How the course will be assessed
To be awarded Qualified Teacher Status you will be required to provide evidence that you have met the Teachers’ Standards. The standards are grouped in nine sections:
- A teacher must set high expectations which inspire, motivate and challenge pupils
- A teacher must promote good progress and outcomes by pupils
- A teacher must demonstrate good subject and curriculum knowledge
- A teacher must plan and teach well structured lessons
- A teacher must adapt teaching to respond to the strengths and needs of all pupils
- A teacher must make accurate and productive use of assessment
- A teacher must manage behaviour effectively to ensure a good and safe learning environment A teacher must fulfil wider professional responsibilities
- Personal and professional conduct
How will the course be assessed:
For trainees on the QTS only programme there will be an expectation to complete the following tasks:
- An school orientation task
- Pupil progress evidence bundle
- Research linked to teaching and pupil progress
- Special Educational Needs
For those undertaking the PGCE programme the above tasks will be expected to be completed as well as the two assignments set by the University of East London.
During the course trainees are continually assessed against the Teachers’ Standards in the following ways:
- Through observation of lessons during school practices in mainstream and special schools
- Through examination of the trainee’s pupil progress file with evidence of pupil progress overtime, lesson plans and evidence on the portal of meeting the teacher's standards.
- Through written assignments or assessment tasks
There is a formal review of the trainee’s process at the end of each half term, by the School Based Educator and the Professional Tutor from the ELA SCITT. Trainees will receive early warnings if their performances is judged not to be at the required standard.
The final assessment towards the recommendation of QTS takes place in June and will take account of all the evidence provided during the course.
During the course trainees slowly build up their time in the classroom with an expectation that at the start they focus on groups of pupils developing a range of evidence to demonstrate pupil progress in English and mathematics. As the course progresses they will be expected to take more and more of the lessons dependant on readiness. In the final term it is expected that trainees will teach 80% of the time they are in school. We do not expect trainees to be thrown into the deep end!