TDA Standards case study: Identifying and supporting individual training needs in primary mathematical subject knowledge

Teacher Education Case Studies

This case study is one of a series in a TDA funded project with the intention of supporting ITT providers "in making consistent assessments of trainees against the Standards for the award of Qualified teacher Status and in designing and delivering their training in order to meet the requirements for Initial teacher Training". Based at Oxford Brookes University this case study looked at Requirement R2.4: The training provision takes account of trainee's individual training needs and at Standard Q14: Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained.


The case study charts details of the ITT mathematics programme, which follows and supports the trainees from their acceptance after interview until the completion of their course.  The programme includes target setting, mathematical subject knowledge audits, action planning with tutors and the provision of evidence across ten areas of mathematics.  There are also summative exercises undertaken by each trainee which are peer assessed as well as monitored by tutors.  One student's work is then analysed against a range of standards and ITT requirements, in addition to Q14 and R2.4.  The study also analyses student achievement against Ofsted's ‘outstanding' grade characteristics.  Below, you can access the full report with detailed comments against the Standards .

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Oxford Brookes University

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