Record of evidence
There is no one way to record your evidence of meeting the standards during your NQT year. The method of recording evidence is down to your school. However, we recommend a simple system to note aspects of your day to day activity. This should not be onerous. Use the NQT Evidence File.
Teaching and Learning
The AfL Teaching & Learning Manual can be used to develop your understanding of high quality planing, teaching and assessment.
These links give points to develop your understanding in the national priorities for education.
Preventing bullying – Guidance for schools on preventing and responding to bullying.
Stonewall – Tackling Homophobic Language: This guide showcases the ways in which some outstanding schools, local authorities and academy groups are already tackling homophobic language with young people.
Kidscape booklet – Preventing racist bullying
School strategies for preventing and tackling bullying – Ofsted survey report identifying strategies that have helped schools prevent and tackle bullying.
English as an additional language (EAL)
Aiming High: Meeting the Needs of Newly Arrived Learners of English as an Additional Language: Materials developed for schools and teachers of newly arrived EAL learners.
Developing quality tuition: effective practice in schools – English as an additional language – This publication provides useful information on how to provide quality provision for pupils learning English as an additional language.
Making accurate and productive use of assessment
National curriculum in England: framework for key stages 1 to 4
The Sutton Trust – What makes great teaching? – an excellent review of the research into teaching
Isaacs, T., Zara, C., Herbert, G., Coombs, S.J. and Smith, C., 2013. Key concepts in educational assessment. Sage.
Priestley, M. and Sime, D., 2005. Formative assessment for all: a whole-school approach to pedagogic change. The Curriculum Journal, 16(4), pp.475-492.
Black, P. and Wiliam, D., 2010. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), pp.81-90.
Black, P. and Wiliam, D., 1999. Assessment for learning: Beyond the black box. Assessment.
Managing behaviour and discipline
Low-level disruption in classrooms: below the radar – Ofsted survey report looking into the nature and extent of low-level disruptive behaviour in primary and secondary schools in England.
Behaviour2Learn – Developing positive classrooms
Behaviour management – A Bill Rogers Top 10
Routines, responses and relationships
teacherhead – Know my name!
Tom Bennett – Getting behaviour right from the start
Aiming High – Guidance on supporting the education of asylum seeking and refugee children (2004)
Safeguarding and tackling extremism
The prevent duty – Departmental advice for schools
Keeping children safe in education – Statutory guidance for schools and colleges on safeguarding children and safer recruitment
Promoting fundamental British values through SMSC – Departmental advice on promoting basic important British values as part of pupils’ spiritual, moral, social and cultural (SMSC) development.
Special educational needs and/ or disabilities (SEND)
The SEND Code of Practice: 0 to 25 years (NASEN) a summary that allows you to explore the implications of the Code for schools and settings
DfE Advanced SEND training material designed to support teachers in mainstream schools who wish to gain advanced and specialist skills for teaching pupils with a range of special educational needs
Supporting underperforming groups of pupils
Key Stage 3 – The Wasted Years? – Ofsted survey report investigating whether key stage 3 is providing pupils with sufficient breadth and challenge.
HCMI Commentary – Ofsted’s Chief Inspector in 2016, Sir Michael Wilshaw, comments on the most able pupils, saying that there is still too much talent going to waste.
DfE – Education of disadvantaged children – What the government’s doing about the education of disadvantaged children
This section provides links to useful journal articles and book extracts to support your development as teachers and will be regularly updated.
Ertmer, P.A. and Newby, T.J., 1996. The expert learner: Strategic, self-regulated, and reflective. Instructional science, 24(1), pp.1-24. – Reflection on the process of learning is believed to be an essential ingredient in the development of expert learners. By employing reflective thinking skills to evaluate the results of one’s own learning efforts, awareness of effective learning strategies can be increased.
Franklin, S., 2006. VAKing out learning styles—why the notion of ‘learning styles’ is unhelpful to teachers. Education 3–13, 34(1), pp.81-87. – The notion of learning styles, and the multiple intelligence theory from which some of this derives, has come to be one of the dominant themes in the discourse on learning and teaching. This article argues that much of the language associated with this recent educational phenomenon is misleading for teachers.
Hall, E., Leat, D., Wall, K., Higgins, S. and Edwards, G., 2006. Learning to learn: Teacher research in the zone of proximal development. Teacher Development, 10(2), pp.149-166. – This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on ‘Learning to Learn’. This is a potentially useful concept for teachers and academics as attempts are made to move beyond curriculum-driven and assessment-dominated education towards inclusive and lifelong learning.
Harrop, A. and Swinson, J., 2011. Comparison of teacher talk directed to boys and girls and its relationship to their behaviour in secondary and primary schools. Educational Studies, 37(1), pp.115-125.- There have been a number of earlier investigations, using differing methodologies,
into the extent to which teachers in the secondary school interact with boys and girls and the results have suggested an imbalance in the teachers’ verbal behaviour towards the genders that is quite similar to the imbalance found in teachers’ behaviour in the primary school. The main aim of this study was to devise an investigation using the same methodology as that used in a recent primary school investigation in order to be able to make a fair comparison between the two levels.
Kirschner, P.A., Sweller, J. and Clark, R.E., 2006. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), pp.75-86. – Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process.
Lee, C. and Lawson, C., 1996. Numeracy through literacy. Educational Action Research, 4(1), pp.59-72. – This article describes an investigation pf how language is used in learning mathematics
Ofsted, Improving literacy in secondary schools: a shared responsibility – Ofsted survey report examining what works best in secondary schools to improve literacy across the curriculum.
This section gives links to the three workload review groups that produced reports in March 2016