Postgraduate Certificate in Education (PGCE) Professional Studies and the Teachers' Standards Syllabus

Professional Studies and the Teachers' Standards syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Professional Studies and the Teachers' Standards in Postgraduate Certificate in Education (PGCE), not a summary of it.

1. 1

   The Teachers' Standards and Professional Conduct

   5 topics

   • Structure and purpose of the Teachers' Standards (England)
     • Part One: the eight standards for teaching
     • Part Two: personal and professional conduct
     • How standards are assessed across placements
   • Setting high expectations and establishing a safe learning environment
     • Mutual respect and rapport with pupils
     • Demonstrating consistently high standards of behaviour
   • Promoting good progress and outcomes by pupils
   • Fulfilling wider professional responsibilities
     • Developing effective professional relationships with colleagues
     • Communicating effectively with parents and carers
     • Deploying support staff effectively
   • Professional values: integrity, tolerance and the law
2. 2

   The Core Content Framework (CCF) and Early Career Framework (ECF)

   6 topics

   • Structure of the ITT Core Content Framework
     • Learn that vs Learn how to statements
     • Alignment of CCF with ECF for continuity
   • Behaviour management strand
   • Pedagogy and classroom practice strand
   • Subject and curriculum strand
   • Assessment strand
   • Professional behaviours strand
3. 3

   The Structure of English Education and Accountability

   5 topics

   • Phases of education: EYFS, primary, secondary and post-16
     • Key Stages 1 to 5
     • Statutory transition points
   • School types: maintained, academies, free schools and independents
   • Role of Ofsted and the inspection framework
     • The Education Inspection Framework judgement areas
     • Quality of education: intent, implementation, impact
   • Role of the DfE, governing bodies and trusts
   • School performance measures and league tables
4. 4

   Becoming a Reflective Practitioner

   4 topics

   • Models of reflective practice
     • Gibbs' reflective cycle
     • Schon: reflection-in-action and reflection-on-action
     • Kolb's experiential learning cycle
   • Action research in the classroom
   • Using mentor and tutor feedback to improve practice
   • Maintaining a professional development portfolio

Professional Studies and the Teachers' Standards flashcards for Postgraduate Certificate in Education (PGCE)

23 of 50 cards from the Professional Studies and the Teachers' Standards deck — real questions with worked answers.

1. How many Teachers' Standards (England) are there, and how are they grouped?

   There are 8 Teachers' Standards, grouped into Part One (the 8 numbered standards covering teaching) and Part Two (Personal and Professional Conduct). They are preceded by a Preamble setting out the high standards expected at all times.

2. List the eight Part One Teachers' Standards (England) by their headline.

   1) Set high expectations; 2) Promote good progress and outcomes by pupils; 3) Demonstrate good subject and curriculum knowledge; 4) Plan and teach well-structured lessons; 5) Adapt teaching to respond to the strengths and needs of all pupils; 6) Make accurate and productive use of assessment; 7) Manage behaviour effectively; 8) Fulfil wider professional responsibilities.

3. What is the stated purpose of the Teachers' Standards, and to whom do they apply?

   They define the minimum level of practice expected of trainees and teachers from the point of qualified teacher status (QTS). They are used to assess trainees for QTS, assess statutory induction, and underpin appraisal/capability for all teachers in maintained schools (and many academies).

4. When did the current Teachers' Standards come into force, and who issued them?

   They came into force on 1 September 2012 and were issued by the Department for Education (DfE).

5. What does Part Two of the Teachers' Standards (Personal and Professional Conduct) require regarding fundamental British values?

   Teachers must uphold public trust and high ethical standards, including not undermining fundamental British values: democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

6. Under Standard 1 (high expectations), what three things must a teacher establish?

   A safe and stimulating environment rooted in mutual respect; goals that stretch and challenge pupils of all backgrounds, abilities and dispositions; and consistent demonstration of the positive attitudes, values and behaviour expected of pupils.

7. Name two requirements of Standard 2 (promote good progress and outcomes by pupils).

   Be accountable for pupils' attainment, progress and outcomes; be aware of pupils' capabilities and prior knowledge and plan to build on these; guide pupils to reflect on progress; demonstrate knowledge of how pupils learn; and encourage pupils to take responsibility for their own work (any two).

8. What does Standard 8 (fulfil wider professional responsibilities) require teachers to do beyond the classroom?

   Make a positive contribution to the wider life and ethos of the school; develop effective professional relationships with colleagues; deploy support staff effectively; take responsibility for improving teaching through appropriate professional development; and communicate effectively with parents about pupils' achievements and well-being.

9. What professional value of 'tolerance and respect' must a teacher show toward pupils' backgrounds under the Standards?

   Teachers must show tolerance of and respect for the rights of others, and must not express personal beliefs in ways that exploit pupils' vulnerability or that could lead them to break the law; they must have proper and professional regard for pupils' diverse needs and backgrounds.

10. What does the phrase 'integrity, honesty and objectivity' relate to in a teacher's professional conduct?

    It relates to Part Two of the Standards: teachers must maintain high standards of ethics and behaviour, have proper regard for the ethos and policies of the school, and ensure their personal conduct does not undermine public trust in the profession.

11. What is the ITT Core Content Framework (CCF), and when was it published?

    The ITT Core Content Framework defines the minimum entitlement of all trainee teachers during initial teacher training. It was published by the DfE in November 2019 and became mandatory for ITT providers from September 2020.

12. How is the ITT Core Content Framework structured in terms of standards and statement types?

    It is organised under the 8 Teachers' Standards and, for each, sets out 'Learn that...' statements (evidence-informed knowledge) and 'Learn how to...' statements (practice developed with expert colleagues).

13. Name the five thematic strands that the ITT Core Content Framework (and Early Career Framework) content is commonly grouped into.

    1) Behaviour management; 2) Pedagogy; 3) Curriculum; 4) Assessment; 5) Professional behaviours.

14. Which Teachers' Standards map to the 'Behaviour management' strand of the CCF?

    Standard 1 (set high expectations) and Standard 7 (manage behaviour effectively).

15. Which Teachers' Standards map to the 'Pedagogy' strand of the CCF?

    Standard 2 (promote good progress), Standard 4 (plan and teach well-structured lessons) and Standard 5 (adapt teaching).

16. Which Teachers' Standard maps to the 'Subject and curriculum' strand of the CCF?

    Standard 3 (demonstrate good subject and curriculum knowledge).

17. Which Teachers' Standard maps to the 'Assessment' strand of the CCF?

    Standard 6 (make accurate and productive use of assessment).

18. Which Teachers' Standard maps to the 'Professional behaviours' strand of the CCF?

    Standard 8 (fulfil wider professional responsibilities).

19. In behaviour management, what is the distinction between establishing rules/routines and 'low-level disruption'?

    Establishing clear rules and routines proactively prevents misbehaviour by creating predictability; low-level disruption (e.g. calling out, off-task talk, lateness) is frequent minor misbehaviour that, if unaddressed, cumulatively erodes learning time and is a key Ofsted concern.

20. What is cognitive load theory and why does it matter for pedagogy?

    Cognitive load theory holds that working memory is limited; learning is impaired when working memory is overloaded. Teachers reduce extraneous load (e.g. via worked examples, clear explanations, scaffolding) so pupils can build knowledge in long-term memory.

21. Define the difference between formative and summative assessment.

    Formative assessment (assessment for learning) is ongoing assessment used to give feedback and adapt teaching to improve learning. Summative assessment (assessment of learning) measures attainment at the end of a period, e.g. exams or end-of-unit tests.

22. What is the difference between subject knowledge and pedagogical content knowledge (PCK)?

    Subject knowledge is knowledge of the discipline itself; pedagogical content knowledge (PCK), a term from Shulman, is knowing how to teach that content effectively — including representations, analogies, and common pupil misconceptions.

23. What is the EYFS phase and what age range does it cover?

    The Early Years Foundation Stage (EYFS) covers children from birth to age 5 (to the end of the Reception year). It sets standards for learning, development and care and culminates in the EYFS Profile.

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