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Assessment only: Expression of Interest and Self Assessment form

Apply for Initial Assessment/Interview

Please note, you will need to upload a school letter of recommendation and a timeline of experience as part of this application form. Your application will be not be considered until we receive these.

Primary Timeline of Experience

Secondary Timeline of Experience 

The following application deadlines are in place:
Apply by mid June- to start Autumn Term
Apply by end of October – to start Spring Term
Primary and Early Years only: Apply by February half-term – to start Summer Term

Please note you cannot save this form, you may wish to
prepare your answers before completing Part B
 

Part A – Applicant Details
Attach file
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Part B – Self Assessment
Nursery Reception 1 2 3 4 5 6 7 8 9 10 11 12 13
Tick the year groups you have taught in the last 2 years

The Preamble to the Teachers’ Standards states that: “Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity, have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical, forge positive professional relationships and work with parents in the best interests of their pupils.
 
 
Now we would like you to tell us how you are suitable for QTS Assessment Only by responding as honestly as you can to the following questions. They all relate to the Parts 1 and 2 of the Teachers’ Standards – the assessment criteria for all teacher training provision.
 

Standard 1: Set high expectations which inspire, motivate & challenge pupils.
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.
 

Standard 2: Promote good progress and outcomes by pupils.
Be accountable for pupils’ attainment, progress and outcomes.
Plan teaching to build on pupils’ capabilities and prior knowledge.
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.
 

Standard 3: Demonstrate good subject and curriculum knowledge
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 development 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 teacher’s specialist subject.
 

Standard 4: Plan and teach well-structured lessons.
Impact knowledge and develop understanding through effective use of lesson time.
Promote a love of learning and children’s 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 areas.
 

Standard 5: Adapt teaching to respond to the strengths and needs of all pupils
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 a second language; those with disabilities; and be able to use and evaluated distinctive teaching approaches to engage and support them.
 

Standard 6: Make accurate and productive use of assessment
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.
 

Standard 7: Manage behaviour effectively to ensure a good and safe learning environment
Have clear rules and routines for behaviour in the classroom and take responsibility for promoting good and courteous behaviour in the classroom and around the school in accordance with the school’s behaviour policy.
Have high expectations of behaviour and establish a framework for discipline, consistently and fairly, 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 exercising appropriate authority, and act decisively when necessary.
 

Standard 8: Fulfil wider professional responsibilities
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.
Communicate effectively with parents with regard to pupils’ achievements and well-being.
 
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