPRs as part of their role. Training will be
provided for second placement mentors.
● All trainees will complete the Second Placement Context Comparison Inquiry

Primary Trainees

● The second placement must be in a contrasting Key Stage as training is in the 5-11 age range. There
must be enough contrast between the two key stages e.g. Not Year 2 and Year 3. This must not
include an EYFS setting.
● Trainees moving to KS1, will be required to focus on applying their early reading training to date to
their practice by planning/delivering at least 3 weeks of Systematic Synthetic Phonics teaching (SSP)
whilst on placement in the school’s chosen scheme. Fidelity to the programme is key so during the
first week, trainees must receive some training from the Phonics Lead at the school.
● Trainees moving to KS2, will build on their early reading and SSP practice to consider how reading
develops in KS2 and how pupils who continue to struggle are supported, in line with the
recommendations made in the Reading Framework (DfE 2021)
Secondary Trainees

● Trainees will consider gaps in their practice to date and will request opportunities to gain experience
in different year groups and cohorts.
Support for trainees during Second Placement

● The Pathway Tutor will conduct a 1 hour remote check-in during the first week of placement with the
trainee and the mentor to identify priorities based on progress to date to ensure the placement is
meeting the requirements of the programme.
● The second placement mentor will need to be available during this time to ask any questions they
may have to support them in their role.
● The Pathway Tutor will conduct a 2.5hr Visit 3, including a joint lesson observation with the associate
mentor from Week 4 onwards to assess progress. No APR will take place this half-term for
Apprentices only.
● The home placement mentor should organise a visit/meeting with the second placement mentor in
Week 5 or 6 of the placement to discuss progress and support next steps when they return to their
home placement. Mentor to feed back to the ITT Coordinator.

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Second Placement Planning Sheet: Context Data vs National Average
(https://www.find-school-performance-data.service.gov.uk/find-a-school-in-england
Placement School Name % EAL % Free School Meals (past 6 years) % SEND Support % SEND EHCP
Main Placement School

2nd Placement School

National Average for

Mainstream Primary
Schools in England

Specialist Visits
As part of the blended learning approach to the ITT programme, trainees will visit a range of settings to
observe teaching and learning in different contexts, learn about progression by visiting setting prior to and
after the phase in which they are training and observe teaching in specialist settings (EAL, SEND – see
inclusion Toolkit for guidance on the specialist teaching visits).

Trainees are required to complete the visits as directed by the programme calendar. Apprentices will be
expected to arrange these directly with the school and in collaboration with their ITT coordinator. Each visit
will be accompanied by specific guidance to support apprentices on key things to consider to support their
knowledge, understanding and practice. This can be shared with the schools when arranging the visit. Please
see links below:

Progression
For teachers within the English education system, it is essential to understand how pupils progress from the
start to the end of their formal education. It is important to understand pupils’ expected prior learning and
experiences, to consider what the pupils will be expected to progress towards so that we can plan and
deliver - effective educational experiences and teaching and learning within the phase we teach. It is also

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important for schools and educators to consider how we can build bridges between each phase to ensure an
effective experience of transition and progression for pupils, teachers and parents.
Progression Visits
As part of their work on progression, apprentices will need to complete the following visits:
Primary trainees will visit:

● EYFS setting which can take place in the main placement school in a Reception class or in a local
preschool or nursery provision EYFS Setting Visit Guidance
● Secondary School (11-16) Visit Guidance

Secondary trainees will visit:

● Primary School (5-11) Visit Guidance

● Post 16 setting Visit Guidance

What is Progression?

The term progression in education refers to how children move through and across different phases within
our education system.

In England, children must start full-time education once they reach compulsory school age. This is on 31
December, 31 March or 31 August following their fifth birthday - whichever comes first. Although children
can leave school at 16, they must do one of the following until they are 18: stay in full-time education, for
example at a college; start an apprenticeship or traineeship; or spend 20 hours or more a week working or
volunteering, whilst in part-time education or training.

Why Learn about Progression?

For teachers within the English education system, it is important to understand how pupils progress from the
start to the end of their formal education. It is important to understand pupils’ expected prior learning and
experiences, to consider what the pupils will be expected to progress towards so that we can plan and
deliver effective educational experiences, and plan effective teaching and learning within the phase we
teach. It is also important for schools and educators to consider how we can build bridges between each
phase to ensure an effective experience of transition and progression for pupils, teachers and parents.

The Inquiry Objectives

For this inquiry, you will focus on developing the 6 core elements of your teaching practice whilst
investigating Progression:

Subject Knowledge for Teaching

▪ To investigate a pupil’s learning experiences of the statutory, core and foundation subjects from EYFS to
Post 16 education

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▪ Considering the chosen topic for your subject knowledge assignment, investigate the National
Curriculum, how it progresses over time and how this impacts on teaching and learning at each phase.

Behaviour Management and the Learning Environment

▪ To investigate how practitioners plan and manage the learning environment and behaviour within
different phases of education

Pedagogy

▪ To know and understand the expected learning experiences for a pupil within each phase

▪ To investigate specific pedagogy that may be specialist to each phase of learning.

Inclusive Practice

▪ To investigate what average child development looks like from age 5 to 18 and to consider how this
might impact on effective teaching and learning within each phase

▪ To investigate barriers to learning within each phase and how this might impact on pupil learning and
subsequent teaching

Assessment

▪ To know how pupils are assessed at the end of each phase of their education

Professional Behaviours including Wider Responsibilities

▪ To identify wider responsibilities that a teacher may have when teaching in different phases of
education.

Background Reading

Early Years Foundation Stage – EYFS Phase (ages 3-5)

The EYFS only applies to schools and early years providers in England. There are different early years
standards in Scotland and Wales.

Areas of learning

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Children attending an EYFS setting will mostly be taught through games and play. The areas of learning are:

▪ communication and language

▪ physical development

▪ personal, social and emotional development

▪ literacy

▪ mathematics

▪ understanding the world

▪ expressive arts and design

Assessments

In EYFS, progress will be reviewed between 2 and 3 years of age by an early years practitioner or health
visitor. Their class teacher will also assess them at the end of the school year when they turn 5. The
assessment is based on classroom observation - children will not be tested. The assessment uses the early
learning goals, which can be found in the early years framework.

Primary Phase (ages 5-11)

In England and Wales, the primary stage covers two age ranges: infant (5 to 7 or 8) (Key Stage 1) and junior
(up to 11) (Key Stage 2). In England, primary schools generally cater for 4-11 year olds. Some primary schools
may have a nursery or a children’s centre attached to cater for younger children. Most public sector primary
schools take both boys and girls in mixed classes. It is usual to transfer straight to secondary school at age 11
(in England, Wales and Northern Ireland) or 12 (in Scotland), but in England some children make the
transition via middle schools catering for various age ranges between 8 and 14. Depending on their individual
age ranges, middle schools are classified as either primary or secondary.

Areas of Learning

The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as
establishing foundations in science, mathematics and the foundation subjects. The Primary National
Curriculum is compulsory for all maintained schools, and whilst academies, free schools and private schools
are not obliged to follow it, it is widely seen as the benchmark for subject content and standards in all
schools.

Assessment

Key stage 1 Standardised Assessment Tests (SATs)

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Due to the Covid-19 Pandemic impacts on education, the KS1 tests have been suspended for 2021.

Usual practice would be – Year 2 teachers are responsible for judging the standards a child is working at in
English reading, English writing, mathematics and science, by the end of key stage 1. To help inform those
judgements, pupils sit national curriculum tests in English and mathematics, commonly called SATs. They may
also sit an optional test in English grammar, punctuation and spelling. The tests are a tool for teachers to help
them measure your child’s performance and identify their needs as they move into key stage 2. They also
allow teachers to see how your child is performing against national expected standards. The tests can be
taken any time during May, and they are not strictly timed.

Key stage 1 Phonics Screening Tests

The Phonics Screening Test is due to take place in 2021.

The Phonics Screening Test is a statutory Year 1 test that takes place on the same day set by the government
each year. The purpose of the phonics screening check will be to confirm that all children have learned
phonic decoding to an age-appropriate standard. Children who have not reached this level should receive
extra support from their school to ensure they can improve their decoding skills, and will then have the
opportunity to retake the phonics screening check.

Key stage 6 (Year 6) Standardised Assessment Tests (SATs)

Due to the impacts of the Covid-19 Pandemic, Year 6 SATs will still take place, but school performance data
will not be published.

Every child in year 6, at the end of key stage 2, they will take national curriculum tests in English grammar,
punctuation and spelling, English reading and mathematics. The tests help measure the progress pupils have
made and identify if they need additional support in a certain area. The tests are also used to assess schools’
performance and to produce national performance data. The key stage 2 tests will be taken on set dates
unless a child is absent, in which case they may be able to take them up to 5 school days afterwards.

Secondary Phase (ages 11-16)

In England, public provision of secondary education in an area may consist of a combination of different
types of school, the pattern reflecting historical circumstance and the policy adopted by the local authority.
Comprehensive schools largely admit pupils without reference to ability or aptitude and cater for all the
children in a neighbourhood, but in some areas, they co-exist with other types of schools, for example
grammar schools.

Academies

Academies operating in England, are publicly funded independent schools. Academies benefit from greater
freedoms to help innovate and raise standards. These include freedom from local authority control, the
ability to set their own pay and conditions for staff, freedom around the delivery of the curriculum and the
ability to change the lengths of terms and school days. The Academies Programme was first introduced in
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March 2000 with the objective of replacing poorly performing schools. Academies were established and
driven by external sponsors, to achieve a transformation in education performance. The Academies
Programme was expanded through legislation in the Academies Act 2010. This enables all maintained
primary, secondary and special schools to apply to become an Academy. The early focus is on schools rated
outstanding by Ofsted and the first of these new academies opened in September 2010. These schools do
not have a sponsor but instead are expected to work with underperforming schools to help raise standards.

Local Education Authority Secondary Schools (Maintained Schools)

LEA schools comprehensive in character and offer 5 years of secondary education as mentioned above some
‘Middle School’ differ to this. Policy is that transfer from Primary school should be on the basis of non-
academic criteria, however legally post primary schools can still admit pupils based on academic
performance. At the end of this stage of education, pupils are normally entered for a range of external
examinations. Most frequently, these are GCSE (General Certificate of Secondary Education) in England,
Wales and Northern Ireland and Standard Grades in Scotland, although a range of other qualifications are
available. From 2017 and phased in over for years, GCSE gradings moved from A-U to a 9-1 Grading system.

Grammar Schools

Grammar schools are state secondary schools that select their pupils by means of an examination taken by
children at age 11, known as the "11-plus". There are only about 163 grammar schools in England, out of
some 3,000 state secondaries, and a further 69 grammar schools in Northern Ireland. Under the grammar
school system, pupils who pass the exam can go to the local grammar, while those who do not go to the local
"secondary modern school". More common across the UK is the "comprehensive" system, in which pupils of
all abilities and aptitudes are taught together. There are no state grammars in Wales or Scotland, and
although some retain the name "grammar school", they are non-selective and have no special status.

Grammar schools have existed since the 16th Century, but the modern grammar school concept dates back
to the Education Act 1944. This made secondary education after the age of 14 free.

At the same time secondary education was reorganised into two basic types:

● grammar schools, which focused on academic studies, with the assumption that many of their pupils
would go on to higher education

● secondary modern schools, which were intended for children who would be going into trades

There was a third type of school, the technical school - but very few were established. So, the system
effectively divided pupils into two types - those destined for university and better jobs, and those deemed
more suitable for less celebrated professions.

During the 1950s and 1960s, it was said, mainly by Labour politicians and egalitarian educationalists, that the
selective education system reinforced class division and middle-class privilege. In 1965, the government
ordered local education authorities to start phasing out grammar schools and secondary moderns and
26
replace them with a comprehensive system. In 1998, Labour's School Standards and Framework Act forbade
the establishment of any new all-selective schools.

Currently, the Conservatives Party manifesto states it will allow all good schools to expand "whether they are
maintained schools, academies, free schools or grammar schools" opening up the understanding that
Grammar Schools are welcomed in the current education system.

Other secondary schools you may like to find out about are Faith schools, Free schools, City technology
colleges, State boarding schools and Private schools.

Post 16 Phase (ages 16+)

In England, although schooling is compulsory until the age of 16, continued education is compulsory until age
18. This can be one of the following - stay in full-time education, for example at a college; start
an apprenticeship or traineeship; or spend 20 hours or more a week working or volunteering, while in part-
time education or training.

Further Education

Further education may be used in a general sense to cover all non-advanced courses taken after the period
of secondary education. It may be at any level from basic skills training to higher vocational education such as
City and Guilds or a Foundation Degree. A distinction is usually made between FE and higher education (HE).
HE is education at a higher level than secondary school. This is usually provided in distinct institutions such as
universities. FE in the United Kingdom therefore includes education for people over 16, usually excluding
universities. It is primarily taught in FE colleges, work-based learning, and adult and community learning
institutions. This includes post-16 courses similar to those taught at schools and sub-degree courses similar
to those taught at higher education (HE) colleges (which also teach degree-level courses) and at some
universities. Colleges in England that are regarded as part of the FE sector include General FE (GFE) and
tertiary colleges, Sixth form colleges, Specialist colleges (mainly colleges of agriculture and horticulture and
colleges of drama and dance) and adult education institutes. In addition, FE courses may be offered in the
school sector, both in sixth form (16-19) schools, or, more commonly, sixth forms within secondary schools.
In England, further education is often seen as forming one part of a wider learning and skills sector, alongside
workplace education, prison education, and other types of non-school, non-university education and
training. Since June 2009, the sector is overseen by the new Department for Business, Innovation and Skills,
although some parts (such as education and training for 14–19-year-olds) fall within the remit of the
Department for Education.

Key Stage 5 Programmes of Study

Key Stage 5 is the two years of education for students aged 16-18, or at sixth form, in England, Wales and
Northern Ireland, aligning with previous Key Stages as per the National Curriculum. Key Stage 5 Programmes
of study are published by the DfE but the delivery by different exam boards is regulated by Ofqual.

Higher Education

27
Higher education is defined as courses that are of a standard that is higher than GCE A level, the Higher
Grade of the SCE/National Qualification, GNVQ/NVQ level 3 or the Edexcel (formerly BTEC) or SQA National
Certificate/Diploma. There are three main levels of HE courses: (i) Postgraduate courses leading to higher
degrees, diplomas and certificates (including Doctorate, Masters (research and taught), Postgraduate
diplomas and certificates as well as postgraduate certificates of education (PGCE) and professional
qualifications) which usually require a first degree as entry qualification. (ii) Undergraduate courses which
include first degrees (honours and ordinary), first degrees with qualified teacher status, enhanced first
degrees, first degrees obtained concurrently with a diploma, and intercalated first degrees (where first-
degree students, usually in medicine, dentistry or veterinary medicine, interrupt their studies to complete a
one-year course of advanced studies in a related topic). (iii) Other undergraduate courses which include all
other higher education courses, for example SVQ or NVQ: Level 5, Diploma (HNC/D level for diploma and
degree holders), HND (or equivalent), HNC (or equivalent) and SVQ or NVQ: Level 4 and Diplomas in HE. As a
result of the Further and Higher Education Act 1992, former polytechnics and some other HEIs were
designated as universities in 1992/93. Students normally attend HE courses at HEIs, but some attend at FE
colleges.

Second Placement Passport

Induction Focus Details
Name
Key Stage/Year
PGCE or QTS
School email contact
Second School placement information:
-Address
-Contact Email/Number:
-Number of Pupils on Roll:
-Significant Groups:
-Latest Ofsted Grading:
School mission statement/ethos
School day arrangements
-Start/Finish Times
-Break/Lunch Times
Mentor name and email
ITT Coordinator name and email
ITT Partnership lead name and email

28
Key members of staff
-class teacher
-year group partners
-support assistants
Behaviour Policy
-Rewards System
-Discipline System
How is pupil progress
monitored/recorded?
Safeguarding training completed. Provide names, email addresses or dates completed:
Read ‘Keeping Children Safe in
education (latest publication)’
Designated Safeguarding Lead
Designated Safeguarding Team
Members
School SENCO name/email
School Policies/handbook located and List policies and date read
read - including the school’s code of
conduct for staff.
School Calendar for the year ahead Date read
Outline Fire/alarm procedure
Absence procedure – contact name,
telephone number and email address
Lunch arrangements
Door access/codes
Date/Time of Partnership Face 2 Face
Workshops
Date/time of school meetings
School website link
School learning platforms used and
access information
Names of other trainees on placement

Timetable Information
Upload a copy of your timetable to Term 2, Part 1 on Tes
Year Group/s Learn, outline here:

Subjects (Primary Only)

Topics

Lead Teaching Hours

Collaborative Teaching Hours and

who with?

All About Me – Experience to date

(from home school placement and prior experiences working in education)

Strengths Areas for Development

29
 Induction Activity Achieved
Obtained a School ID
Attended Placement School’s Safeguarding Training
Read School’s Staff Code of Conduct
Met with Mentor and Discussed Tes Institute School Direct
Programme
Mentor Meeting Timetabled (1 hour per week)
Tes Institute School Direct Online Study Day Blocked Out on Timetable
Read Staff Handbook
Class List, Data and Information Obtained
Obtained a Copy of the School Calendar/Know Key School Dates
Tour of the School, Visited Staffroom and Key School Areas

School Context Comparison Inquiry

By the end of the programme, trainees will be asked to demonstrate that they are able to reflect on
what they have learned from the ITT Programme and be able to apply appropriate and effective
practices to different contexts. We therefore provide all trainees with the opportunity to engage with
schools that have a different context to their main placement school.

Preparing for School Context Comparison Inquiry

To prepare for this activity, you will collect and analyse profile data from your placement school and
your second contrasting school.

The school you will focus on for this inquiry will be contextually different to your main placement
school. For example, there may be greater or less social deprivation; it may be more rural/urban; it
may have a specialist unit; it may be a single sex school or a Grammar school.

1. Complete the table on page 4 using the databases on the following websites and by discussing
the data with your ITT Coordinator or Mentor:

0. Gov.uk Compare School Performance Service

30
 https://www.compare-school-performance.service.gov.uk/

a. Deprivation Indicators by post code can be found here:

http://imd-by-postcode.opendatacommunities.org/imd/2019

b. Please read this information about English Indices of Deprivation

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/
attachment_data/file/835115/IoD2019_Statistical_Release.pdf

c. Gov.uk National statistics on Schools, pupils and their characteristics, can be found here:
https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-
2022

Schools, pupils and their characteristics, Academic Year 2021/22 – Explore education
statistics – GOV.UK (explore-education-statistics.service.gov.uk)

2. Visit the school website of the contrasting school. Many may have ‘new intake’ information and
videos – take time to look at this and explore the rest of the website. Gather the following
information.

Contrasting School Information Details

School Name

Home School placement information

-Address/location:
-School website link:
-Number of Pupils on Roll:
-Significant Groups (SEND, EAL etc):
-Latest Ofsted Grading and Key Strengths
and Recommendations:

School mission statement/ethos

School day arrangements

-Start/Finish Times
-Break/Lunch Times and arrangements:
How long are lessons?
How many periods in a day?
Any other significant information:
Behaviour Policy
-Rewards System
-Discipline System
School learning platforms used and access
information, (attendance, data collection,
homework):
Platforms used for remote learning:

31
 Other significant contrasting information:

3. With your mentor, discuss the differences in data for the two schools and gather any information
for the table above that you could not find on the website. Complete the following discussions and
take notes.

0. Every school is required to identify and address the SEN of the pupils that they support; use their
best endeavours to make sure that a child with SEN gets the support they need – this means
doing everything they can to meet children and young people’s SEN. How does your main
placement and contrasting school do this? In the first half term, the Training Plan directed you to
organise a meeting with the SENDCo and complete the questions from Week 5. Compare and
contrast the policies, practices and procedures for identifying and supporting pupils identified as
SEND in your placement school and second placement school.
Notes:

b. Similarly investigate the policy, practices and procedures for supporting other vulnerable* groups
of pupils i.e. LAC, BAME, PP, EAL, ‘more able’ stream. Are there any other significant categories
of pupils for your placement school?

*vulnerable groups are those ‘vulnerable’ to not reaching their potential or falling behind their
peers due to environmental circumstances, a learning need, socio-economic circumstances,
deprivation or adversity.
Notes:

c. Discuss classes that you are leading or collaboratively teaching. Identify pupils (ensure personal
data is anonymised) that fall into the ‘vulnerable’ categories. Consider what adaptive teaching
strategies might support these pupils and compare your practice.
Notes:

d. Schools may have different approaches to curriculum design and delivery. Discuss with your
mentor
-their school’s curriculum intent – how and why the curriculum was conceived.
-what factors does the school have to consider when designing their curriculum?
-how the school implements its curriculum – are there particular approaches to
teaching, structure of the curriculum delivery or approaches to learning?
-what factors does the school have to consider when designing their curriculum?
-what is the impact on learning for the school’s pupils.

For Primary Trainees: Discuss in detail the teaching and learning of Reading and
your chosen Foundation Subject for your Depth Study.
For Primary with maths Trainees: Discuss in detail the teaching and learning of
Maths, Reading and your chosen Foundation Subject for your Depth Study.
For Secondary Trainees: Discuss in detail the intent and implementation for the
subject you are training to teach in.
Notes:

Learning Diary Reflection:

32
Reflect on the information that you have gathered during this inquiry – consider, if you were to
teach in your Training Buddy’s school - how might you adapt your practice in each of the 6 Core
elements: Preparing the Learning Environment and Managing Behaviour, Pedagogy, Inclusion,
Subject Knowledge for Teaching, Assessment and Professional Behaviours and Wider
Responsibilities.

Learning Diary Reflection:

Second Impacts on/considerations

National Main
Characteristic Placemen for school policy,
Average Placement
t procedures, practices?
Number of pupils on
Impact on structure of
roll (including Early
school, school day etc?
Years / sixth form)
Are there more girls than
% of Girls/Boys
boys?
Is the %FSM bigger or
%PP
smaller than average?

% FSM
Which ethnic groups are
represented?
% from black and
minority ethnic groups
Is the proportion above
average?
Are there a large number of
% EAL
EAL pupils?
Is the proportion larger than
% SEND average? What is their main
need?
Are there a lot of pupils
% Stability moving in and out of school
during the school year?
School Deprivation What is the socio-economic
indicator context of the school?
Any other vulnerable
Any other target or focus
groups specific to the
groups?
school?
Key Performance
Indicators (Primary
Only)
-Progress in reading,
writing and maths:
Key Performance
Indicators (Secondary
Only)
-Progress 8:
-Attainment 8:
-Staying in education or

33
 entering employment:
Key Performance
Indicators (all)
-Absences:

Specialist Teaching Visit: Visiting an EYFS Setting

(Primary Trainees only)
Focusing on progression - investigating the phases before and after, and across the age
range in which you are training.

Early Years Foundation Stage

The early years foundation stage (EYFS) sets standards for the learning, development and care of
children from birth to 5 years old. All schools and Ofsted-registered early years providers must
follow the EYFS, including childminders, preschools, nurseries and school reception classes.

The EYFS only applies to schools and early years providers in England. There are different early
years standards in Scotland and Wales.

Areas of learning
Children attending a EYFS setting will mostly be taught through games and play. The areas of
learning are:

● communication and language

34
 ● physical development
● personal, social and emotional development
● literacy
● mathematics
● understanding the world
● expressive arts and design

Assessments
In EYFS, progress will be reviewed between 2 and 3 years of age by an early year’s practitioner or
health visitor. Their class teacher will also assess them at the end of the school year when they turn
5. The assessment is based on classroom observation - your children will not be tested. The
assessment uses the early learning goals, which can be found in the early year’s framework.

The Visit
You should make arrangements to visit a Foundation Stage setting through existing connections
between your Key Stage 1 placement school and the local provision for 3 -5-year-olds or you can visit
the Reception Year if your school has one.

The tasks outlined as follows are intended to lead to a broad understanding of the curriculum and
progression in a Foundation Stage setting. All the tasks should be completed where possible,
although it is understood that some of the tasks may need to be modified to account for local
arrangements and conditions at the time. There is no requirement to consider preschool experience
although this of course is a useful activity to inform your own practice. Please discuss the required
activities and inquiry questions below with the person organising the visit at the setting.

During the Visit

Activity 1. Attend a full morning of teaching. What do you notice about the classroom organisation
to meet the areas of learning in the Foundation Stage? How is classroom arrangement different
from, or similar to, arrangements in Key Stage 1?

Notes:

Activity 2. Talk to some of the children. Focus on arrangements for learning. How do they know
what to do? How does the teacher help them do their work?

Notes:

Activity 3. Interview the Early Years coordinator. What are the key issues in transfer between
Foundation Stage and KS1 and between pre-school and Foundation Stage? What arrangements are
in place to support children who encounter barriers to learning? How is communication between all
the adults who work with the children arranged to ensure that resources are best focused to support
children’s learning? How are the children assessed and how is their progress reported?

35
 Notes:

Activity 4. Attend an assembly which includes Foundation Stage children. What are the roles of
teachers and children and what is the focus of the assembly? Attend a Circle Time. How is this
organised, and what are the objectives? How does Circle Time in Foundation Stage vary from Circle
Time in KS1?

Notes:

Activity 5. When observing the class, focus on a group of children. What is the basis of the
grouping? How do children collaborate to move their learning forward? How does the teacher
interact with the children? Are the children moving towards being independent learners, and if so,
how? How might you explain differences between expectations of children’ learning in this setting
and your Key Stage 1 experience?

Notes:

Activity 6. Talk to the range of adults who are working with the children. How are adults
organised and managed? What role do adult helpers, TAs and LSAs have in supporting and assessing
children's learning.

Notes:

Activity 7. Join a member of staff during a break or lunch time duty. What do the children do
during the break? Are there issues during the break that may impact on learning in the lessons to
come? How is pupil health and well-being addressed in the EYFS setting? How is good health and
well-being encouraged?

Notes:

Activity 8. What information is made available to the teacher about the children’s prior attainment
on entry? How does the teacher assess the children to establish a start point? How does the teacher
take account of differences in the intake? As a summary of your learning from this Foundation Stage
experience, write an entry in your Learning Diary focusing on how the experience has informed your
understanding of Foundation Stage.

Notes:

36
Activity 9. When you have studied the online Early Years session, reflect on how your learning and
understanding from both the sessions and experience in the settings has informed your
understanding and practice in whichever phase you teach.

Notes:

Primary with Maths only

Activity 10: Review page 13-14 of the EYFS Statutory Framework
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/
file/974907/EYFS_framework_-_March_2021.pdf
Notes:

Activity 11: Observe child initiated Maths activities. How are key mathematical concepts taught?
What strategies are there to engage children in Maths activities? How is progress in Maths
measured in the Early Years?
Notes:

Activity 12: Review pages 5-16 of the Key Stage 1 Mathematics National Curriculum
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/
file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf How does learning in
mathematics progress from EYFS to Key Stage 1

Notes:

Recommended Reading for Primary and Primary with Maths Trainees

EEF’s EYFS - https://educationendowmentfoundation.org.uk/school-themes/early-years/

EEF’s Preparing for Literacy - https://educationendowmentfoundation.org.uk/tools/guidance-
reports/preparing-for-literacy/
EEF’s Improving Mathematics in EYFS and KS1
https://educationendowmentfoundation.org.uk/tools/guidance-reports/early-maths/

37
 Specialist Teaching Visit: Progression – Secondary (11-16) Visit
(Primary only)
Focusing on ‘progression’ - investigating the phases before and after, and across the age
range in which you are training.

Overview of Progression Visits

The term progression in education refers to how children move through and across different
phases within our education system.
For teachers within the English education system, it is important to understand how pupils progress
from the start to the end of their formal education. It is important to understand pupils’ expected
prior learning and experiences, to consider what the pupils will be expected to progress towards so
that we can plan and deliver effective educational experiences, and plan effective learning and
teaching within the phase we teach. It is also important for schools and educators to consider how
we can build bridges between each phase to ensure an effective experience of transition and
progression for pupils, teachers and parents. As part of your Progression Inquiry, you will visit the
setting before and after the one in which you ae training to teach. You will observe and experience
teaching and learning and use this to develop your knowledge and understanding around the 5 core
areas of your practice.

Visiting a Secondary (Key stage 3) Setting

38
As a primary school teacher, you will organise a visit to a secondary setting where you will observe
and experience teaching and learning in the key stage after the one in which you are training.

Your Learning Objectives for the visit are to:

1. Develop an understanding of the secondary school environment with a particular focus on the
policies, procedures and practices that relate to the 6 core areas of your teaching practice:
Behaviour Management and the Learning Environment; Pedagogy, Inclusive Practice,
Curriculum and Subject Knowledge for Teaching; Assessment; and Professional Behaviours and
Wider Responsibilities.
2. Develop an understanding of teaching and learning in Key Stage 3 with a focus on maths, English
and the foundation subjects.
3. Develop an understanding of the process of transitioning pupils from one phase of education to
the next, what challenges pupils and teachers may face, and consider how this can be addressed.
4. Reflect on your own practice, and identify how your learning and experiences of progression will
impact on your own practice development.

Prior to the Visit

Prior to the Visit

Activity 1. Go to the online session - Building Bridges - Supporting Transition (Secondary) and read
the following: Introduction, Preparation, Study 1 and 2 sections of the online session. What are the
key considerations when supporting pupils transitioning from the Primary to Secondary phase?

Notes:

Activity 2. To access the curriculum, early literacy and mathematics provide fundamental
knowledge - reading comprises two elements: word reading and language comprehension;
systematic synthetic phonics is the most effective approach for teaching pupils to decode. Complete
the online session KS3 English and KS3 Mathematics. Consider what you might need to think about
in relation to secondary teaching of maths and English when teaching the subjects in a primary
setting.

Notes:

Activity 3. Request to observe the teaching of your chosen foundation depth study subject.

Notes:

Activity 4: Organise the following activities including time to observe the teaching of maths and
English; meet with the subject coordinator and find out about the KS3 curriculums and how pupils
develop skills and knowledge in your subject at this age.

Notes:

39
Learning activities during the visit

Activity 1. Explore the school’s website. Read the Headteacher’s statement, the school’s ethos
statement and explore the information available.

Notes:

Activity 2. Organise observations of teaching and learning in English, Maths and the chosen
foundation subject. Request copies of Curriculum Maps, Schemes of Learning and learning plans for
the subjects that you observe. During the lessons note:

● How is the lesson structured?

● How is the learning environment prepared?
● How is behaviour managed – how is this different to KS2.
● How independent is the learning? How might you explain differences between expectations
of pupils’ learning in this setting and your primary experience?
● Specific teaching and learning activities – how are they different to KS2?
● Consider the subject knowledge – how is this taught?
● How is assessment for learning delivered?
● What similarities and differences of teaching and learning can you see?

Notes:

Activity 3. Organise a meeting with pupils to discuss transition. Interview the pupils, if possible
from Year 7. Focus on arrangements for learning: the school timetable, the curriculum, balance of
activities through the school day and homework. Find out how the pupils have responded to the
change from Year 6 to 7. How well prepared were they by their primary school? Are there aspects of
learning that they have found harder to access in the secondary setting, and if so, why?

Notes:

Activity 4. Interview the head of Year 7 or a Year 7 tutor. What are the key issues in transfer
between primary and secondary phases? How does the school support pupils’ transition to, and
adaptation to the secondary phase? What arrangements are in place to support pupils who
encounter barriers to learning? How are pupils assessed and how is their progress reported?

Notes:

Activity 5. Attend an assembly or a tutor group session. In assembly, how is this organised, what
are the roles of teachers and pupils and what is the focus of the assembly? In the tutor group, what
are the tutor and pupils doing during this time? What guidance does the school give for tutor
sessions? Identify some key messages or questions from the session.

40
 Notes:

Activity 6. How is pupil health and well-being addressed in Secondary school? Join a member of
staff during a break or lunch time duty. What do the pupils do during the break? How is good
health and well-being encouraged?

Notes:

Activity 7. Interview a teacher who works with Year 7. What information is made available to the
teacher about the pupils’ prior attainment on transfer? How does the teacher assess pupils to
establish a starting point? Review types of assessment materials used. How does the teacher take
account of differences in the intake? How are Learning Support Assistants deployed in the day? As a
summary of your learning from this secondary experience, write an entry in your Learning Diary
focusing on how the experience has informed your perceptions and practice in the primary setting.

Notes:

Primary with Maths only

Activity 8. Organise a meeting with a maths specialist and explore the curriculum, schemes of work
and discuss transitioning from primary to secondary maths.

Notes:

Activity 9: Spend some time exploring the National Curriculum for Mathematics at Key Stage 3

https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-
programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study#key-
stage-3

Consider how the end of KS2 expectations in Primary school support pupils transition to Year 7.
How are key skills developed in Year 7?

Notes:

41
 Specialist Teaching Visit: Primary (5-11 age range) School Visit
(Secondary Trainees only)
Focusing on ‘progression’ - investigating the phases before and after, and across the age
range in which you are training.

Overview

Progression Visits: the aim of the progression visit is to develop an understanding of pupils’
learning across, before and after the age range in which you are training to teach. You will analyse
the curriculum intent and its implementation for the subject in which you are training to teach,
looking at how skills and knowledge are taught and developed at different ages and phases, from age
5 to age 18, across KS1 to KS5. You will also look at the teaching of phonics in KS1 and 2 and
consider how reading and maths is taught.

Primary (age range 5-11) experience for Secondary Trainees training in the age range 11-16
Secondary trainees complete a two-day placement in a Primary school and carry out a range of
activities that will deepen their understanding of the phase and curriculum across the 5-11 age
range.

During your time spent observing in a Primary School, you will be familiarising yourself with all
aspects of the school: its learning environment, curriculum, teaching and learning strategies, pupil
behaviour, how the school is organised, and so on. You will spend most of your time in year 5 and 6
but will look at the curriculum for your subject across the whole primary age range. Observe the
teaching of phonics in year 1 and the teaching of reading across the age range. The two-day visit
does not need to be done over consecutive days, you may find it beneficial to attend on different days
rather than on the same day each week to see a wider range of activities including the teaching of
your specialist subject.

Your Learning Objectives for the visit are:

1. Develop an understanding of the secondary school environment with a particular focus on the
policies, procedures and practices that relate to the 5 core areas of your teaching practice:
Behaviour Management and the Learning Environment; Pedagogy, Inclusive Practice;
Curriculum and Subject Knowledge for Teaching; Assessment; and Professional Behaviours and
Wider Responsibilities.
2. To become familiar with and evaluate the curriculum in primary schools
3. Understand how your specialist subject is taught in primary school and how it relates to the
wider curriculum
42
4. Observe teaching and learning of your specialist subject in the primary phase and to be aware of
the progression from Early Years to Key Stages 1 and 2 and then to Key Stages 3 and 4
5. Understand how the teaching of reading is carried out. Look at the teaching of Systematic
Synthetics Phonics and the way reading is taught in primary schools? What are the implications
for secondary school teachers and for the teaching of your subject?
6. Observe and experience the teaching of maths in the primary school.
7. Familiarise yourself with the organisation of a primary school classroom and analyse the
teaching strategies you observe. Reflect on your own practice, and identify strategies you could
apply in your own practice

The activities outlined are intended to lead to a broad understanding of the arrangements in primary
schools. All the activities should be completed where possible, although it is understood that some
of the activities may need to be modified to account for local arrangements and conditions at the
time.

You will not necessarily complete these activities in the order they are listed here. Each school will
have different timetables and classes, so you will need to be familiar with the activities listed here in
order to identify opportunities to carry out the activities as they arise. You may have to come
back for an additional visit to observe the teaching of your specialist subject.

During the visit:

● Take time to get to know the pupils. Find out about their interests, practices and achievements
by working alongside them and talking to them about their work. When observing lessons, think
about what works well. Think about what you might do differently and why. Don’t be afraid to
ask questions, but do agree on an appropriate time for this with the class teacher or mentor.
● Throughout the placement in school record your notes and observations in the document below.
Try to be analytical as well as descriptive; be reflective and evaluate the impact of this learning
experience on your own practice.

Activities to be completed and commented upon within the

Learning Diary Reflection
Prior to the Visit
Activity 1. Go to the online session - Building Bridges - Supporting Transition (Secondary) and read
the following: Introduction, Preparation, Study 1 and 2 sections of the online session. What are the
key considerations when supporting pupils transitioning from the Primary to Secondary phase?

Notes:

Activity 2. To access the curriculum, early literacy and mathematics provide fundamental
knowledge - reading comprises two elements: word reading and language comprehension;
systematic synthetic phonics is the most effective approach for teaching pupils to decode. Complete
the online session Phonics: The Simple View of Reading and Primary Maths to investigate how
pupils are taught to read. This can be applied even at secondary schools. Think about when you
might need to consider the use of Systematic Synthetic Phonics when teaching reading in a
secondary setting.

Notes:

Activity 3. Read through the online session on the teaching of your specialist subject in the Primary
phase i.e. Primary Art & Design or Primary Geography etc.

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 Notes:

Activity 4: Organise the following activities including time to observe the teaching of your specialist
subject; meet with the subject coordinator and find out about the KS2 curriculum in your subject
and how pupils develop skills and knowledge in your subject at this age.

Notes:

During the Visit

Activity 1. Consider the context of the school, where is it situated, what does the school data tell
you? Look at the school website, read the most recent Ofsted report. Familiarise yourself with the
catchment area and notice the type of housing, amenities, transport etc. What does this tell you
about the catchment area? Consider how the environment may impact on the teaching and learning
both in and out of school. Consider data such as the number of pupils with SEND, those identified
as Pupil Premium, ‘most able’, or other variables that might impact teaching and learning.

Notes:

Activity 2. Familiarise yourself with the ethos and organisation of the school, numbers of classes,
organisation of year groups, school rules, school policies, school routines, playground/lunch duty
arrangements etc. Discuss school policies? What is the behaviour policy?

Notes:

Activity 3. A school’s curriculum enables it to set out its vision for the knowledge, skills and values
that its pupils will learn, encompassing the national curriculum within a coherent wider vision for
successful learning. Attend at least one full lesson in your specialist subject each day. Find out about
the curriculum in your subject in KS2. Look at schemes of learning. How is the lesson structured
and what is the impact on learning? Are teaching strategies different from or similar to those you
have observed in Key Stage 3? What implications will this have for your teaching?

Notes:

Activity 4. Consider how pupil-teacher and pupil-pupil interaction impacts on the learning you
observe? What is the role of Learning Support Assistants? Compare this to the practice in your
secondary placement school.

Notes:

Activity 5. Focus on the teaching of Systematic Synthetic Phonics and Reading. Observe a KS1
Phonics lesson. Observe the teaching of reading in different age groups. Observe how expert
colleagues demonstrate a clear understanding of Systematic Synthetic Phonics, particularly if
teaching early reading and spelling, and deconstructing this approach. Consider these questions:

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● How is the teaching of reading carried out? What are the implications for secondary school
teachers and for the teaching of your subject?
● What scheme is used by the school and how is ‘fidelity to the programme’ ensured across the
school?
● How has Systematic Synthetic Phonics impacted on the teaching of early reading?
● How are parents and Learning Support Assistants made aware of the Systematic Synthetic
Phonics (SSP)?
● Is the phonics teaching interactive and engaging? How is this achieved?
● Is talk at the heart of the phonics session? How is it used?
● How is the discrete phonics session applied in English lessons? Across the Curriculum?
● How has pupils’ emergent writing developed as a result of phonics teaching?
● Are decoding for reading and encoding for writing evident?
● How are pupils in KS2 who struggle with reading supported?
● Identify examples of clear, consistent and effective strategies in how to model reading
comprehension by asking questions, making predictions, and summarising when reading.
● Identify examples of clear, consistent and effective strategies in how to promote reading for
pleasure (e.g. by using a range of whole class reading approaches and regularly reading high-
quality texts to children).
● Make note of examples of high-quality oral language, recognising that spoken language
underpins the development of reading and writing (e.g. requiring pupils to respond to questions
in full sentences, making use of relevant technical vocabulary).

As demonstrated in the Core Content Framework (CCF), it is important for teachers teaching early
reading and early mathematics to have a clear understanding of systematic synthetic phonics and
appropriate maths teaching strategies. It is incumbent on providers to ensure their trainees are
trained to meet these standards, so that trainees to whom these standards apply are successfully
awarded QTS. This includes Teachers teaching early maths and reading in secondary schools.

Notes:

Activity 6. If possible, organise a lesson observation of your subject specialism taught in the
Primary school. In the lesson, If the pupils are grouped to work together, what is the basis of the
grouping? How do pupils collaborate to move their learning forward? How does the teacher interact
with the pupils? Are the pupils moving towards being independent learners, self-regulated learners,
and if so, how? Are metacognitive strategies employed by the teacher? If so, which? How might you
explain differences between expectations of pupils’ learning and learning behaviour in this setting
and your Key Stage 3 practice? What subject specific resources does the school have to support the
teaching of your specialist subject?

Notes:

Activity 7. Interview two pupils, if possible from year 5-6. Focus on arrangements for learning: the
school timetable, the curriculum, balance of activities through the school day, homework and
assessment. How do pupils know they are making progress? How are year 6 pupils prepared for the
transition into secondary school? Ask them about the learning experiences in your specialist subject?

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 Notes:

Activity 8. If possible, organise to meet the Primary School’s subject coordinator in your subject
specialism and observe the teaching of your subject specialism. In a specialist subject lesson, agree
with the teacher to observe a specific group of pupils. Discuss and analyse with the subject
coordinator the rationale for curriculum choices in your specialist subject area, the process for
arriving at current curriculum choices and how the school’s curriculum materials inform lesson
preparation. Interview the subject coordinator for your specialist subject. How is the curriculum in
your subject implemented? What are the key issues in planning for effective teaching and learning
in your subject in primary schools? How is technology used to enhance pupils’ learning? How are
pupils with differing learning needs, including most able supported and challenged in their learning
in the subject? How are pupils assessed and how is their progress reported?

Notes:

Activity 9. Attend a school assembly and class circle time/PSHE session. In assembly, how is this
organised? What are the roles of teachers and pupils and what is the focus of the assembly? In the
PSHE/circle time session, what are the teacher and pupils doing in this time? What guidance does
the school give for PSHE? Identify some key messages or questions from the session; how are these
issues dealt with in the primary school?

Notes:

Activity 10. How is pupil health and well-being addressed in Primary school? Join a member of
staff during a break or lunch time duty. What do the pupils do during the break? How is good
health and well-being encouraged?

Following the Visit

Complete a Reflective Learning Diary below, reflecting on your learning and experiences, and how
this will impact on your own teaching practice going forward.

Notes:

Specialist Teaching Visit: Progression – Post 16

(Secondary Trainees only)
Focusing on ‘progression’ - investigating the phases before and after, and across the age
range in which you are training.

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Overview of Progression Visits
The term progression in education refers to how children move through and across different
phases within our education system.
For teachers within the English education system, it is important to understand how pupils progress
from the start to the end of their formal education. It is important to understand pupils’ expected
prior learning and experiences, to consider what the students will be expected to progress towards so
that we can plan and deliver effective educational experiences, and plan effective learning and
teaching within the phase we teach. It is also important for schools and educators to consider how
we can build bridges between each phase to ensure an effective experience of transition and
progression for students, teachers and parents. As part of your Progression Inquiry, you will visit the
setting before and after the one in which you are training to teach. You will observe and experience
teaching and learning and use this to develop your knowledge and understanding around the 5 core
areas of your practice.

Visiting a Post 16 Setting

As a secondary school teacher, you will organise a visit to a post 16 setting where you will observe
and experience teaching and learning in the key stage after the one in which you are training.

Your Learning Objectives for the visit are to:

1. Develop an understanding of the post 16 educational environment with a particular focus on the
policies, procedures and practices that relate to the 5 core areas of your teaching practice:
Behaviour Management and the Learning Environment; Pedagogy including Inclusive and
Adaptive Teaching; Curriculum and Subject Knowledge for Teaching; Assessment; and
Professional Behaviours and Wider Responsibilities.
2. Develop an understanding of teaching and learning in post 16 education with a focus on your
specialist subject.
3. Develop an understanding of the process of transitioning students from one phase of education
to the next, what challenges students and teachers may face, and consider how this can be
addressed.
4. Reflect on your own practice and identify how your learning and experiences of progression will
impact on your own practice development.

Learning Activities
Activity 1. Explore the school’s website. Read the settings welcome and ethos statements, and
explore the information available.

Notes:

Activity 2. Organise observations of teaching and learning in your specialist subject. Request
copies of Curriculum Maps, Schemes of Learning and learning plans for the subjects that you
observe. During the lessons note:

● How is the lesson structured?

● How is the learning environment prepared?
● How is behaviour managed – how is this different to your main placement setting?
● How independent is the learning? How might you explain differences between expectations
of students’ learning in this setting and your main placement setting?

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 ● Specific teaching and learning activities – how are they different to main placement setting?
● Consider the subject knowledge – how is this taught?
● How is assessment for learning delivered?
● What similarities and differences of teaching and learning can you see?

Notes:

Activity 3. Organise a meeting with students to discuss transition. Interview the students, (if
possible). And focus on arrangements for learning: the timetable, the curriculum, balance of
activities through the setting day and homework. Find out how the students have responded to the
change from year 11 to post 16 education. How well prepared were they by their school? Are there
aspects of learning that they have found harder to access in the post 16 setting, and if so, why?

Notes:

Activity 4. Interview the head of year/sixth form. What are the key issues in transfer between
secondary and post 16 phases? How does the setting support students’ transition to, and adaptation
to the post 16 phase? What arrangements are in place to support students who encounter barriers to
learning? How are students assessed and how is their progress reported?

Notes:

Activity 5. Attend an assembly or a tutor group session. In assembly, how is this organised, what
are the roles of teachers and students and what is the focus of the assembly? In the tutor group,
what are the tutor and students doing during this time? What guidance does the setting give for
tutor sessions? Identify some key messages or questions from the session.

Notes:

Activity 6. Attend a general studies/ key skills lesson. What is being taught? How is the learning
assessed? Consider the scheme of work and its place in the post 16 curriculum. What are the pupils’
attitudes to this area of the curriculum and how does the school respond? What is the relationship
of this part of the curriculum to PSHE and Citizenship in KS4? How does the setting interpret
cultural capital and how do they help pupils acquire it?

Notes:

Activity 7. How is student health and well-being addressed in post 16 settings? Join a member of
staff during a break or lunch time duty. What do the students do during the break? How is good
health and well-being encouraged?

Notes:

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Activity 8. Interview a teacher who works with post 16 students. What information is made
available to the teacher about the students’ prior attainment on transfer? How does the teacher
assess students to establish a starting point? Review types of assessment materials used. How does
the teacher take account of differences in the intake? How are Learning Support Assistants deployed
in the day? As a summary of your learning from this experience, write an entry in your Learning
Diary focusing on how the experience has informed your perceptions and practice in the primary
setting.

Notes:

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