Teachers' Standard 2

Promote good progress and outcomes by pupils

  • 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.

Early Career Teachers can find out more by listening to our podcasts.

Our short podcasts offer advice and tips from our expert guest speaker, who looks at what ECTs should focus on to meet the different teachers’ standards, what great practice looks like for ECTs, and how they can build evidence and work with their mentor to pass their assessment.

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Prior knowledge: A guide for ECTs

Isabel Instone, the Secondary Curriculum Lead at Ark Teacher Training explores what ECTs need to know about prior knowledge and how they can apply it to their practice for their NQT assessment.

Top Tips for mentors on writing assessments for ECTs

Click below for advice and tips from NTA’s Quality Assurance Officers on writing ECT assessments.

60 seconds with a recently qualified teacher

Recently qualified teacher Kate Henney talks about what helped her as an ECT to pass her induction.

1. What are the key things that ECTs need to know when trying to develop their knowledge and practice of how pupils learn?

ECTs need to know that students remember what they think hard about (‘Memory is the residue of thought’ Willingham -) – it is key to remember learning is effortful and students won’t find it easy. They also need to understand the basic principles of memory, especially working memory, and how they can tailor lessons to enable new content to be remembered, linked to previous content and for prior learning to be revisited.

2.How did you use your knowledge and understanding of how pupils learn to influence your teaching?

I use this knowledge in all of my lesson planning, by beginning every lesson with a recall task; building in links to prior learning and recall as part of explanations; limiting the amount of new content I introduce at once; and giving students opportunities to think hard about the content.

3.Is there anything you think is a must read to help you to develop this area of practice?

I would recommend Rosenshine’s Principles of Instruction and Daniel Willingham’s ‘Why Don’t Students Like School?’

4.What challenges did you face when trying to promote deep learning?

The most common challenge is students finding deeper learning difficult – (which is how it is supposed to feel!) – and giving up. The key to overcome this is balancing support and challenge, and building in opportunities for students to feel successful to build their confidence, as well as narrating the struggle of deeper thinking.

5.What did you find useful that your mentor did to help you to adapt your teaching as a result of what you know about how pupils learn?

My mentor helped me by modelling the planning process, and shifting my thinking from ‘what tasks are students doing’ at different points in the lesson, to ‘what do students need to know’ and ‘how can I ensure they learn this’ through exposition, questioning and modelling and linking this to effective strategies rooted in understanding the cognitive science behind learning.

6.How did you evidence this for your assessment?

I used lesson plans, scripted expositions and examples of recall tasks, feedback and successful student work.

7.What are you most grateful for?

I am most grateful for being able to feel like I can make a positive difference every day in my career

8.If not blue, what colour do you think the sea should be?

If not blue, the sea should be purple, which would just be fun.

Kate Henney

Kate Henney

Opening quoteMy mentor helped me by modelling the planning process, and shifting my thinking from "what tasks are students doing" at different points in the lesson, to "what do students need to know" and "how can I ensure they learn this"Closing quote

Early Career Framework

The Early Career Framework outlines what early career teachers should learn about, as well as what they need to learn how to do. It is based on expert guidance and research evidence. The framework should be central to all ECTs’ development.

Click below to see the “Learn that…” and “Learn how to…” statements.