Qualified Teacher Status (QTS) Professional Behaviours and the Teachers' Standards Syllabus

Professional Behaviours 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 Behaviours and the Teachers' Standards in Qualified Teacher Status (QTS), not a summary of it.

1. 1

   The Teachers' Standards Framework

   5 topics

   • Structure of the Teachers' Standards (Part One: Teaching; Part Two: Personal and Professional Conduct)
     • The Preamble and overarching expectations
     • How standards are assessed across the QTS year
   • Setting high expectations and establishing a safe, stimulating environment
   • Promoting good progress and outcomes by pupils
   • Demonstrating good subject and curriculum knowledge
   • The role of the Early Career Framework after QTS award
     • Two-year induction structure
     • Mentor and induction tutor roles
2. 2

   Personal and Professional Conduct

   5 topics

   • Maintaining high standards of ethics and behaviour inside and outside school
   • Upholding public trust and maintaining professional boundaries with pupils
   • Tolerance and respect for the rights of others
   • Fundamental British values: democracy, rule of law, individual liberty, mutual respect and tolerance
     • Not undermining values through teaching
     • Avoiding exploiting pupil vulnerability or political bias
   • Statutory frameworks, school policies and the law governing teacher conduct
3. 3

   Professional Relationships and Wider Responsibilities

   5 topics

   • Fulfilling wider professional responsibilities and contributing to the life of the school
   • Developing effective professional relationships with colleagues
   • Deploying support staff and teaching assistants effectively
   • Communicating effectively with parents and carers about pupils' achievements and well-being
   • Responding to advice and feedback from colleagues and mentors
4. 4

   Teacher Workload, Wellbeing and Career Development

   4 topics

   • Managing workload and prioritising tasks for sustainability
   • Reflective practice and engaging with professional development
   • Using research and evidence to inform practice
     • Engaging critically with the EEF and education research
     • Avoiding unproven approaches such as learning styles
   • Building resilience and accessing wellbeing support

Professional Behaviours and the Teachers' Standards flashcards for Qualified Teacher Status (QTS)

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

1. Into which two parts are the Teachers' Standards (England) divided?

   Part One: Teaching (the eight standards covering classroom practice) and Part Two: Personal and Professional Conduct (the ethics and behaviour expected inside and outside school).

2. How many numbered standards make up Part One ('Teaching') of the Teachers' Standards?

   Eight standards (TS1 to TS8).

3. What overarching expectation precedes the numbered standards in the Teachers' Standards?

   A preamble stating teachers must act with honesty and integrity; have strong subject knowledge; keep their knowledge and skills up to date; be self-critical; forge positive professional relationships; and work with parents in the best interests of pupils.

4. List the eight Part One Teachers' Standards in order.

   TS1 Set high expectations; TS2 Promote good progress and outcomes; TS3 Demonstrate good subject and curriculum knowledge; TS4 Plan and teach well-structured lessons; TS5 Adapt teaching to respond to pupils' needs; TS6 Make accurate and productive use of assessment; TS7 Manage behaviour effectively; TS8 Fulfil wider professional responsibilities.

5. What three things does Teachers' Standard 1 (set high expectations) require a teacher to do?

   Establish a safe and stimulating environment rooted in mutual respect; set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions; and demonstrate consistently the positive attitudes, values and behaviour expected of pupils.

6. Why is establishing a 'safe and stimulating environment' placed within the high-expectations standard?

   Because pupils can only be stretched and challenged effectively when they feel secure; a safe, respectful climate is the precondition for ambitious learning and high expectations to take hold.

7. Under Teachers' Standard 2 (promote good progress and outcomes), who is accountable for pupils' attainment, progress and outcomes?

   The teacher is accountable for the attainment, progress and outcomes of the pupils they teach.

8. What does Teachers' Standard 2 say a teacher should do regarding pupils' prior knowledge?

   Be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these so that pupils make progress.

9. Which teaching standard requires teachers to 'guide pupils to reflect on the progress they have made and their emerging needs'?

   Teachers' Standard 2 (Promote good progress and outcomes by pupils).

10. What does Teachers' Standard 3 (good subject and curriculum knowledge) require regarding the teacher's own knowledge?

    Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils' interest, and address misunderstandings.

11. Under Teachers' Standard 3, what specific responsibility do all teachers have regardless of their subject?

    To demonstrate a clear understanding of systematic synthetic phonics (if teaching early reading) and appropriate teaching strategies for early mathematics (if teaching early maths), and to promote high standards of literacy, articulacy and correct use of standard English.

12. What is the Early Career Framework (ECF)?

    A statutory, fully funded two-year package of structured training, mentoring and support that early career teachers (ECTs) in England are entitled to after being awarded QTS, underpinning the start of their career.

13. How long is the statutory induction period for early career teachers under the ECF reforms?

    Two years (extended from the previous single year of induction).

14. What role does a mentor play during the Early Career Framework induction?

    The mentor provides regular, ongoing, individualised support and instructional coaching to the ECT, distinct from the induction tutor who assesses progress against the Teachers' Standards.

15. Which document are early career teachers formally assessed against during their ECF induction?

    The Teachers' Standards (the same standards used to award QTS).

16. What is the focus of Part Two of the Teachers' Standards?

    Personal and professional conduct — the high standards of ethics and behaviour, within and outside school, that maintain public trust in the profession and uphold proper professional boundaries.

17. According to Part Two, where are teachers expected to maintain high standards of ethics and behaviour?

    Both inside and outside school — conduct outside school can still affect public trust in the profession and a teacher's fitness to teach.

18. What does Part Two require regarding professional boundaries with pupils?

    Teachers must treat pupils with dignity, build relationships rooted in mutual respect, and observe proper boundaries appropriate to a teacher's professional position.

19. Under Part Two, what must teachers do in relation to pupils' wellbeing and safeguarding law?

    Have regard for the need to safeguard pupils' well-being, in accordance with statutory provisions (e.g. Keeping Children Safe in Education).

20. What does Part Two say about pupils' vulnerability and influence?

    Teachers must show tolerance of and respect for the rights of others, and not exploit pupils' vulnerability or undermine their own professional position.

21. Define 'public trust in the profession' as used in the Teachers' Standards.

    The confidence the public places in teachers to behave with integrity and within the law; teachers must uphold it by maintaining high standards of conduct both in and out of school.

22. According to Part Two, how should teachers treat the religious and other beliefs of pupils and others?

    They must not undermine fundamental British values and must show tolerance of and respect for the rights of others, while ensuring personal beliefs are not expressed in ways that exploit pupils' vulnerability or breach the law.

23. Name the five fundamental British values that teachers must not undermine.

    Democracy; the rule of law; individual liberty; mutual respect; and tolerance of those with different faiths and beliefs.

24. What does the fundamental British value of 'the rule of law' mean in a school context?

    The principle that everyone, including pupils and staff, is subject to and protected by the law; schools promote it through clear rules, consequences and understanding why laws exist.

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