There has been a significant emphasis on pupil progress in the recently revised Teachers’ Standards and the Ofsted framework for school inspection (Ofsted, 2014).
The Teachers’ Standards which focus on enabling and assessing the progress of all pupils include:
2. Promote good progress and outcomes by pupils;
5. Adapt teaching to respond to the strengths and needs of all pupils;
6. Make accurate and productive use of assessment i.e. make use of formative and summative assessment to secure pupils’ progress and use relevant data to monitor progress, set targets, and plan subsequent lessons.
Whilst, as part of the April 2014 Ofsted framework for school inspections inspectors must cover the achievement of pupils at the school and consider the extent to which the education provided by the school meets the needs of the full range of pupils.
Given that Student Teachers will need to meet all Teachers’ Standards to pass the course and be prepared for an Ofsted inspection in their future NQT post, pupil progress constitutes an important aspect of the programme of study. Student Teachers should focus on planning and differentiation to enable and assess the progress of all pupils in their classes.
For example the Lesson Feedback Record prompts observing staff to comment specifically on pupil progress and achievement in relation to the intended learning detailed on the lesson plan and the contribution of teaching to this learning. This is to support the Student Teacher in focusing on pupil learning as an indicator of the quality of teaching in the lesson. The post-lesson conversations will also focus on pupils’ learning, progress and outcomes.
Short and Medium Term Planning
In line with guidance offered by the University and school on planning, Student Teachers should work in collaboration with the Mentor (or classroom teacher) to provide evidence of both short and medium term planning. Short and medium-term planning should take into account the prior learning of the pupils; reinforce aspects of literacy or grammar in line with the school’s approach; meet all pupils’ needs, thus ensuring that every pupil makes progress. Student Teachers should be encouraged to plan for a sequence of lessons (Eliminating unnecessary workload around planning and teaching resources, Report of the Independent Teacher Workload Review Group, March 2016) which then informs their short term lesson planning.
A good curriculum plan will:
- provide a framework for teaching in relevant areas of the curriculum;
- show your thinking about your intentions, strategies and projected outcomes for the duration of the practice;
- be an integral part of the ongoing work of the school;
- make close reference to National Curriculum requirements;
- respond to pupil’s experiences, their individual needs, interests and knowledge;
- take account of available resources;
- be open to constant modification in the light of ongoing evaluation;
- balance individual, group and whole class teaching appropriately;
- identify focused assessment points.
Your curriculum plan should clearly demonstrate progression and continuity in the area of study.
We require all our Student Teachers to use the Brunel University London lesson planning, assessment and evaluation proforma. These are highly commended by Ofsted as a model for planning and draw on best practice from both research and from existing proformas in our Partnership schools. We would be grateful if Partnership schools support students in using these proformas. If a Student Teacher is awarded Good or above in TS4 at the Development phase assessment, upon consultation with the Mentor and University Tutor, he/she may progress to using an alternative planning proforma which better supports transition to the NQT year.