Subject resources

In general

• Speaking, listening, reading, and writing are integrated into the lesson.
• Consideration is given to adapting resources to meet the needs of all learners.
• Texts used are inclusive and culturally diverse, as well as stimulating and engaging.
• Children should have opportunities to make a personal response to literature (fiction, poetry, and non-fiction) before engaging in analysis.
• Where possible children should experience the wholeness of texts.
• Trainees model a literacy for pleasure ethos, and strive to develop this with the children.
• A variety of texts should be experienced and displayed over time.
• Children’s personal tastes and opinions should be respected and celebrated.
• Students should make use of the school’s assessment approach, and use formative assessment to inform planning.
• Children should be encouraged to self and peer assess their learning in English. 

Spoken language 

• Spoken language should be used purposefully both as a taught skill and to underpin children’s work in reading and writing, for example by using a range of groupings.
• Opportunities are taken to embed spoken language into sessions.
• There is thoughtful inclusion in talk activities of children with EAL, for example, consideration given to groupings, resources, and scaffolds.
• Children’s home language, dialects, and accents are valued and respected.
• The trainee is a role model of standard English dialect which can be spoken in any accent. 

Writing 

• The writing process should be clearly modelled by the trainee, including verbalising their thinking and writing choices.
• Children are aware that writing is a process, not an end-product.
• Shared writing follows a my turn, our turn, your turn sequence.
• Writing lessons might include whole class and group shared writing, culminating in scaffolded and independent writing.
• Context, meaning, audience, and purpose should be the drivers of planning, process, and product and children should be aware of these elements whilst engaging in the writing process.
• Contexts for writing might be text based or taken from the children’s own interests and personal choices.
• The teaching of grammar and spelling should be contextualised within the writing process.
• Trainees should model the school’s handwriting style both on the board and on work. 

Reading comprehension 

• Comprehension lessons could be with a small group or whole class guided reading.
• A range of text types should be used.
• There is high quality discussion around the text with differing levels and depths of questioning.
• A range of creative activities to explore texts have been planned.
• Comprehension strategies: predict, question, activate prior knowledge, summarise, and clarify should be explicitly taught and modelled by the trainee.
• Explicit teaching of vocabulary should be integrated into the lesson.
• Reading word recognition.
• This will be taught as a systematic synthetic phonics (SSP) lesson in EY and KS1, but all children across EY-KS2 should also be given opportunities to apply their phonics knowledge to reading and writing in different contexts throughout the school day.
• There should be continuous clear and careful articulation, and constant and specific praise.
• The lesson should be fast paced, engaging and interactive. 

Revise

• Does the practitioner revise grapheme/phoneme correspondences (GPCs) taught in earlier sessions? 
• Are all children encouraged to participate? 
• Does the practitioner articulate phonemes clearly? 

Explicit teaching

• Is the session focus clearly shared? 
• Are the children taught to blend GPCs to read and segment to spell? 
• Is the new learning made explicit? 
• Are the children taught how to read common exception (tricky) words? 
• Are all children actively involved in talk tasks? Are children supported in connecting new knowledge with previous learning? 

Practise

• Is there appropriate differentiation? 
• Do the children articulate phonemes clearly? 
• Are the children actively blending to read and segmenting to spell words containing the new GPCs? 
• Are children able to practice a correct pencil grip? And correct start and exit points for letter formation? 
• Does the practitioner give feedback to enhance children’s understanding? 

Apply

• Are the children given opportunities to apply their phonics knowledge to reading decodable phrases, sentences and books? 
• Do children practice writing words in sentences dictated by the teacher? 
• Do these sentences contain the GPCs and common exception words they have learnt to date? 
• Are the activities differentiated? 

Please also refer to the supporting SSP observation checklist and watch the SSP training video on the teaching of early reading for observation points and coaching questions. 

Planning 

• Connections are made between the mathematics being taught and other areas (for example, within other areas of mathematics, cross- curricular links, real-life contexts or the children’s own experiences).
• There is a focus on developing understanding and mastering, rather than just following procedures.
• The planned activities are varied, interesting, engaging and challenging for all children.
• Knowledge of the National Curriculum is demonstrated through an emphasis on three aims: ‘fluency, reasoning, and problem solving’.

Teaching 

• Be open to innovative ways of teaching in mathematics especially where problem-solving investigations are used in the lessons.
• Explanations are accurate and demonstrate secure subject knowledge.
• Accurate and appropriate mathematical vocabulary and notation is modelled and encouraged in the children.
• Possible misconceptions are anticipated and explained using examples chosen to reveal and overcome these.
• Well-chosen visual representations and practical resources (including the effective use of technology) are used to demonstrate procedures and model mathematical conceptual understanding.
• There is an expectation for children to explain their methods and solutions to others and they are encouraged to articulate their thinking.

Learning 

• Resources are made available for the children to make the learning enjoyable and help them to grasp important concepts.
• The children are given ample opportunity to talk, discuss, share ideas and build on the ideas of others in whole class, group, and pair situations.
• The children are actively involved in their learning and willing to ‘have a go’.
• The children enjoy the lesson and ’move on’ in their learning.
• Progression provides children with learning experiences which broaden and deepen their understanding (rather than accelerating them through the curriculum).

Assessment 

• A variety of evidence of children’s approaches and achievements is collected by observing what they ‘do’, listening to what they ‘say’ and marking what they ‘produce’.
• Questioning is differentiated (targeted and challenging) in order to advance the children’s reasoning.
• Probing questions are used to develop and assess initial understanding and then to broaden and deepen conceptual understanding.
• Responses to children’s questions and answers demonstrate confident subject knowledge.
• Children’s participation and progress (‘emerging’, ‘developing’, or ‘competent’) is continuously monitored to inform ‘next steps’ in and teaching within and beyond the lesson.

The mentor toolkit has been designed in collaboration with numerous expert colleagues, including NCETM, University of Roehampton, Kingston University, and Maths Hubs London South West to support mentors in working with trainees in this subject.

Any practical work in science

• What is the purpose?
• What do children need to know/ do before doing the practical work? 
• Can the children explain what they are learning from doing the practice?   
• How will the practical link to future learning?

Facilitating the progression of working scientifically skills 

• Evaluating evidence: How could you support the children to develop the skill of evaluating evidence in this activity?
• Interpreting results: What questions could you ask to help children interpret their results?
• Asking questions: How can this activity be used to support children to ask their own scientific questions?
• Taking measurements: How can you develop this skill during the activity? What equipment do you need?
• Gathering and recording results: How will the children record their observations or measurements?
• Presenting results: How will the children present their results? Could they use a graph?
• Making careful observations: What observations will the children make? What vocabulary may they need to make them?
• Drawing conclusions: How can you help the children to answer their investigation question using their results?
• Planning an enquiry: How can you help the children to identify their procedure to answer their investigation question?
• Predicting results: Do the children have enough scientific knowledge and experience to make a prediction? 

Science capital and inclusion

• What open questions could you use to allow children to share their own ideas?
• What personal story or anecdote could you talk about the topic to prompt contributions from children?
• How could this relate to children’s interests, aspirations and past experiences?
• What familiar or local contexts could be used as hooks?
• How is this learning relevant to children’s everyday lives?
• What (non-scientific) jobs might use this area of science?
• Do you know any family or friends who might use this area of science?
• What out-of-school science learning could enrich this topic?
• What scientists work in this area?
• Can you think how this might relate to current news and media?
• How could this topic, idea, or skill be used in other areas of learning?
• How did you support (a named child) develop their science understanding?
• How did you support (a named child) develop their working scientifically skills?
• Does the child need any additional resources or have any specific health and safety requirements? 

Sequencing and assessment

• What do the children need to be able to do to access this?
• What do the children need to know before learning this content?
• How might the children practice apply new knowledge and skills?
• What activities could you use to indicate understanding?
• What pre-existing misconceptions might you check for?
• How will you assess whether children hold these misconceptions?
• How will you challenge the children’s misconceptions?
• What might the children learn next? 
• How would you adapt this for a different year group or key stage? 

• Supporting subject knowledge and identifying misconceptions: Reachout CPD.
• Supporting planning and science-specific pedagogy: PLAN and TAPS.
• Supporting assessment of prior knowledge/retrieval practice: Explorify.

Knowledge of art and artists

• Is there evidence of using artists, architects and designers from a variety of different cultures in order to enhance all learners and accurately reflect the wonderful diversity of the community of the school and society? Are the practical activities engaging, enjoyable and meaningful as opposed to time filling tasks?

Specific art language

• Are the children introduced to specific art language, for example, colour, line, tone, pattern and texture, shape, form, and space?

Knowledge of materials and processes

• Does the student demonstrate art processes and techniques, if required. Are they competent in explaining a range of skills? (Paint, print, collage, 3-D)

Opportunities for experimenting and risk taking

• Are there opportunities for children to focus on the process (using a sketchbook journal) rather than the product; encouraging an atmosphere of, playfulness, ingenuity, surprise, curiosity, discovery, individuality, and collaboration?

Knowledge of the curriculum 

• Does the planning fit into a wider scheme of work, linking all art focus with other subject areas? Is there a clear progression of concepts and activities and meaningful cross curricular links including computing?

Evidence in planning

• Does this include; prior learning, learning objective, key words (specific to the activity), considered outcomes, cross curricular links, main activities, extension activities, inclusion strategies, differentiation, future learning, and evaluation? 

Monitoring and assessment

• Does assessment focus on the child and not the art?
• Are there opportunities for self-assessment or discussion with peers?
• Does the student engage with the children and discuss the task in hand? 

Classroom management

• Are art resources, equipment and visual recourses prepared and the lay out of the room appropriate for a practical activity? Are health and safety issues addressed, teaching support informed of the activity and strategies for clearing up, after the lesson, in place?
• Do the art displays reflect good class room practice and celebrate the children’s achievements? 

SEND

• Are all children included in the lesson and able to access materials and skills?

Engagement

• Are the children engaged in task?
• Are children enjoying what they are learning?

In Design and Technology (D&T), through a range of creative practical activities, children should be taught the knowledge, understanding, and skills needed to engage in a process of designing and making. They should work in a range of relevant contexts and follow an iterative design process when designing and making products. This means they should link their thoughts and actions, modifying ideas to improve the product throughout the making process. 

D&T is taught through three types of activities.

Investigative and Evaluative activities (IEAs) 

Children should explore a range of familiar products and think about how they look, work and who uses them. They should also evaluate their own products against their design criteria. 

Focused Tasks (FTs) 

To develop a range of techniques, practical skills, processes, and knowledge. 

Design, Make, and Evaluate Assignments (DMEAs)

Children should be encouraged to make their own design decisions and create designs for an identified user and purpose. 

If students are teaching a DMEA, the following questions will help you identify to what extent the key essentials/ principles for D&T are being achieved in a design and make activity?

• Have the needs of user(s) been identified and met (or has it been designed with no-one in mind)? 
• Does it have a clear purpose (or is it purposeless)? 
• Have design decisions been made (or has it been made to a prescribed formula)? 
• Would it work/function (or is it purely aesthetic/ornamental)? 
• Is the product innovative (or does it not offer anything new/original/ better)? 
• Is it an authentic product (or is it a model/gimmick)? 

Other aspects to consider

• Has health, safety, and/or hygiene been specifically considered and addressed?
• Have risks been assessed following the school’s H&S policy?
• Have the activities, tools, and resources been considered carefully to address age of children/inclusion?
• Are they easily and safely accessed? 
• Has the student used a range of questions which encourage development of higher order thinking?
• If appropriate or relevant, has a global or world view and sustainability been considered, for example in the products evaluated or in the context selected? 

Coming soon.

Purpose

The purpose of offering second language learning is twofold: to develop language for practical communication and to “foster pupils’ curiosity and deepen their understanding of the world” (DfE 2013). Key Stage 2 foreign language provision should teach practical language which is ‘familiar and routine’ to a KS2 pupil (DfE 2013) and enable children to:  

• understand and respond to spoken and written language from authentic sources 
• speak with increasing confidence, spontaneity and accuracy and engage in spoken interaction 
• express their ideas, thoughts, and feelings in another language 
• appreciate a range of writing and write using the grammatical structures they have learnt.

Key pedagogy

• The pillars of progression: vocabulary, grammar, and phonics provide the tools children need to express themselves in the FL. Key sounds are taught to support accurate pronunciation of words and to make the bridge between written and spoken language. 
• Language taught enables age-appropriate, practical communication. Language is set in a context: a cultural tradition, a story, a song; a game; or a cross-curricular link is made. 
• Quality not quantity: Teach a limited amount of vocabulary and the grammatical structures to enable meaningful use of the new words. This will ensure children can progress from word to phrase, sentence to text-level language.  
• Lesson objectives are skill based: it is common to have a spoken language objective (listen and respond, speak) or a written language objective (read and respond, write).  
• FL teaching respects the natural order of first language acquisition. Pupils start with spoken language (listening and speaking) and then progress to written language (reading and writing).   

Key questions when observing MFL  

• Does the lesson have a spoken or written language focus or both?   
• Do the activities practise the skills required to achieve the objectives?  
• Are there opportunities for repetition and practice of key phrases and vocabulary?  
• Are the activities in a sequence that provides appropriate scaffolding? 
• Are the children encouraged to use the language for a purpose?  
• Does the lesson give opportunity for group, pair, or individual tasks to consolidate whole class activities? Interaction makes the learning engaging and memorable
• Will the teaching and learning enable progress from word to sentence to text level work?   
• Is a link made to a country or countries where the language is spoken? Do these reflect the full range of countries where that language is spoken?   

The student has a high level of confidence in terms of their specialist and up to date knowledge of the world and its people. 

Has the student made reference to any of the major concepts that underpin geography lessons, are they embedded in planning? 

Place

• Contextual knowledge of location of significant terrestrial and marine places.
• Human and physical characteristics of real places; the physical (like erosion) and human processes that shape these places.
• Children’s personal responses, connections, and identities with places.
• Commonalities between places, as well as their uniqueness and differences.
• Changing nature of places; recognition that our perception of places may become outdated and inaccurate.
• Interest and sense of wonder stimulated through understanding of a complex and dynamic world.
• Contribution to learning and understanding of current and relevant local, national, global issues. 

Environmental interaction and sustainable development

• Interaction (positive and negative) between people and the natural environment; environmental quality and its impact on people’s well- being; future of the environment - how and why it will change, possible outcomes. 

Space

• Location of places and landscapes, why they are there, the patterns they create, and how they are changing; interconnections between places and networks (for example, travel networks) that are created by the flow of information, people, and goods. 

Scale

• Different scales and links between activities at different scales (for example, between the personal and local scale and the global scale).
• Reference to key geographical processes to ensure children’s progress in the above concepts.

Geographical enquiry 

• Asking key questions and collecting information, use of analytical and presentational techniques, clear conclusions, reasoned arguments, sense of curiosity of the world around them. 

Fieldwork

• Selecting and using numerical and qualitative data, good links with teaching programme. 

Graphicacy and visual literacy

• Use of atlases and globes, (aerial) photographs, mapwork routine, and intrinsic part of learning, use of computing and geographical information systems (GIS) to search, select, organise, investigate, refine, and present information. 

Geographical communication

• Using appropriate geographical vocabulary and conventions in both speech and writing. 

Wider curriculum opportunities 

• Making links between geography and other subjects including literacy and numeracy.
• Participation in informed responsible action in relation to geographical issues that affect children and those around them.
• Making links with wider agencies and community to promote learning. 

What should high quality history provision include? 

The use of historical skills and concepts 

These should be encouraged and developed and clearly stated in the learning objectives, for example interpretation of evidence, posing relevant questions and hypotheses about historical event, understanding causation and consequences, evaluation of evidence and processes, chronological understanding – historical element must not be purely contextual. 

Using ICT effectively to support learning 

ICT should not be limited to videos but also needs to incorporate elements that encourage use of historical skills or introduces historical concepts, not simply knowledge transfer. 

Communication and engagement 

Lessons should include engaging activities that motivate children to learn and stimulate their sense of curiosity and enquiry. Additionally, children should be provided with the opportunity for to communicate ideas, judgements, and views in a variety of formats, including Speaking and Listening, writing, pictorial representation, and other medium (video, audio recording, photography). 

Resources  

Children should have access to a range of research resources to support independent learning and enquiry and be encouraged to engage with and handle artefacts or use the locality, as well as using other relevant resources and evidence. 

Independent learning 

Children should be encourage to take ownership and responsibility for their learning through independent, enquiry-based activities and relate their historical learning to their own experiences and life. 

Assessment and progression 

Lessons should have clear continuity and progression of skills and knowledge development evident in planning and delivery, including an understanding of ‘chronology’ where appropriate. There should also be clear opportunities to assess historical learning objectives, including opportunities for self-assessment. 

Coming soon...

Teachers should establish “musical sound as the ‘target language’ of teaching and learning, with talking and writing about music supporting, rather than driving, the development of pupils’ musical understanding (OFSTED, 2017) 

Is the music lesson musical? 

Children should be engaged in making music for much of the lesson, such as: 

• chanting a rap
• adding “body percussion” for example, clapping, stamping, clicking
• singing songs (call and response, with actions, topic-related, a round or part-song)
• playing classroom percussion instruments or keyboards
• exploring or creating own compositions using voices, environmental sounds, acoustic, and electronic instruments and computer software
• all of this should be supported by the creative and musical involvement of the student. 

Other key features of an excellent music lesson

Creativity 

• Has the student used interesting starting points for composition? 
• These should offer scope for musical representation, for example patterns, materials, pictures, and paintings, video-clips. Are the children given opportunities to explore sounds and try out new ideas? 

Knowledge of the curriculum 

• Is the student able to fit the planning into a wider scheme of work, and to make meaningful cross curricular links? 

Knowledge of music and musicians 

• Does the student provide opportunities for the children to sing, play or listen to a variety of different genres? 
• Songs and pieces for listening should embrace a wide variety of styles and cultures. 

Performance 

• Are opportunities provided for children to demonstrate what they can do – individually (from choice), in pairs or groups – for class appraisal and student assessment? 

Appropriate use of musical vocabulary 

• Is the student able to model the correct use of musical terms? 

A student should use key terms

• DYNAMICS (volume)
• PITCH (high and low)
• TEMPO (speed)
• TEXTURE (layering)
• TIMBRE (sound quality: how does a drum sound compared to a bell?)
• STRUCTURE (for example, verse and chorus)
• RHYTHM (patterns of long and short notes)
• BEAT (beat is constant; think heartbeat, or clock ticking). 

Understanding of techniques 

• Is the student able to develop the children’s ability to hold beaters correctly, or to adopt a comfortable posture for singing? 

Classroom management 

• Does the student demonstrate clear strategies (hand signs or musical signals) to ensure that the children know when to start and stop playing? 
• Are instruments organised in a way which promotes access and inclusion? 

Students are taught to offer all children opportunities to learn within an inclusive and appropriately challenging learning environment. 

Students learn within games, gymnastics, dance, and athletic activities. Competitive games are a key focus of the 2014 curriculum and are introduced through a `Teaching Games for Understanding’ approach, where children learn through playing modified versions of games first and are introduced to the skills as they become relevant, dependent upon their level of ability. 

Emphasis is also placed on the need for children to be as active as possible in PE lessons. Safety should always be a primary consideration. We suggest that PE lessons have the following 3 part structure. 

1. Getting Ready Phase (warm up)  

This should not just be a physical phase. It should be mentally stimulating alongside active and appropriate. The phase is an essential introduction to the lesson and should therefore focus the children and engage them in the activity – leading or directing one another. It should be linked to the main concepts of the lesson, linked to last week’s (yrs.) learning and accessible by all children – no one should be ‘out’ in the first five minutes of a lesson. Dynamic stretching is encouraged if necessary, but not static ‘adult’ versions. 

Consider

• Are the learning objectives/success criteria shared with the children?
• Are the activities age/ability related and linked to the focus of the lesson?
• Does the warm up raise heart rate and mobilise the major joints and muscle groups?
• Are activities inclusive and accessible for all children? 

2. Main Content Phase 

This will take a large section of lesson time. It develops skills and understanding introduces or repeated in the getting ready activities, adds in challenge and time for practice. We suggest small games, with high participation rates and therefore more learning opportunities. 

Consider

• Are children given the opportunity to learn, practice and develop new skills, techniques and concepts? 
• Are skills demonstrated and explained by the student or children? 
• Are teaching points (TPs) given and key words highlighted?
• Do children understand how to perform the skill? Can they demonstrate their learning or say the key words?
• Are children given an opportunity to practise and progress?
• Is there differentiation? (STEPS acronym* adapted from Youth Sport Trust)
• Are children given a chance to choose a particular skill and use it appropriately within an activity, gym sequence or dance?
• Is there a focus on quality of performance?
• Is there evidence that children are learning through doing, rather than just being occupied?
• Are children given feedback by the student to improve their performance?
• Are criteria given for children to evaluate performance?
• Do children observe their own work or that of their peers, such as self or peer evaluation?
• Are criteria given for children to evaluate performance?
• Is time given for children to refine their performance and improve it?

3. Plenary (Calm or Cool Down Phase) 

This should be linked to the whole lesson – not an abstract activity or party game – it should be interconnected to the whole lesson. Try not to use this time to peer share ‘only the best’ – all children should have had opportunities to share their learning with others during the lesson so they feel successful. 

Consider

• Are children given the opportunity to cool down or calm down physically and mentally?
• Are the learning objectives/success criteria revisited?
• Can children explain their learning and provide key words or teaching points (visually or verbally)?
• Does the teacher look ahead to the next lesson?
• Does the teacher know who and what has been learned and how to move the child/learning forwards? 

STEPS Acronym – used to offer support and challenge for all children (Adaptive Teaching) 

S = Space 

By making an area bigger or smaller or change the space between players or the net will make the activity harder or easier to manage. 

T = Task 

Adapting the task offers different options for success: make two passes or five consecutive passes, four jumps. 

Hit the ball five times, consecutive passes. 

E = Equipment 

Use different sized and shaped balls to support or challenge learning. 

Bouncy, low bounce, big or small rackets, use hands, use feet.  

P = People 

2v1 is hard for the one person, whereas 3v1 is harder for the one but easier for the three.  

4v4 is very difficult and best suited to older year groups (Yr 4/5 upwards). 

Equal sides are more suited to secondary / adult games such as netball (7v7) where as un even sides gives the teams more chance to achieve their LO = gain possession and find different ways to score. 

S = Speed 

You have 30 seconds to score a goal. You can hold the ball for five seconds. 20 second challenge to make five consecutive passes. Person in the bib can carry the ball for five seconds. Add or reduce time constraints to provide challenge or support. 

Coming soon.

Focus 

• Is there a clear RE focus possibly incorporating cross curricular links? 
• Is there a clear focus on RE in the activities or has it become a literacy or art based lesson? Be especially aware of RE lessons becoming PSHE lessons as this is an easy mistake some students make. 

Content 

• Are children able to explain the belief or practice? Is there an opportunity for children to respond and express their ideas and insights? 
• Consider similarities and differences between religions and reflect on what might be learned from religion in the light of one’s own life and belief, so making links. Is there an opportunity for the children to have some reflection time in the lesson? 

Attitudes 

How are these developed through RE? 

Attitude 

• A disposition to think or act in a particular way in relation to oneself or individuals or groups. 

Empathy 

• Open-mindedness, respect, reverence, courage, commitment, awe and wonder, discernment. 

Subject knowledge 

• Are there clear learning objectives for the lesson? 

Concept building 

• What are the main religious concepts being covered? 

Terminology 

• Are these concepts presented in age-appropriate and inclusive language? 

Documentation 

• Is there clear reference to documentation (locally agreed syllabus or diocesan and faith guidelines or Catholic scheme depending on the school)? 

Assessment

• Is assessment of RE built in? 

Skills 

Are transferable skills being taught? These skills include:  

• communication
• dialogue
• interpretation
• critical thinking
• evaluation 
• analysis, 

Appropriate use of resources 

• Do these serve or hinder the lesson?
• Is their use promoting respect?
• Is computing used to serve the needs of the lesson rather than as a token gesture? 

Ultimately, is RE engaging, relevant, progressive, informative, challenging, enjoyable, interesting whilst promoting the Spiritual, Moral, Social, Cultural (SMSC) development of the children?