Secondary Undergraduate Full Time

Programme (Please tick the relevant box)

Psychology

Science

Religious Education

Physical Education

Music

Modern Languages

Science

Religious Education

Physics with maths

Physical Education

Music

Modern Languages

Mathematics

Computer Science

History

Geography

English

Design & Technology

Professional Practice 2

Science

Religious Education

Modern Foreign
Languages

Mathematics

Computer Science

History

Geography

Drama

English

Business Education

Professional Practice 1b

Mathematics

English

Design & Technology

PGCE Secondary (School Direct)

Design &Technology

PGCE Secondary (Full Time and Flexible)

Applied Art & Design

Professional Practice 1a

Business Education.

Art & Design

Trainee Name

Computer Science

Secondary Education

End of Professional Practice Report Form

Please refer to the Edge Hill University Grading Criteria

Zlekha Suleman

Phase

Please tick the relevant box

Programme (Please tick the relevant box)

Programme (Please tick the relevant box)

Practice Setting/School
Secondary (Age Range)
(Please tick relevant box)

Stretford High School

KS3

KS4

Name of Edge Hill University

Partnership Trainer

Mez Munshi

Name of Edge Hill University

Visiting Tutor

Dr Francis Farrell

Name of Personal Tutor

Dr Francis Farrell

Name of Course Leader

Dr Francis Farrell

Name of Professional Mentor

Linda Smith

KS5

P16

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

Grades
Available

Notes
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.

Professional
Practice 1a
(PP1a)

Pass or Fail

Professional
Practice 1b
(PP1b)

Grade 1: Outstanding
Grade 2: Good
Requires Improvement

Professional
Practice 2
(PP2)

Grade 1: Outstanding
Grade 2: Good

For Professional Practice 1a Grade 1, Grade 2 and

Requires Improvement are all classed as a Pass.
Inadequate is a Fail
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
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 trainees 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

Grade
TS1 Set high expectations which inspire, motivate and challenge pupils
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 8s, 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 schools 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 theyre 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 Trainers 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. Zlekhas 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.

Grade
TS2 Promote good progress and outcomes by pupils
Limiting Judgement

Standard 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

Trainee Reflection on Achievement (Standard 2)

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 GCSEs. 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.

Edge Hill University Partnership Trainers Feedback (Standard 2)

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.

Grade
TS3 Demonstrate good subject and curriculum knowledge
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 teachers 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
teachers 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 Trainers 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

Grade
TS4 Plan and teach well-structured lessons
Limiting Judgement

Standard Prompts:

Impart knowledge and develop understanding through effective use of lesson time
Promote a love of learning and childrens 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

Trainee Reflection on Achievement (Standard 4)

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 7s- 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.

Edge Hill University Partnership Trainers Feedback (Standard 4)

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 students 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.

Grade
TS5 Adapt teaching to respond to the strengths and needs of all pupils
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 schools 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
schools 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 students 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.

Edge Hill University Partnership Trainers Feedback (Standard 5)

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!

Grade

TS6 Make accurate and productive use of assessment

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

Trainee Reflection on Achievement (Standard 6)

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 pupils progress and then
use the information to plan to support their learning, as well as challenge and stretch
their learning.
When marking pupils 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 pupils and push them above their target set. I
still continue to use pupils 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.

Edge Hill University Partnership Trainers Feedback (Standard 6)

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 lesson
Assessment 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.

Grade
TS7 Manage behaviour effectively to ensure a good & safe learning environment
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 schools 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

Trainee Reflection on Achievement (Standard 7)

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
schools behaviour policy. I quickly became aware of, and understood the schools
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 anothers 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 Csystem 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 pupils 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 schools behaviour policy.

Edge Hill University Partnership Trainers Feedback (Standard 7)

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.

Grade
TS8 Fulfil wider professional responsibilities

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

Trainee Reflection on Achievement (Standard 8)

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 Lindas (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 GCSEs 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 schools 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.

Edge Hill University Partnership Trainers Feedback (Standard 8)

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 extracurricular 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 only complete this if your

Trainee has completed:

Please circle one of the following Grades which are relevant

to this Professional Practice
Pass
Fail

Professional Practice Phase 1a (PP1a)

Please only complete this if your
Trainee has completed:
Professional Practice Phase 1b (PP1b)
Please only complete this if your
Trainee has completed:

Grade 1

Grade 2

Requires Improvement

Grade 1

Grade 2

Professional Practice Phase 2 (PP2)

Standards Grades

Number of days attended

TS 1

Start Date

TS 2

End Date

TS 3

Complete the appropriate box below

End of PP1a
Predicted Grade by end of training

TS 4
TS 5

End of PP1b
Predicted Grade by end of training

TS 6
TS 7

Overall Final Grade

TS 8

(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.

Signatures
At 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