The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
Primary Assignment 2: Subject Mentor’s Marksheet
Name of trainee: Glenn Billingham
Name of Subject Mentor: David Tebbutt
School: Park Junior
Standard Standard descriptor
Q1 Have high expectations of children and
young people including a commitment to
ensuring that they can achieve their full
educational potential and to establishing fair,
respectful, trusting, supportive and
constructive relationships with them.
Q4 Communicate effectively with children, young
people, colleagues, parents and carers.
Q7(a) Reflect on and improve their practice, and
take responsibility for identifying and meeting
their developing professional needs.
Q8 Have a creative and constructively critical
approach towards innovation, being prepared
to adapt their practice where benefits and
improvements are identified.
Q9 Act upon advice and feedback and be open
to coaching and mentoring.
Q10 Have a knowledge and understanding of a
range of teaching, learning and behaviour
management strategies and know how to use
and adapt them, including how to personalise
learning and provide opportunities for all
learners to achieve their potential.
Subject: Physical Education
Date: 10.03.2011
Comment Grade
(please tick)
O G S I
Glenn has always shown that he has improving expectations of the children. √
He has improved in the detail of his planning including the use of differentiation
to enable all children to work at their level and reach a good potential. Glenn
has developed positive relationships with the children by showing them
support and respect and treating them all fairly, providing equal opportunities
to all.
Glenn clearly communicates with colleagues and children, taking time to √
answer questions, praise and support them.
Glenn does need to reflect more deeply on his lessons and feedback regularly √
to staff so that he is able to adapt his practice and ensure assessment for
learning is used to impact on future lessons. Assessment for learning does
need to be used in his PE lessons especially through sharing learning
intentions at the start of lessons and analysing to see if it has been achieved.
Glenn has steadily grown in confidence to become more creative in his √
teaching this term, shown by the wide variety of content in his lessons. Glenn
has tried more creative approaches in his PE lessons including problem
solving and more open ended tasks.
Glenn will always act upon feedback and will look to improve his practice. He √
is open to advice and will try out new and improved strategies.
Glenn has demonstrated a good knowledge of teaching and learning strategies √
and has incorporated these into some of his lessons, using some methods to
engage the children in their learning. He has made good progress in assessing
the children’s individual needs and abilities and providing teaching to meet this
wide range of needs. Glenn has shown improving behaviour management,
using his own strategies, while keeping in line with the school’s own policy.
The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
Standard Standard descriptor
Q11 Know the assessment requirements and
arrangements for the subjects/curriculum
areas in the age ranges they are trained to
teach, including those relating to public
examinations and qualifications.
Q12 Know a range of approaches to assessment,
including the importance of formative
assessment.
Q13 Know how to use local and national statistical
information to evaluate the effectiveness of
their teaching, to monitor the progress of
those they teach and to raise levels of
attainment.
Q14 Have a secure knowledge and understanding
of their subjects/curriculum areas and related
pedagogy to enable them to teach effectively
across the age and ability range for which
they are trained.
Q15 Know and understand the relevant statutory
and non-statutory curricula, frameworks,
including those provided through the National
Strategies, for their subject/curriculum areas,
and other relevant initiatives applicable to the
age and ability range for which they are
trained.
Q17 Know how to use skills in literacy, numeracy
and ICT to support their teaching and wider
professional activities.
Q19 Know how to make effective personalised
provision for those they teach, including
those for whom English is an additional
language or who have special educational
needs or disabilities, and how to take
practical account of diversity and promote
equality and inclusion in their teaching.
Comment Grade
(please tick)
O G S I
Glenn has been involved in staff training sessions on the effective use of the √
Standard Files with regard to levelling work. These are obviously not used for
PE.
Glenn has used a range of strategies for assessing the children, including √
involving the children in self and peer assessment with regard to feeding back
on PE Gymnastic sequences. He understands the importance of formative
assessment.
Glenn is aware of the types of information used within a school to evaluate the √
effectiveness of teaching and to monitor the progress of the children with the
ultimate aim of raising achievement and attainment.
It has not been possible to use this knowledge formally as the unit of work is
not yet complete and is not a core subject.
Glenn worked conscientiously to ensure he had a good knowledge of the √
subject he was going to teach. He has a sound knowledge of the related
pedagogies and applies this knowledge appropriately into his planning and
teaching.
Glenn has a good knowledge of the relevant statutory and non-statutory √
curricula and frameworks. Glenn coped well with the change of year groups
and was able to adapt his teaching to meet their needs.
Glenn has shown a good level of skill in literacy, numeracy and ICT which has √
underpinned his planning and teaching this term. He has tried to use ICT more
often although it would have been further beneficial if he had used ICT within
gymnastics lessons e.g. videoing sequences.
Glenn has worked hard to produce plans that are fully inclusive for all children. √
There is a wide range of abilities, special needs and EAL requirements in the
class and Glenn has started to show an ability to adapt his provision in PE to
meet the children’s needs. Differentiation can be very well used in PE, not just
through outcome but by task and instruction.
The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
Standard Standard descriptor
Q20 Know and understand the roles of colleagues
with specific responsibilities, including those
with responsibility for learners with special
educational needs and disabilities and other
individual learning needs.
Q22 Plan for progression across the age and
ability range for which they are trained,
designing effective learning sequences within
lessons and across series of lessons and
demonstrating secure subject/curriculum
knowledge.
Q23 Design opportunities for learners to develop
their literacy, numeracy and ICT skills.
Q24 Plan homework or other out-of-class work to
sustain learners’ progress and to extend and
consolidate their learning.
Q25(a) Use a range of teaching strategies and
resources, including e-learning, taking
practical account of diversity and promoting
equality and inclusion.
Q25(c) Adapt their language to suit the learners they
teach, introducing new ideas and concepts
clearly, and using explanations, questions,
discussions and plenaries effectively.
Q25(d) Manage the learning of individuals, groups
and whole classes, modifying their teaching
to suit the stage of the lesson.
Q26(b) Assess the learning needs of those they
teach in order to set challenging learning
objectives.
Q27 Provide timely, accurate and constructive
feedback on learners’ attainment, progress
and areas for development.
Comment Grade
(please tick)
O G S I
Glenn has been keen to be involved in team meetings and staff curriculum √
development meetings where colleagues have discussed and explained the
needs and provision that children need. Glenn does need to ensure that he
gives regular feedback about children he has worked with to the class teacher,
including any concerns over difficulties they are having. Glenn enjoyed his visit
and observing practice in the school’s DSP for Behaviour, Social and
Emotional children.
Glenn has planned the sequence of lessons on gymnsastics alongside the √
class teacher. Further independence and creativity could be sought to meet
ensure increased creativity for the children.
This was a difficult module to include much literacy, numeracy and ICT in √
although Glenn does need to take up every possible opportunity to include
them e.g. taking notes for next session.
Homework did not take place with this unit. √
Glenn used a limited range of teaching resources due the nature of his √
selected unit. He used the apparatus to enhance his teaching. His teaching
strategies were varied and included teacher talk, paired, individual and group
work and discussion.
Glenn has made good progress this term in identifying when and knowing how √
to adapt his language. In particular, he has gained an understanding of the
need for clear, unambiguous instructions.
Glenn has shown an improving level of intuition in assessing how the children √
are engaging with the lesson and has started to modify his teaching when
needed.
Glenn has progressed in getting to know the children and being able to assess √
their learning needs. We have regularly discussed how best to maintain
challenging learning objectives. He now needs to do it more independently.
Glenn gave verbal feedback during the course of lessons although due to the √
nature of PE there was no written work to assess. He progressed with his
subject knowledge to give constructive feedback to individual and groups
during PE sessions.
The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
Standard Standard descriptor
Q28 Support and guide learners to reflect on their
learning, identify the progress they have
made and identify their emerging learning
needs.
Q29 Evaluate the impact of their teaching on the
progress of all learners, and modify their
planning and classroom practice where
necessary.
Q33 Ensure that colleagues working with them are
appropriately involved in supporting learning
and understand the roles they are expected
to fulfil.
Comment Grade
(please tick)
O G S I
Glenn has been supportive of all learners and successfully built their self √
confidence and belief in their own abilities. He has started them to identify their
own steps of progress, reflect on their own learning and set realistic targets for
their future learning.
Glenn has started to think about and reflect upon the impact of his teaching on √
children’s progress. He now needs to look at each lesson in more detail and
ensure his planning is adequately modified.
Glenn has worked well with his class teacher and the teaching assistant in our √
class, as well as other colleagues when appropriate. He now needs to
communicate his planning ideas in a more consistent manner.

Subject Mentor’s summative grade judgement (please tick)

O G S I
√

If the Subject Mentor deems Assignment 2 a fail, the trainee has one further opportunity to re-submit it. A date for the
resubmission of Assignment 2 should be set and the College Administrator and the Primary Co-ordinators informed.

Summative comment
A good assignment with elements of satisfactory. It was good to see your in depth knowledge of the PE sessions and the progress you
have so evidently made. The children very much enjoyed your teaching of PE and it was good to see your natural enthusiasm coming
through. You have built very good relationships with all the children in the class, showing genuine concern for them and their progress.

Areas for development

To develop a wider range of assessment strategies to use with the children and to consider how to meet the need for written outcomes.
To develop more detailed evaluations and ensure they are fed back to the necessary parties.
The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

Signed

Subject Mentor: …David Tebbutt…………………………………………………………………

Marking information

The trainee should discuss the progress of Assignment 2 with the Subject Mentor. All comments at the draft stage should be included
with the final version of Assignment 2.

Assignment 2 should be submitted to the Subject Mentor by Tuesday, 3rd March 2011.

Subject Mentors should mark Assignment 2 by Friday, 18th March 2011. The Subject Mentor should then forward Assignment 2 to the
College Administrator to pass to the Primary Co-ordinators for moderation.

Assignment 2 moderation by the Primary Co-ordinators should take place between Monday, 21st March 2011 and Friday, 1st April 2011.

Subject Mentors should provide feedback to the trainee during the week beginning Monday, 4th April 2011.