SECONDARY EDUCATION

INTERIM ASSESSMENT PROFESSIONAL PRACTICE

To be completed by the Partnership Trainer and Trainee and submitted electronically to Course Leader & Visiting Tutor (if different)
by the Trainee by 2nd May 2015

Name of trainee: Zlekha Suleman

Programme: Secondary PGCE Full Time

Professional Practice school/college: Stretford High School

Achievements
(trainee to complete prior to Edge Hill University
Partnership Trainer meeting)
TS1 Set high
expectations which
inspire, motivate and
challenge pupils

Established a safe and stimulating environment for

pupils, rooted in mutual respect;
Youve set goals that stretch and challenge pupils of
all backgrounds, abilities and dispositions
Demonstrated consistently the positive attitudes,
values and behaviour which are expected of pupils.

TS2 Promote good

progress and outcomes
by pupils (limiting
judgements)

Be aware of pupils capabilities and their prior

knowledge, and plan teaching to build on these;
(differentiation, pick maybe 1-2 examples of where

Subject: Religious Studies

Practice: Professional Practice 2

Targets
(as agreed by Edge Hill University Partnership Trainer and trainee)

youve used real differentiation to guide your

students)
Guide pupils to reflect on the progress they have
made and their emerging needs; (Use your examples
of fab marking here)
Demonstrated knowledge and understanding of how
pupils learn and how this impacts on teaching;
(youve varied teaching styles/ activities for different
groups use the exams from 10b and 8x in
particular)
Encourage pupils to take a responsible and
conscientious attitude to their own work and study.
(Can use the examples of Humanities Dumtuclum
policy, video feedback and consequence for late
submission etc)

TS3 Demonstrate good

subject and curriculum
knowledge

Have a secure knowledge of the relevant subject(s)

and curriculum areas, foster and maintain pupils
interest in the subject, and address
misunderstandings; (Use example of arranged/forced
marriage to address misunderstandings!)
Demonstrate an understanding of and take
responsibility for promoting high standards of literacy,
articulacy and the correct use of standard English,

Demonstrate a critical understanding of developments in the

subject and curriculum areas, and promote the value of
scholarship; (Target Use moderation to your advantage to
understand the changes in level system and the transition
to tiers. Mark confidently both KS3-4 assessments).

whatever the teachers specialist subject; (Again

marking where you correct literacy, as well as use the
whiteboard to highlight trouble words for our
students.)

TS4 Plan and teach wellstructured lessons

(limiting judgements)

Impart knowledge and develop understanding

through effective use of lesson time; (Example of
most recent lesson where timing and pace was spot
on for observation)

Maintain these high standards of lesson planning for your

lessons with structures in place such as differentiation and a
range of activities.

Set homework and plan other out-of-class activities to

consolidate and extend the knowledge and
understanding pupils have acquired; (homework
examples in scheme of work)
Reflect systematically on the effectiveness of lessons
and approaches to teaching; (Shown throughout
lesson and PT mentor meetings)

TS5 Adapt teaching to

respond to the strengths
and needs of all pupils
(limiting judgements)

Contribute to the design and provision of an

engaging curriculum within the relevant subject
area(s). (Use Buddhism lessons and SoW where you
are sharing with the Humanities department shows
contribution to a very high level)
Know when and how to differentiate appropriately,
using approaches which enable pupils to be taught
effectively; (Showcase differentiation here from
various lessons say how you think it has had an
impact on your learners too)

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. (Target

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;
TS6 Make accurate and
productive use of
assessment

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.

TS7 Manage behaviour

effectively to ensure a
good & safe learning
environment

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
schools behaviour policy. (Use of C-System, as well
as detentions and logging of poor behaviour, class
dojo now too)

Continue to learn strategies for EAL students in particular how

can you help them to access the SoW? Work closely with the EAL
department in both Stretford High School, as well as maybe
organise a session/shadow at Ladybridge High School to learn
from their EAL department)

Know and understand how to assess the relevant subject

and curriculum areas, including statutory assessment
requirements; (Here Id make it a target to plan, assess and
mark an assessment for Year 9 Believing in God +
Community Cohesion mixed assessment) Lets get you to
plan and create assessments for your classes so they are
your own how does that sound?)
http://qualifications.pearson.com/en/qualifications/edexcel-gcses/religiousstudies-2009.coursematerials.html#filterQuery=category:Pearson-UK:Category
%2FExam-materials&filterQuery=category:Pearson-UK:Document-Type
%2FQuestion-paper&filterQuery=category:Pearson-UK:Exam-Series%2FJune2011

Have high expectations of behaviour, and establish a

framework for discipline with a range of strategies, using
praise, sanctions and rewards consistently and fairly
(Target To use varied behaviour management techniques
and trial different ways to settle classes. Classroom presence
will improve that way and will become less of a target and
more of a method to assist classes.)

Maintain good relationships with pupils, exercise

appropriate authority, and act decisively when
necessary.
TS8 Fulfil wider
professional
responsibilities

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; (Very reflective attitude to all
feedback from PT, which has created a real sense of
progress throughout the placement, open minded
and ready to adapt lesson/strategies in the
classroom)

Take responsibility for improving teaching through

appropriate professional development, responding to
advice and feedback from colleagues; (You attend
workshops and all briefing, toolboxes on Thursday as
well as Lindas CPD sessions on some Wednesdays)
Communicate effectively with parents with regard to
pupils achievements and well-being. (Options
Evening!!!)
Professional Practice Predicted Grade

Deploy support staff effectively; (Speak to Millie and see

which lessons she is present in your lessons- what can you
specifically give her to do?

Edge Hill University Partnership Trainer signature: M.Munshi________________________

Edge Hill University Partnership Trainer name (please print): Mez Munshi______________
Trainee signature: _________________________________ Date ________________________________

Guidance for completion

1. Prior to meeting with the Edge Hill University Partnership Trainer, trainees should: reflect on and electronically record key achievements in the
above template (expanding each cell as needed to accommodate all required information); consider possible targets for development for each
Teachers Standard.
2. At the meeting with the Edge Hill University Partnership Trainer, the trainee and the EHUPT should: reflect on trainee achievements; agree on
focused, measurable targets for the next phase of Professional Practice; record these targets above; sign the document to indicate agreement has
been reached.

3. After the meeting with the Edge Hill University Partnership Trainer, trainees should: provide their Course Leader with a copy of this document.