Zlekha Triangulation

Secondary Education

End of Professional Practice Report Form Please refer to the Edge Hill University Grading Criteria

Trainee Name Zlekha Suleman

PhasePlease tick the relevant box

Professional Practice 1a Professional Practice 1b Professional Practice 2

Programme (Please tick the relevant box)

PGCE Secondary (Full Time and Flexible)

Ap

plie

d A

rt &

Des

ign

Bu

sin

ess

Ed

uca

tio

n

Des

ign

& T

ech

no

log

y

En

glis

h

Geo

gra

ph

y

His

tory

Co

mp

ute

r S

cien

ce

Mat

hem

atic

s

Mo

der

n L

ang

uag

es

Mu

sic

Ph

ysic

al E

du

cati

on

Ph

ysic

s w

ith

mat

hs

Rel

igio

us

Ed

uca

tio

n

Sci

ence


PGCE Secondary (School Direct)

Art

& D

esig

n

Bu

sin

ess

Ed

uca

tio

n.

Des

ign

&T

ech

no

log

y

En

glis

h

Dra

ma

Geo

gra

ph

y

His

tory

Co

mp

ute

r S

cien

ce

Mat

hem

atic

s

Mo

der

n L

ang

uag

es

Mu

sic

Ph

ysic

al E

du

cati

on

Rel

igio

us

Ed

uca

tio

n

Sci

ence

Psy

cho

log

y


Secondary Undergraduate Full Time

Co

mp

ute

r S

cien

ce

Des

ign

& T

ech

no

log

y

En

glis

h

Mat

hem

atic

s

Mo

der

n F

ore

ign

L

ang

uag

es

Rel

igio

us

Ed

uca

tio

n

Sci

ence

Practice Setting/School Stretford High School

Secondary (Age Range) (Please tick relevant box)

KS3 KS4 KS5 P16

Name of Edge Hill University Partnership Trainer

Mez Munshi

Name of Edge Hill UniversityVisiting Tutor

Dr Francis Farrell

Name of Personal Tutor Dr Francis Farrell

Name of Course Leader Dr Francis Farrell

Name of Professional Mentor Linda Smith

Notes for Guidance

These notes should be read in conjunction with the Professional Practice Handbook

Grading

All graded judgements will be made using the following scale:

Professional Practice

GradesAvailable

Notes

Professional Practice 1a (PP1a)

Pass or Fail

Each standard should still be graded (‘Grade 1’, ‘Grade 2’, ‘Requires Improvement’ or ‘Inadequate’) but the overall grade can only be a ‘Pass’ or ‘Fail’.

For Professional Practice 1a ‘Grade 1’, ‘Grade 2’ and ‘Requires Improvement’ are all classed as a ‘Pass’. ‘ Inadequate’ is a ‘Fail’

Professional Practice 1b (PP1b)

Grade 1: OutstandingGrade 2: GoodRequires Improvement

Targeted intervention will be put in place prior to Phase 2 for any trainee graded as ‘Requires Improvement’.

If a trainee is not working at ‘Grade 1’, ‘Grade 2’ or ‘Requires Improvement’ by the end of PP1b, they cannot receive a grade and will need to be referred / deferred

Professional Practice 2 (PP2)

Grade 1: OutstandingGrade 2: Good

If a trainee is not working at ‘Grade 1’ or ‘2’ by the end of PP2, they cannot receive a grade and will need to be deferred (Visiting Tutor will guide the trainee and setting through this process).

Guidance for Professional Practice 2 only

Trainees are given an overall summative grade based upon their grades against each of the teaching standards.

TS2, TS4 and TS5 will be limiting judgements. A trainee must gain their final grade in these three standards to be awarded that grade overall. For example, if a trainee is awarded a ‘Grade 1’ for the professional practice they must be a ‘Grade 1’ in TS2, TS4 and TS5.

The grading process is a triangulation between trainee, Edge Hill University (EHU) Partnership Trainer and the EHU Visiting Tutor and the grades should be agreed and confirmed during the meeting.

The final summative meeting can only take place when the trainee has reached a good or outstanding standard in their teaching.

Next Steps

Please note: This report (PP2 only) will be given to the trainee’s employer once they start their first teaching post and will inform the targets for their EHU Career Entry Development Profile (EHU CEDP) and NQT year.

It will also be used to inform their reference, written by their Personal Tutor

TS1 Set high expectations which inspire, motivate and challenge pupilsGrade

Standard Prompts: Establish a safe and stimulating environment for pupils, rooted in mutual respect Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Additional Guidance with Specific Reference to: Challenge and motivate all pupils and in particular in schools where attainment is low

Trainee Reflection on Achievement (Standard 1)

I have established a safe and stimulating environment for pupils, rooted in mutual respect; this is so the

students can work to the best of their abilities. For instance; with the rotation for year 8’s, I had a new class

that started their RE lessons with me recently. So I made sure that in their first lesson with me, they clearly

knew what I expected of them and how I wanted them to behave in my lessons. The students decided the

classroom rules collectively and then wrote them down in their books ensuring they could always relate back

to them. This helped the students settle in class as they were clearly aware of how to behave in lessons. I

have also consistently used the school’s sanctions policy and when needed, held restorative conversations

with pupils placed in detention.

I have set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. Before I

started teaching my classes, I ensured I found out relevant information regarding each student. For example:

I checked my students; achievement targets, whether they’re on the SEND register, behaviour issues. This

helped me plan my lessons according to the students’ needs to ensure they are always motivated to learn.

The aims of each lesson are outlined and pupils are provided with challenging but achievable targets. The

context of learning is also discussed so that pupils understand the rationale for learning related to specific

topics. Where those of a lower ability may be at a disadvantage, I have created scaffolding aids and writing

frames. I have provided learners of a higher ability with extension questions and topic related words to

research, ensuring they are stretched and remain engaged. To keep the students engaged in lessons and

with the activities, I have learnt to take risks and try various creative activities. For instance; in a year 10

Community Cohesion revision lesson, made sure I had various activities going on with differentiated to

stretch and challenge questions. I had balloons with extension tasks, boxes with differentiation, and

envelopes under chairs with answers. These kinds of strategies have taught me that I have a creative side to

me that I can bring into lessons to inspire, engage and motivate the students.

I have demonstrated consistently the positive attitudes, values and behaviour which are expected of pupils. I

emphasise the importance of good presentation and content throughout my lessons with verbal reminders,

and often showcase exceptional work to inspire and motivate others. I display learning objectives which

increase in expectation and have become more efficient in measuring outcomes through AFL techniques.

There is mutual respect between me and pupils in all of my classes making sure learners are familiar with my

expectations from the onset and reminding them at regular intervals. By doing this, I was able to generate

high levels of enthusiasm in the various lessons I taught, and see the pupils be inspired to learn. I encourage a

healthy dialogue amongst pupils that is conducive to learning. This can only exist through the safe and

respectful atmosphere I have created and is an ongoing target for me, which ensures that learners feel

confident in sharing their views.

For every lesson, the learning objective and outcomes are clearly displayed on each slide for all pupils to see

the achievable goals I have set. I also give pupils rationale for the learning so they understand where their

learning is progressing. The outcomes and extension tasks challenge to pupils and motivation to achieve the

goals for the lesson. I meet and greet pupils at the door of every lesson to welcome them and make them

feel at ease as they enter my classroom. I treat my learners in a polite and respectful manner in the hope that

they will mirror my behaviour and embed it as their own.

I have developed further strategies from working with my mentor, which includes enquiry based discussion

tasks which were designed to challenge and stretch pupils and to make them excited about their learning.

Some of the strategies that I had used with the students are: role plays, case studies, sensory learning, letter

writing, creative and active tasks and debates into my lessons.

Edge Hill University Partnership Trainer’s Feedback (Standard 1)

Zlekha professional attributes were second to none. She fitted in with the team from the outset and it was a pleasure to watch her grow professionally into a successful trainee. Zlekha worked with a range of staff on all levels and the feedback from them about how she conducts herself in school in always positive. She has a friendly and caring nature, however at the same time is able to articulate her views and opinions. Zlekha’s professional attributes is most certainly one of her strengths and one she should be extremely proud of.

Targets

Maintain this level of professionalism in her next school, and continue to focus on stretching and challenging the students, in particular EAL students.

TS2 Promote good progress and outcomes by pupils

Grade

Limiting JudgementStandard Prompts: Be accountable for pupils’ attainment, progress and outcomes Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these Guide pupils to reflect on the progress they have made and their emerging needs Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Encourage pupils to take a responsible and conscientious attitude to their own work and study

Additional Guidance with Specific Reference to: Understand causes of low attainment in some underperforming groups of pupils Identify and build on pupils’ prior knowledge to ensure their progress Select and use teaching strategies that are effective in ensuring progress for all pupils including those from underperforming groups and those

eligible for the pupil premium


Through thorough planning, I feel my lessons are designed to promote a constant level of progression. I am

becoming more adept at recapping and embedding prior knowledge at the start of a lesson, extending this

through engaging and reflective activities, then using assessment for learning strategies to consolidate and

reinforce key concepts.

I am aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these. For

example; in order to check the students’ prior knowledge, I sometimes plan a starter activity with a quiz on

what they learnt in the previous lessons. This is so I instantly know whether the students have understood

the previous lesson in order to move on. Sometimes I introduced games like ‘Kahoot’ in the middle of the

lesson after they learnt some content to check how much progress they have made.

I made sure that my lessons showed the tiers (levels of outcome) on each activity so the students clearly

knew what they had to do achieve their tier for the lesson. I always tried to encourage students to always try

the outcome higher than their standard one to help them build their skills and confidence and to improve

their progress.

I tried to guide pupils to reflect on the progress they have made and their emerging needs by ensuring I

regularly marked their books with feedback for students to reflect on and work on. This strategy helped me

understand each students progress in lesson as well give me the opportunity to give each student feedback

individually that was personal to them. I made sure I praised the students on their written work in their books

to build their confidence in their writing skills as well as give them next steps to ensure they went beyond

their own levels and challenge their learning. Following the Stretford High school marking policy, I have I

attempt to guide pupils towards producing a higher standard of work through detailed, constructive

comments. They are then required to respond to my feedback, instilling a sense of commitment and

ownership to achieving better. I have used this approach using the policy of STR (strengths) and EBI (even

better if) where the students are clearly identified with what they have to do and what they have done well.

I actively encourage learner progress through a variety of methods therefore I have demonstrated knowledge

and understanding of how pupils learn and how this impacts on teaching; for example, I have used a variety

of teaching styles and activities to suit each class. For instance, I tried to make sure I relate the topics, case

studies and activities for my classes to make sure they grasp the knowledge and to keep them interested. For

example; I made sure I made quick activities and snappy games for my year 10 class to give them a balance

between the heavy content in a lesson. I made sure the students had opportunities to try out group activities,

role plays and many more strategies to make sure they did not get bored of just learning the content for their

GCSE’s. I made sure that after fun lessons, the students also did some exam questions so they get used to the

exam techniques. For example; in my recent lesson for the Right and Responsibilities topic for year 10, I

understood there was a lot in content that the students had to take in, therefore I planned my lesson where

the students in the lesson would be teaching their class. In the form of a role play, three students were

instructed to act as an authority (eg; Bible, Church or Conscience) and explain to the students why they are

important when it comes to making a moral decision. This broke down the time I had to spend explaining to

the students and gave the higher ability students to challenge their knowledge and take a leadership role and

explain to their peers.

Another example is of my year 8 class where my teaching style varied in order to keep the students engaged

in the lesson. I made sure I gave the students activities that they could relate to, for example; recent case

studies that they could explore. This enabled the students to engage in the activities and explore the issues.

After every activity, I ensured that I asked a student to repeat what their task was so they fully understand

and then can progress with the lesson.

I ensured that I encourage pupils to take a responsible and conscientious attitude to their own work and

study as I made sure I made the students aware of presentations of their work by prompting the students to

keep it as their class rules. This was so that if the students ever needed a reminder of what I expected in their

books, their attitudes in lessons and their achievements; they could always refer to the expectations. The

students had many prompts in the lessons to help them keep their standards up in lesson, for example; after

writing the date and title, they were always encouraged to underline and was given the word DUMTUCLUM

(date, underline, middle, title, underline, centre, LO, underline, middle). This helped the students remember

to keep the presentations to a high standard.

Another example of where I made sure the students had the opportunities to be responsible and promote

good progress in their work, by giving clear instructions and clarity so the students know what consequences

they would have to deal with. For example; if they had an activity where they had to create a play and record

it, I made sure I told the students of when I would want to receive the final copy and make sure I gave them

enough prompts to help them create it. This helped the students acknowledge the boundaries and if they

could not meet the standards, then they would have to be sanctioned according to the school policy.


Zlekha has shown strong gains towards identifying and building upon pupil progress. She has differentiated for many classes, with clear expectations from each student. She has taken the time to focus on understanding the barriers to the students learning, which followed with her focusing on created differentiated starting points for the students. Zlekha has maintained the department DUMTUCLUM policy, which will be embedded whole school next year, and was fantastic to see during lessons.

Targets

Identify pupil premium students in the classroom. Speak to SENCo for tips on how to help these students

achieve, as well as those who have value-added.

TS3 Demonstrate good subject and curriculum knowledgeGrade

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

misunderstandings Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard

English, whatever the teacher’s specialist subject

Additional Guidance with Specific Reference to: Understand the National Curriculum, including National Curriculum 2014, and its associated examination and assessment arrangements Demonstrate secure subject knowledge across the curriculum to support teaching and learning including the development of a subject specialism Demonstrate knowledge of the 6th form curriculum and assessment methods with the requisite subject knowledge to support student progress

Trainee Reflection on Achievement (Standard 3) Please comment against all relevant curriculum areas

I believe my subject knowledge is constantly growing therefore I research topics extensively to ensure

confident delivery. I am passionate and enthusiastic about RE and this genuine interest is evident in my

research effort and delivery. Increasing my subject knowledge is something I enjoy and take pride in.

This placement has allowed me strengthen areas in which I was previously less confident; for example my

knowledge on Buddhism, the new unit on Rights and Responsibilities for GSCE have increased tremendously

through the planning and delivery of detailed lessons on these subjects.

Throughout my placement, I have led revision lessons in preparation for end of unit GSCE tests and

proceeded to mark the ensuing assessments, meaning I am now more confident and familiar with exam

techniques. Where I have felt I need assistance, I have not hesitated to request support from my mentor. For

instance, with the year 9 class; we looked at various C exam questions on Community Cohesion and the

students had to answer the questions in group and rotate to try another C question. After this, the students

had to peer assess the answers using the mark schemes in order to familiarise themselves with the structure.

I have also conducted revision sessions with year 10 before setting past papers as an assessment. I have then

used the mark scheme to mark their past papers so that I can see their progress and the pupils know what

grade they are working towards.

I have demonstrated an understanding of and taken responsibility for promoting high standards of literacy,

articulacy and the correct use of standard English, whatever the teacher’s specialist subject. For example;

when marking the students books, I make sure I correct literacy, leave feedback and show prompts for

students to copy again and correct their work.

Another strategy that I use in order to make sure the students are also using the correct English, I always the

whiteboard to spell out specific words that the students may have struggled with as well use sentence starts

to help some students with their activity.

My strong subject knowledge has led to pupils being fully engaged in the lesson content, as well as being

enthusiastic to find out more on certain topics. This was through the implementation of deeper enquiry

questioning techniques within lessons, which provoked extended thinking and a deeper look into the topics

the pupils were studying. This was again, to engage all pupils and a method to ensure pupils knew where

their learning was going. I have incorporated both literacy and maths into my lessons to coincide with the RE

subject knowledge.

I have also taught lessons for KS3 History (year7) lessons that I adapted to the needs of my class by

differentiating for the students of who needed extra support to challenging them.. These lessons have also

had learning questions and had an enquiry focus.

I have continued to conduct independent research on both KS3 and KS4 content, which has improved my

subject knowledge dramatically.

Edge Hill University Partnership Trainer’s Feedback (Standard 3) Please comment against all relevant curriculum areas

Where Zlekha has felt under confident with the content of lessons, she has made up for it in effort. The Year 11 GCSE unit of Rights and Responsibilities was something Zlekha was not comfortable with but after using the guidance available as well as the course book, the lesson was a huge success. Students were engaged and do not question lack of confidence when Zlekha feels unsure about the content, which shows the mark of a great teacher in the making. Zlekha has created fantastic revision sessions which involve all students and help each one make progress. Even though she feels unsure, she delivers great lessons through reflection and mentoring!

Targets

Adapt lessons to fit new schemes of work which are outside of her comfort zone (Judaism, Hinduism).Research the upcoming changes to GCSE Religious Studies (draft spec online August)Gain A-Level experience at 6th Forms/colleges to increase your knowledge and adaptability for jobs. Find opportunities to teach all Humanities subjects at KS3 to increase subject knowledge

TS4 Plan and teach well-structured lessons

Grade

Limiting Judgement

Standard Prompts: Impart knowledge and develop understanding through effective use of lesson time Promote a love of learning and children’s intellectual curiosity Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired Reflect systematically on the effectiveness of lessons and approaches to teaching Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Additional Guidance with Specific Reference to: Select and use new technology to effectively support learning


I feel my main strengths lie in my ability to produce well planned, resourced and engaging lessons. This is

reflected in the “outstanding” and “good” observation results I have achieved. My lessons have distinct

starters, content embedded with a creative activity, and consolidation plenaries. I view each lesson as a

learning journey and my planning reflects this structured approach.

I also made sure that my lessons are equipped for all learners, from learning difficulty to students who are

Able and Talented. For instance, with a year 10 revision lesson, I ensured my lesson was planned to meet all

students’ requirements to help them with their assessment so I planned 6 topics in one double lesson.

I have been able to impart knowledge and develop understanding through effective use of lesson time. For

example, in my observation with my year 10 class; I ensured my lesson was well planned where the timing

would be perfect. I made sure that the lesson flowed in a smooth, relaxed manner where the students would

comfortably finish the tasks confidently. This helped the students work at a pace where it was not rushed nor

too slow and get them to work to the best of their abilities.

I attempted to include activities for all types of learning styles in order to embed knowledge in a creative and

imaginative way; in my lessons learners have gone on treasure hunts, written scripts, creating campaigns and

presentations, creating playdoh models to illustrate various examples of their activities , and creating their

own superheroes equipped to fight injustice.

I have been able to reflect systematically on the effectiveness of lessons and approaches to teachings. This

has shown throughout lessons and PT mentor meetings. Therefore, there been occasions where I have

delivered lessons that have fallen short of my expectations or those of my mentor. Where this has occurred,

I have tweaked and rectified the lesson. I am very responsive to the feedback of my mentors and incorporate

their ideas to improve my performance.

I create suitable resources which engage the interest of pupils whilst also meeting the desired criteria

imposed by the scheme of work within the department. During lessons, I share timings with pupils and have

also made use of the interactive whiteboard to display how much time pupils have for set tasks; this has

helped to maintain pace in lessons and refocus pupils who may be off-task as it allows them to appreciate

they only have a certain amount of time to complete a set activity.

They were designed to stimulate pupils learning and enthusiasm for RE, as well as promote a love for

learning. I set learning outcomes for all lessons, occasionally with the guidance of my mentor which were

designed to challenge and motivate pupils. I ensured that all of the learning outcomes were achievable but

pupils knew how to stretch themselves and further their knowledge in RE. I have continued to include time

for reflection in each lesson so that pupils can think back to the learning objective and measure their own

progress.

I have also continued to plan lessons with effective timings. I ensure that any activity planned has enough

time for pupils to complete and understand, and for discussion tasks I have learnt to skilfully plan time to ask

deeper thought provoking enquiry questions for pupils and structure this within lessons. This is something I

will continue to do throughout my career.

My subject knowledge is now very strong and this helps my planning so that I can include challenge activities

to stretch higher ability pupils. I plan for time in the lesson to actively check the progress of pupils, which

allows me to adapt my learning if there is confusion or misconception. I have continued to develop my

teaching and learning strategies from placement one and have now successfully incorporated ICT and iPads

into my lessons.

I set homework and planed other out-of-class activities to consolidate and extend the knowledge and

understanding pupils have acquired. I ensured I included homework in my schemes of work in order for

students to carry out extra work outside the classroom.

I have had the opportunity to contribute to the design and provision of an engaging curriculum within the

relevant subject area(s). For instance, I have created lessons and schemes of work for the new topic for year

7’s- Buddhism that I am sharing with the Humanities department. This has shown that I am willing to

contribute my lessons and work with the department and I am part of a team at the school.

I continue to hold great enthusiasm for my subject, which comes across in my planning and teaching of

lessons and is something I recognise as essential for engaging pupils.


At the beginning of the placement, Zlekha felt she really struggled with making the learning in classroom come alive. After mentor observations and guidance, tips and hints, Zlekha has really built up a field and bank of resources and strategies which she can take away to any school and adapt to the student’s needs. Zlekha uses group work to her advantage and it has really shown throughout the planning process, that this is a strategy which works. Students are engaged and confident as a result! The timing in lessons are accurate with regards to her planned time, and Zlekha is able to reflect where students more/less time for an activity. She has contributed to the curriculum with a Year 7 SoW and assessment on Buddhism, which is well planned and delivered. Overall, a really great set of observations which she should be extremely proud of!

Targets

Continue to be aware and implement creative strategies and pace within lessons at her next school.With regards to homework, make some enquiry based for the most-able – essays/articles/guides etc are an excellent tool for them which can be used for all.

TS5 Adapt teaching to respond to the strengths and needs of all pupils

Grade

Limiting Judgement

Standard Prompts: Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’

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

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

From the start of the placement I have made it a priority to use pupil data and to inform my planning, and

have recognised the significance and importance of doing this. I arranged a meeting with the school’s SENCO

as I arrived at the school to gain a full understanding of the SEND/EAL policies that are put into place to help

pupils. In order to understand the needs of my pupils in my lessons, I also had many meetings with the TA in

my class to give me additional information so I ensure I met their needs in the lesson.

I believe I have and are becoming stronger to respond to all students to all strengths and needs by staying

consistent with my differentiating strategies for higher and lover abilities and my lesson planning.

I have also had experience teaching many gifted and talented pupils in a number of my classes. I prepared

challenge tasks for these pupils in my lesson which were designed to stretch and further their knowledge and

understanding. Most of my classes on placement have been of mixed ability, where I have included

differentiated resources so that all pupils in the class can access the content and expand their learning in RE.

I have attended different CPD sessions outside of school which have been taken by the additional needs team

with a focus on SEN/EAL. I have been to training sessions with both the SENCO and the EAL lead in the school,

which not only provided me with the school’s policies on additional needs but gave me examples of good

differentiated resources as well as ideas of how to address other types of SEN in my lessons.

I know when and how to differentiate appropriately, using approaches which enable pupils to be taught

effectively. For example; I always make sure I differentiate for all my students so they can access the work

easily. An example of where I have adapted to respond to the students strengths and needs, was in my year

10 lesson where the class looked at marriages in Islam and divorce. I made sure I differentiated for students

with learning difficulty by providing sentence starts, format of the questions differentiated by using familiar

language for the students, writing frames, and one to one support. For my higher ability students, I ensured I

printed off challenge questions and exam questions that I knew would challenge the students and really bring

out the students best abilities.

Another way that I differentiate for the students when they work in groups is that, I usually put the students

in group with two students of higher ability that can support two student’s with lower ability. (Showcase

differentiation here from various lessons – say how you think it has had an impact on your learners too)

Another example of where I have used differentiation to guide my students has been with my year 7 class.

The students had an activity of the market stall where students had to work in groups of 4 (first

differentiation was I made sure each group had two students who were higher ability and two students who

needed aid therefore lower ability) with one students being the ‘group teacher’. Altogether there were 4

groups and the students had different information sheets for their groups. Their task was to summarise the

information in their groups making sure the ‘teacher’ understood the work as the rest of the members of the

group had to move clockwise to the next stall where there was new pieces of information and the teacher

had to teach the next group. The first differentiation was to make sure the lesson was challenging and

intellectual enough for the higher ability students. During the task, I made sure the students with lower

ability and learning difficulties were also catered for. For example, the sheets the students had to fill in, I

made I had sentence starters for students to help them find the correct information and fill in the box. As I

also made sure that the students were paired up with higher abilities, it ensured that the students can also

look for support from their peers demonstrated an awareness of the physical, social and intellectual

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

development.


Zlekha has attended all the safeguarding CPD sessions which have covered barriers to learning, next steps and how to use strategies in the classroom to support pupils who have specific needs. Zlekha has differentiated for many of the classes she teaches, and this has really helped the students. It has been delivered in a subtle manner, such as integrated HA/MA/LA group settings, peer partners who are also friends, making them feel like forced, and more encouraged. Zlekha has used sentence starters consistently for all the year groups, making students feel comfortable with their learning in the classroom.

Targets

Create a bank of resources/strategies for differentiation and maintain the use of these in the classroom. The best way for this is to spend the first few weeks, data gathering, with less of a focus on content teaching. Teach at the highest ability and scaffold downwards. Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development - use differing language for individual to avoid sanctions being put into place.Never give up on the positivity!

TS6 Make accurate and productive use of assessmentGrade

Standard Prompts: Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Make use of formative and summative assessment to secure pupils’ progress Use relevant data to monitor progress, set targets, and plan subsequent lessons Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

Additional Guidance with Specific Reference to: Collect and record appropriate formative assessment data and summative test data across the curriculum Use assessment data to identify pupils’ progress and support their learning Use assessment data to evaluate the quality of teaching Report pupils’ progress to different audiences and for different purposes Give effective feedback to pupils to enable them to reflect on the progress they have made and identify their own emerging needs


Throughout the placement I have given regular feedback to all of my classes. This has been through marking

their books with enquiry questions to further their written work, as well as through oral feedback given in

lesson time and when pupils complete purple pen work. The purple pen work has been completed at the

beginning of a lesson so that pupils can take their time in reading the feedback given, as well as answering

any of the challenge questions given, or help to complete a specific task in their books. I give lots positive

reinforcement to the pupils to give them confidence to participate in whole class discussions where I have

assessed their knowledge through deeper enquiry questioning activities. I am thorough and purposeful in my

guidance. Through written dialogue, I encourage pupils to expand on their answers and consider alternative

views.

I have become more confident in using summative assessments and have marked a variety of KS4 end of unit

tests using the Edexcel marking guide. For example, I have used past GCSE exam papers and practise

questions to assess the knowledge of my KS4 RE class. The past papers were set under exam conditions and I

followed the mark scheme to look at how to grade the work. I now have a full and strong understanding of

the GCSE mark scheme for RE, as well as assessing KS3 work.

For example; for the year 8 capital punishment assessments after I had marked it, rather than telling the

students the tiers they had met I have advised pupils on the amendments they need to make in order to gain

additional marks. This was so the students had the opportunity to improve their marks and focus on the key

strengths and weaknesses in light of feedback given, which develops their skills for future.

I use both formative and summative assessment in my lessons to gauge the understanding and knowledge of

pupils and compare this to their target grades/tiers to check their progression. I use the pupil data to help

identify pupil’s progress and then use the information to plan to support their learning, as well as challenge

and stretch their learning.

When marking pupil’s books, I use pupil data and my knowledge of individual pupils to give my written

feedback and to know how a pupil needs support with their work or what questions I can ask to challenge the

pupil’s and push them above their target set. I still continue to use pupil’s prior knowledge to inform my

planning so that their knowledge is extended & have been able to plan well-structured lessons to the specific

needs of the pupils in that class. I have been accountable for the progress of all pupils I taught, and because

of this I continued to incorporate progress checks into my lessons through various AFL techniques. I have

continued to notice the importance of oral feedback for pupils whilst on placement. I have seen a number of

pupils grow in confidence after receiving feedback and positive comments from me during lesson, as well as

when I have seen them around.

Overall, I have learned an immense amount in the field of assessment through my mentor during this

placement.


With the new changes from levels to tiers at KS3, it has been a difficult process regarding guidance for assessments. However as a department it is becoming ever-increasingly clear on how to mark KS3 papers. Zlekha has also gone through that transition, and it has resulted in her created a Buddhism assessment for Year 7 using marks, rather than tiers. This will be something to take away to her next school if it is successful during assessment week.

Zlekha has marked Year 8 assessments confidently, with clear diagnostic marking for the students to reflect and improve their grades. The books are marked regularly which gives students feedback and reflection time in the lesson, and this should definitely continue in the next placement.

Targets

Create, practice and deliver exam feedback lessonAssessment marking and moderation at GCSE Edexcel level – pair up with another school or within a department which will help to continue to expand knowledge on assessment criteria. Use assessment data to evaluate the quality of teaching and report pupils’ progress to different audiences and for different purposes. Have 1-1 conversations following assessments where students have underperformed, and thus contact parents/carers regarding their performance.

TS7 Manage behaviour effectively to ensure a good & safe learning environmentGrade

Standard Prompts: Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in

classrooms and around the school, in accordance with the school’s behaviour policy Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards

consistently and fairly Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

Additional Guidance with Specific Reference to: Develop strategies to promote and manage good behaviour successfully and tackle bullying, including cyber and prejudice-based bullying


At the beginning of the placement I spent some time observing outstanding behaviour for learning practise

from my subject mentor, as well as from other members of staff. I was able to observe different BFL

strategies being put into place that fell in line with the school’s behaviour policy. I quickly became aware of,

and understood the school’s behaviour policy and implemented this in all of my lessons from the beginning.

My formal observations have referenced my strong pupil relationships and positive attitudes as a key

strength. I try to incorporate and discuss all views in a respectful way and I really believe learners feel safe

and valued in my classroom. My classroom is calm and orderly. I do not proceed with my instructions until I

gain full attention and I make it evident that I am waiting. My commands are strong and consistent and I feel I

have a good presence in the classroom.

I promote the Humanities ethos of respect by challenging unacceptable language and comments, even if they

take place in a corridor context. My approach is to ask learners to reflect on the harm they may cause others

with barbed comments. I have found that self-reflection is more productive than a telling-off.

I promote good manners and am particularly against pupils speaking over one another. I always explain the

virtues of listening to and respecting one another’s talking space. Where I have encountered repeated

disobedience, I have moved children, given break time and after school detentions, escalated the issue to

pastoral leads and even contacted parents. I have also utilised the schools internal logging system by

assigning behaviour points for conduct that has not met my high expectations by using the C-system of the

school.

I also attended a number of detention sessions where I had sent pupils for climbing up the c-system for a

number of reasons. I held many restorative conversations with pupils who I had placed in detention. When

planning lessons I have ensured that they are varied and have engaging tasks so that all pupils are engaged

and there is minimal chance for low level disruption. I have liaised with various heads of year when I have

identified an issue with a specific pupil in a year group.

Seating plans have been put into place throughout my placement, not only for me to learn my pupil’s name

but to ensure good behaviour and seat pupils together who will challenge and support one another. Again, I

have seen the importance of knowing all pupils’ names and knowing pupils and individuals as a tool for

behaviour management. I maintain a good and positive relationship with all of my classes in KS3 and KS4.

I have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and

courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour

policy.


Zlekha has followed through on each behavioural incident in the classroom, whether it reached c4 level and resulted in the reflection room, or if it was a quick chat at break time. Following through on these sanctions is strength for Zlekha. Promoting the ethos of the department has allowed Zlekha to get to know her students better with the meet and greet of students at the beginning of the lesson. The expectations are high in the classroom and students are beginning to meet them consistently.

Targets

Maintain confidence during lessons through teacher tone and presence. With time and experience you will get to know your students better which will mean there are less behavioural incidents. Continue to develop strong commands, finding your teacher voice. Consolidate expectations after a short break where needed.

TS8 Fulfil wider professional responsibilitiesGrade

Standard Prompts: Make a positive contribution to the wider life and ethos of the school Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Deploy support staff effectively Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Communicate effectively with parents with regard to pupils’ achievements and well-being

Additional Guidance with Specific Reference to: Maintain professional behaviour at all times including an appropriately professional standard of dress Work with teaching colleagues as part of a team Demonstrate confidence and competence in leading the work of teaching assistants and other additional adults to achieve learning objectives Demonstrate confidence and competence in communicating effectively with parents or carers Demonstrate knowledge of a teacher's statutory responsibilities for the welfare and safeguarding of pupils Understand e-safety Access educational research; assess the robustness of that research and apply their findings to their own developing teaching practice Integrate the theoretical elements of their ITT programme with the professional practice elements to support their own reflection and professional

development Demonstrate commitment to identifying and addressing on-going professional development needs Demonstrate confidence and competence in applying for teaching posts


During my time at Stretford High School, I have very much felt like an active and fully initiated member of the

teaching team by being involved the range of wider duties I have fulfilled.

Every Tuesday and Thursday commences with a staff briefing/ think- tank time, at which I have been present.

I have been part of the year 7 form that my mentor is assigned to so I have been attending weekly assemblies

for the year 7. This has allowed me to build relationships that have a different dynamic to a classroom

teacher. At many occasions I have had the opportunity to cover other year 7 form teachers class in the

morning which has enabled me to meet and get to know other year 7 students rather than the ones I only

teach.

During my placement, I have been present at all necessary meetings. These have included Year 7 form tutor

meetings, faculty and departmental gatherings, and after school “DT” sessions on Mondays. By taking part in

these, I have begun to appreciate the demands of a teacher outside of the RE classroom and the importance

of being a conscientious and active staff member. I have taken responsibility for improving teaching through

appropriate professional development, responding to advice and feedback from colleagues. Have attended

workshops and all briefing, toolboxes on Thursday as well as Linda’s (Professional Mentor) CPD sessions on

some Wednesdays.

I also accompanied my PT to a Year 8 open evening, which helped me understand what the protocols are

when students are choosing their options for next year. The open evening enabled me to understand how a

teacher supports students to make the right choices for the GCSE’s and ensures they give the students all the

information need to make the right decision for them.

I have built a strong professional relationship with many colleagues and would not hesitate to ask them for

advice or guidance. I definitely recognise the virtues of their greater experience in teaching. I listen carefully

to staff members when they offer advice and always endeavour to incorporate their ideas within my lessons.

I observed teachers within the community to help better my behaviour management and differentiation and

other members observed a number of my lessons where they wanted to see some of my strengths in action. I

have maintained my professional behaviour at all times by arriving to school early and leaving late, as well as

always setting high expectations of pupils. I have worked well and efficiently within the humanities

department to become part of the team. I have shared my resources within this department for colleagues to

use, as well as for other non-specialist RE teachers. I have fully understood and followed the school’s

safeguarding policy and have attended a number of CPD sessions surrounding safeguarding in the school.

I have also worked confidently with support staff/TAs and have had a number of meetings with the additional

needs faculty. I informed the TA of what the lesson content was and how they could help and support the

pupil they were attached to in my lesson.

I helped with GCSE RE revision sessions in lessons for year 11 pupils when they were preparing for their

exam. I have been observed by a number of staff at the school and have listened to their feedback and

integrated it into my practise to develop further.


Zlekha arrived at Stretford High School and the first impressions were great, dressed professionally with a strong sense of professional behaviour. She has fit in fantastically within the team, and has worked with the TA in the department before lessons and observations. She has an awareness of her own professional needs in the classroom and can reflect on the outcomes of lessons effectively. She has attended all of the extra-curricular events, including parents open evening, where she met and spoke to parents of students that she had taught.

Targets

Contact home to speak to parents of students who are underperforming.Research relevant CPD sessions in your area/LA to attend.Search and apply for full-time posts.Write reports for students, as well as input data.

Final Grade

I confirm that the trainee has met the requirements for Part Two: Personal and Professional Conduct at a consistently high standard (please tick) Yes No

Please circle one of the following Grades which are relevant to this Professional Practice

Please only complete this if yourTrainee has completed:

Professional Practice Phase 1a (PP1a)

Pass Fail


Professional Practice Phase 1b (PP1b)

Grade 1 Grade 2 Requires Improvement


Professional Practice Phase 2 (PP2)

Grade 1 Grade 2

Standards Grades Number of days attended

TS 1 Start Date

TS 2 End Date

TS 3 Complete the appropriate box below

TS 4 End of PP1aPredicted Grade by end of training

TS 5

TS 6 End of PP1bPredicted Grade by end of training

TS 7

TS 8 Overall Final Grade(As agreed at PP2 triangulation meeting)

The Professional Practice 2 summative meeting can only take place when the trainee has reached a ‘Grade 1’ (Outstanding) or ‘Grade 2’ (Good) level in their teaching.

In order to gain ‘Grade 1’ (Outstanding) the majority of the Standards must be graded as ‘Grade 1’, including TS2, 4 and 5 together with all other Standards graded at least ‘Grade 2’ (Good).

In order to gain ‘Grade 2’ (Good) the majority of the Standards must be graded at least ‘Grade 2’, including TS2, 4 and 5.

SignaturesAt triangulation meeting

Edge Hill University Partnership Trainer: M.Munshi ……………………………………………………..

Professional Mentor …………………………………………………………………………….

Edge Hill University Visiting Tutor: ……………………………………………………..

Trainee: ....................................................... Date: .........................................Copy to: Edge Hill University Partnership Trainer/ Trainee/ Professional Practice Leader/Personal Tutor

Documents

Zlekha Triangulation