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

Business Education

Professional Practice 2

Science

Religious Education

Modern Foreign Languages

Mathematics

Computer Science

History

Geography

Drama

English

Design &Technology

Professional Practice 1b

Mathematics

English

Design & Technology

PGCE Secondary (School Direct) Applied Art & Design

PGCE Secondary (Full Time and Flexible)

Business Education.

Trainee Name

Computer Science

Professional Practice 1a

Art & Design

Secondary Education

End of Professional Practice Report Form Please refer to the Edge Hill University Grading Criteria

A Student

Phase

Please tick the relevant box

X

Programme (Please tick the relevant box)

X

Programme (Please tick the relevant box)

Practice Setting/School KS3

Secondary (Age Range) (Please tick relevant box)

Name of Curriculum Mentor Name of Edge Hill University Visiting Tutor Name of Personal Tutor

Name of Course Leader

Name of Professional Mentor

X

KS4 X

KS5 X

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

Professional Practice 1a (PP1a)

Pass or Fail

Each standard should be considered and the overall grade for the Professional Practice can only be a ‘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

Targeted intervention will be put in place prior to Phase 2 for any trainee graded as ‘Requires Improvement’ on PP1b. 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 The triangulation meeting will normally take place when the trainee has reached a Good (grade 2) or Outstanding (grade 1) level in their teaching.

Guidance for Professional Practice 2 only Trainees are given an overall summative grade based upon their grades against each of the teaching standards. Given the importance of ensuring pupils’ progress and learning over time, please note that when making a summative judgement in Professional Practice 2 about a trainee’s attainment TS 2 is a Core Standard. If a trainee achieves a Good (grade 2) in this Standard they can only achieve a Good (grade 2) overall, however, they could still achieve some Standards at Outstanding (grade 1) The final grade for Professional Practice 2 will be awarded as follows: Outstanding (grade 1) All trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees demonstrate excellent practice in the majority of the Standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is Outstanding (grade 1) and never less than consistently Good (grade 2). For a trainee’s final grading to be 1: o pupil progress and learning over time must be good or better than expected; o a minimum of five Standards must be graded 1 overall, of which TS 2 must be a grade 1 o there can be no grade 3 or 4 for any Standard.

Good (grade 2) All trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees demonstrate excellent practice in some of the Standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is Good (grade 2); some is Outstanding (grade 1). For a trainee’s final grading to be 2: o pupil progress and learning over time must be at least as expected; o at least five Standards must be graded 2 overall, of which TS 2 must be at least a grade 2 o any grade 3 Standards must be scrutinised and would require grade 2 features (utilising assessment against the sub-headings); o there can be no grade 4 for any Standard. A trainee who reaches the end of Professional Practice 2 at an RI (grade 3 level) will be referred to a placement panel chaired by the Associate Dean (partnership), in order that appropriate decisions about the required next steps in support can be made. The grading process is a triangulation between trainee, Curriculum Mentor and the Edge Hill University Visiting Tutor and the grades should be agreed and confirmed during the End of Professional Practice meeting.

Next Steps Please note: This report (PP2 only) will inform the targets for the trainee’s Edge Hill University Career Entry Development Profile (EHU CEDP) and NQT year. It will also be used to inform their reference, written by their Personal Tutor.

TS1 Set high expectations which inspire, motivate and challenge pupils

Grade 1

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

Trainee Reflection on Achievement (Standard 1) Within Professional Practice 2 I feel I have been able to fully establish safe and stimulating environments for the students in my class, and have a rooted mutual respect where they follow class rules and expectations of behaviour. I have a consistent positive attitude which is mirrored by most of my students. Students follow behaviour management techniques and I have followed the schools behaviour management policy – working with individual student that deserve the punishment as opposed to whole class punishment. This has worked well, where certain individuals are sanctioned, via dinner time detentions, letters/phone calls home and finally faculty detention. This has been especially useful in my KS3 classes. I have designed each lesson to ensure pupils are stretched and challenged, following a top down differentiation pattern, challenging all students with the same level of difficulty, and supporting students who need extra help in understanding the challenge. This has allowed me to look at individual goals and targets for each student and has been particularly successful with Year 9, where revision and gaps in knowledge have been addressed. Individual targets and activities/tasks to support their goals for their end of year exam were put into place. Implementing this approach assured that 12 students were able to achieve a C, improving their grades for some as many as two grade boundaries. Curriculum Mentor’s Feedback (Standard 1) The trainee makes her expectations of her classes very clear. She stands by the classroom door as they enter and checks uniform and behaviour as they enter. She has followed whole school and faculty behaviour policies which has resulted in a very calm learning atmosphere. Her lessons are usually pitched correctly, usually providing plenty of challenge to the more able students and encouraging them to move forward in their learning.

Targets To continue to be firm in behaviour management approaches, using the school policy. Use techniques such as moving students on the first instance of disruption to ensure opportunity for all students to progress.

Grade TS2 Promote good progress and outcomes by pupils

2 Core Standard

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

Trainee Reflection on Achievement (Standard 2) I am consistently pitching lessons at the right level (a skill I have carried forward PP 1b) and feel confident in picking out the right level of objectives for the ability of the class, and have also become more confident in differentiating by activity as well as direct questioning. I have continued to develop a range of activities to get the best out of students, within the same key stage but different abilities. I was able to do this and compare between a top set year 7 class and lower ability year 7 class, identifying who would learn and respond differently, where more interactive grouped activities would aid understanding and when activities which give more opportunities for independent learning to show case knowledge would be appropriate. I have also been able to apply the same teaching and learning technique for key stage 4 classes. I have continued to get students to be more reflective about their own understanding and learning, by commenting on their work in exercise books, picking out gaps in their work, recognising how neat their work is and re challenging their understanding when this seems incomplete in their books and performance in activities within lessons. I feel I have improved this element of my teaching, which proved especially useful with KS4 classes who are focusing on revision. 9F2 used the opportunity to be critically reflective with one another’s work as well as individual work to focus on areas for revision. I have also become more confident in using assessment points in lessons to assess whether objectives are being met. I have refined the type of techniques used to inform progress, and am not afraid to reteach areas where the class appear to have not made progress with the lesson objectives set. I will change the direction of the lesson or spend more time on areas which the majority of the class are struggling with. I have also started using lead learners within the class who finish work set to help peers on different pods.

Curriculum Mentor’s Feedback (Standard 2) The trainee has worked really hard at promoting progress in her lessons. She frequently refers to her lesson objectives, making progress clear for the whole class. She also has the highest expectations of students and encourages them to push themselves further.

To improve this, an assessment point should be carried out at each point in the lesson when you refer to the objectives so students can assess what progress they are making. You can then get them to reflect on this, identify their own gaps and set their own targets.

Targets To develop and test more ways to encourage pupils to take a responsible and conscientious attitude to their own work. Consider how to support pupils in identifying their own targets and strategies they may employ to make progress.

Grade TS3 Demonstrate good subject and curriculum knowledge 1 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 teacher’s specialist subject

Trainee Reflection on Achievement (Standard 3) Please comment against all relevant curriculum areas The main area where I have developed and taken on board my mentors recommendations is the use of visual models for students to relate to concepts. This has been particular successful with year 8, where I have had the class as a human model for the earth’s orbit around the sun, and explaining seasons and phases of the moon, with torches and a pitch black classroom, which was received really well. The use of interactive videos and up to date world records (which really interest the class) were used to aid the explanation and understanding of a difficult topic. I also planned an outdoor habitat and environment lesson with low ability KS3, this was an effective way of showing features of habitats and what constitutes environmental factors. I feel I have a strong subject knowledge and am able to translate this across to the students. I am more careful in explaining scientific ideas to lower ability sets, where I introduce the keywords for KS3 slowly through the course of the lesson. For set 4, year 7 class and year 8 class, I challenge the students by allowing them to write an answer or a definition by using the keywords as they are introduced. The students then have an opportunity to peer assess their work against a success criteria, which will highlight where the keywords should be used and in what context if students are still struggling. I have also identified skills that KS3 need moving forward into year 8 and 9 and have worked with them, building the key skill into lesson activities, an example of this is constructing graphs to show data. All year 7 and 8 class have completed this as part of homework and as a class exercise, using a success criteria guide to call on if they become stuck for key hints of what independent and dependent variables may be, or which axis to use. I have also been more confident in having my lower ability KS 4 class look at the mark schemes for exam questions set as homework or as part of mock tests to assess their own progress and learning. This has been useful for students to compare their answers with what the examiners want, and the students have been able

to identify a pattern in the type of answers which are awarded top marks - recognising key exam question command words. I feel that through my teaching and observations I have gained valuable feedback on ways to explain ideas and reduce the risk of creating new misconceptions. In my lessons I continue to emphasise the importance of two key aspects of literacy. One being the correct spelling and pronunciation of scientific keywords. The other aspect is the expectations that all answers are complete sentences, paying attention to conjunctions, and grammar. I also follow the school method of giving a literacy target when marking books.

Curriculum Mentor’s Feedback (Standard 3) Please comment against all relevant curriculum areas The Trainee has demonstrated excellent subject knowledge throughout her placement. She has been able to answer around topics rather than just knowing the subject content for that particular lesson, inspiring confidence in the class and enthusing students to learn. Whilst her subject knowledge of how to teach lower ability KS3 was understandably weak at first, the trainee has worked closely with the department staff to identify her own development needs and with the help of class teachers she has developed new and effective teaching methods such as using models and appropriate resources to help students understand and learn.

Targets Demonstrate a critical understanding of developments in the subject and curriculum areas you will be teaching, and promote the value of scholarship among all learners.

Grade TS4 Plan and teach well-structured lessons

2

Standard Prompts:

 Impart 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 area(s)

Trainee Reflection on Achievement (Standard 4) I have continued to develop as a teacher with respect to keeping to lesson times, appropriate pace and appropriate use of lesson time. I have become more conscious of adding assessment points within the lesson to inform the direction of the lesson, although this can still be refined to be more successful and informative for the whole class. There is more opportunity within class time to have discussions with my students on topics they find interesting and promote questioning and curiosity. This was apparent when students wanted to discuss earth and space. Similarly KS3 year 7 class were also keen to investigate themselves the role of friction and formula one racing, and skiing. The time and effort put into the structure of lessons as well as the resources created for the students has been commented on in formal observations as a key strength, from both my curriculum mentor and visiting university tutor, so feel I am well on the way to developing the right teaching and learning experience for each individual class. I have been productive in setting homework to support class work and challenge students with differentiating homework task being set. This worked especially well for 9T5 and 9T6. My biggest strength is taking on board lesson criticism and reflecting on ways to improve lessons going forward. Curriculum Mentor’s Feedback (Standard 4) The Trainee is fantastic at taking comments and feedback on board and acting on the advice of the department staff. She has struggled at times to get lesson plans and resources in before the lesson – which makes it more difficult to move her forward as the advice is always retrospective of the lesson. The Trainee is more than capable of producing outstanding lessons, at the moment it is just the workload that is holding her back.

Targets Continue to contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Plan and prepare carefully, consider ways to manage your own time better and retain a sensible work – life balance.

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

2

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

Trainee Reflection on Achievement (Standard 5) I have taken advantage of having the same classes throughout placement 2 and used this to inform differentiation and challenge for students as well as identifying what activities work best with different classes and different abilities. I have become more confident with differentiation and use the class data more frequently to set tasks. For 7I2 I differentiated the context of a food web, going from more complicated to a simple level 5A food web description. Students were then able to successfully draw their food webs out based on the description. Having different levelled tasks for the different abilities allowed the more able students to be challenged more. I have taken on board that to achieve a grade 1 in this standard my area of focus was challenging able students and feedback from my mentor indicates that I have been able to do this effectively. Another way I have introduced challenge for students is to have a challenge and super challenge after each connect, demonstrate and consolidate activity to stretch able students who may complete the activity set in a short time. To ensure low ability students are catered for in the low ability classes I have been able to develop a range of appropriate tasks and am now confident that I can meet needs across all ranges of ability. Group work and team work with an element of competition has worked well. Tasks have included students putting a sequence of sentences in order, or using keywords and definitions to annotate colourful diagrams, as well as trivia relay and pod quizzes as a form of baseline assessment. The use of quiz questioning has been very specific and in line with lesson objectives. Higher ability classes such as my 7I2 and year 9’s, have more activities based around higher order thinking skills, reasoning and justifying answers, this worked particularly well with the topic of forces. I can confidently differentiate by direct, targeted questioning, this is a skill developed as I have got to know my classes. I ask open ended challenging questions to more able students and closed questions or sometimes questions which I know students know the answer to less able students.

Curriculum Mentor’s Feedback (Standard 5) The Trainee’s lessons are usually pitched right with all students making good progress. The Trainee’s has been practicing adapting her lesson from assessment points, responding to learners ‘needs, which has been very effective. Rather than moving on when students don’t fully understand, she goes over again but perhaps with a different model or resource. It is at the stretch end where the trainee can move forward as her more able students aren’t always making sufficient progress. Perhaps she could have other activities ready for those that do show understanding while she scaffolds the other students

Targets Have a clearer understanding of the needs of all pupils, including those with special educational needs or those with English as an additional language; and be able to use and evaluate distinctive teaching approaches to engage and support them.

TS6 Make accurate and productive use of assessment

Grade 2

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

Trainee Reflection on Achievement (Standard 6) I have taken on board the guidance of school based staff to achieve a grade 2 for this standard and structured my learning objectives where the first learning objective can be easily met, as well as a quick assessment point to illustrate progress. I have continued to mark books and administer and mark tests as with the previous placement, as well as update data spreadsheet and check progress, to assess which students need support. This has been especially effective with 9F2, where students not making progress after mock exams have been identified and have been provided with additional lunch time support as well as differentiated revision tasks and past paper exam questions to support their progress.

I have continued to mark within the marking scheme. All books are marked at least once every three weeks, an opportunity for me as the teacher to give effective feedback of the work done in exercise books, identify with students how much progress they have made in class, recognise gaps in knowledge and provide a comment on presentation , neatness and literacy. There is class time to look through the comments and identify emerging needs, as well as target setting by myself on areas that students need to improve.

I have taken part in year 9 parents evening, where I collected the data from summative and formative assessment to give a clear picture of students’ progress to parents and have a conversation of how best to facilitate progress, by drawing a literal contract between myself the parents and student. This has been effective and was used to identify goals for the students after parents evening and until the end of term. I have communicated back to parents in the form of a letter if students have performed well in the end of year tests and congratulated them on their efforts.

Curriculum Mentor’s Feedback (Standard 6) The Trainee has followed faculty policy on assessment and has updated data on the spreadsheet, with a very quick turn-around. She has kept up with marking of books again in line with the faculty policy, where she always leaves students comments on how to move forward their understanding. Within lessons the trainee now more regularly uses assessment points to get an idea of students understanding which is fantastic – however these currently aren’t always executed as effectively they could be. The trainee has said herself she would like to start using whiteboards more which would help with this.

Targets Make use of parents’ evenings to have the opportunity to report pupils’ progress to different audiences and for different purposes. Start using whiteboards at key assessment points in lessons to monitor and track progress.

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

Grade 1

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 school’s 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

Trainee Reflection on Achievement (Standard 7) My target at the start of the Professional Practice was to move forward to grade 1 against TS7, particularly to clamp down on low level disruption, where previously I was reluctant to point it out. I feel like I have really taken ownership of my classes and now know the names and personalities of my students. I identify students by name if they are talking while I am, or not looking at the board or other simple low level disruption that is common such as playing with stationary. This stamps out the persistent want to disrupt. I also consistently stop speaking if anyone in the room is speaking when I am or being disruptive, failure for the students to stop their disruptive behaviour earns them a minute at break or dinner. This is particularly effective with 9F2, where named individuals are kept behind. However I still have work to do on this with other classes, especially if the majority are speaking when I am. I am also now confidently implementing positive behaviour management techniques in my classrooms, especially for 7E4 and 8E5. There is a rewards chart for simple things such as raising hands to answer questions and not shouting out, along with progressing in class by rewarding a good work ethic, using positive praise, acknowledgement of good class behaviour. A tally of the students with the most ticks on the reward charts gets a positive postcard home. The students with the most ticks per week gets a positive personalised letter home. This has worked extremely well and engaged the students to be better behaved. I also promote good manners and language in class, with no excuse for profanities or slang. The atmosphere I try and create is a positive one, where all students must mutually respect one another. Curriculum Mentor’s Feedback (Standard 7) The Trainee is clear from the outset with her classes her expectations of behaviour. She has dealt with difficult classes using positive behaviour management strategies as well as whole faculty procedures. She has the highest expectations (uniform etc) which then translates into students respecting her and having a very positive learning environment. The difference in the trainee at the start of placement who couldn’t even look at a student in the eye – let alone tell them off, to now is astounding. She has worked really hard at this and it has paid off. She just needs to make sure she has clear expectations and class routines in her NQT year – establish yourself right away! Targets Find an opportunity in new classes to develop strategies to tackle bullying, including cyber and prejudicebased bullying.

TS8 Fulfil wider professional responsibilities

Grade 1

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) I am a positive member of the science department and have integrated well with the team, drawing on advice and expertise from experienced department members on a range of issues, related to interviews, lesson planning and activity structures and ideas for revision. I feel I ask for support and advice from the lead curriculum mentor, but do utilise the expertise of the department as a whole. I am dressed appropriately and in a respectful manner within school and when attending interviews. For my year 8 class where there are support workers, I always involve them with the events of the lesson, and offer teaching notes and in particular answers to questions and problems that may arise with the students support staff are working with. I feel that their presence in class is more productive and students feel they are progressing at the same pace as other students. I am confident in the safeguarding policy and processes and have reported two scenarios to Heads of Year at this current school, which I felt came under the safeguarding duty, in line with the school policy. I also have integrated the theoretical elements of the ITT programme with the professional practice elements to support my own reflection and professional development. I have accessed educational research to assess the robustness of research with regards to differentiation and behavior management and apply their findings to my own teaching practice- currently this has been included in an assignment for university, where I am investigating a research question in a real classroom setting. Finally I have successfully applied for jobs, completing applications and being called for interview, following a successful interview I have now secured a job at an outstanding school. Each time I have asked for feedback and areas where I could improve I have always implemented the advice in my own future lessons.

Professional Mentor’s Feedback (Standard 8) The Trainee has contributed fantastically to the department and will be missed very much. She has been successful in getting a job at an excellent school where I know she will flourish. She has raised safeguarding issues with the class teacher, in line with school policy, which allowed the situation to be handled appropriately. The Trainee takes on board any advice she can and is constantly looking to improve her teaching and move herself forward. I have no doubt she will become an outstanding teacher in her NQT year! Targets Continue to demonstrate confidence and competence in leading the work of teaching assistants and other additional adults to achieve learning objectives. Assess different strategies in doing this.

Final Grade Professional Mentor: 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

X Please circle one of the following Grades which are relevant to this Professional Practice Please only complete this if your Trainee has completed:

Pass

Fail

Professional Practice Phase 1a (PP1a) Please only complete this if your Trainee has completed:

Grade 1

Grade 2

Requires Improvement

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

Grade 1

Grade 2

Requires Improvement

Professional Practice Phase 2 (PP2) Standards Grades

Number of days attended

TS 1

1

Start Date

TS 2

2

End Date

TS 3

1

TS 4

2

TS 5

2

TS 6

2

TS 7

1

TS 8

1

 



Complete the appropriate box below End of PP1a Predicted Grade by end of training

End of PP1b Predicted Grade by end of training

2

Overall Final Grade (As agreed at PP2 triangulation meeting)

The Professional Practice 2 summative will normally 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) five of the Standards must be graded as ‘Grade 1’, including TS2, together with all other Standards graded at least ‘Grade 2’ (Good). In order to gain ‘Grade 2’ (Good) five of the Standards must be graded at least ‘Grade 2’, including TS2,.

Signatures - At triangulation meeting Curriculum Mentor …………………………………………………………………………….. Professional Mentor ……………………………………………………………………………. Edge Hill University Visiting Tutor: ……………………………..……………………………..

Trainee: .......................................................

Date: .........................................

Copy to: Curriculum Mentor / Trainee / Course Leader / Personal Tutor