TS 1:
Set high expectations which inspire, motivate and challenge pupils
Establishing environments of mutual respect where every pupil, regardless of background or prior attainment, is expected and supported to reach their potential.
Embedded Files
TS 1.1 — Safe and stimulating environment rooted in mutual respect
My Practice
What students experienced
From the first lesson at Braeside Lavington, I co-constructed classroom agreements with each group, displayed as a visible charter owned by students. At Braeburn Gitanga Road, open-door breaktime sessions became a daily fixture: students who needed academic support or a calm space knew my classroom was available. The Braeside School Song, composed, rehearsed, and performed with students, became a whole-school anchor for the respect-centred ethos I champion daily.
Student Voice · Year 9 · Physics · Braeburn Senior School, Gitanga Road
"He never makes you feel stupid for asking questions. That makes a difference."
Observer Voice — Charles Ocholla · HOD Science · Braeburn Senior School, Gitanga Road · Feb 2026
"Outstanding behaviour management and relationships between children and staff is excellent."
Formal lesson observation form, criterion 2 rated Outstanding (both observation visits)
Observation feedback from Ms Noela Gichuru (Deputy Headteacher Academics, BGR, Mar 2026)
TS 1.2 — Goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
My Practice
Competition, challenge, and tiered goals
Every lesson uses tiered Learning Objectives: Must / Should / Could. ensuring every pupil has a goal calibrated to their level. For KS5 students, I draw extension problems from A-Level past papers and UKMT competition banks. At BGR, my academic data system identifies underperforming topic strands, enabling personalised diagnostic targets before each unit begins.
Data system strand-level targets (anonymised screenshot) (BGR, 2026)
Algebraic Fractions lesson plan — tiered Core/Support/Challenge objectives (uploaded) (Year 10, BGR, 2026)
World mathematics championship (Braeburn Schools' Maths Challenge 2025 hosted at BGE, BLV, 2026)
TS 1.3 — Demonstrating consistently positive attitudes, values and behaviour expected of pupils
My Practice
Visible modelling of intellectual curiosity and growth mindset
I arrive punctually, greet students at the door, and openly model making and correcting mistakes, demonstrating that error is part of learning. STEM Wonder of the Week at Gitanga opens one lesson each week with a current scientific curiosity that students discuss before any lesson content begins. My mentorship of student leaders in the Debate club models civic responsibility and respectful argumentation.
Susan Wanjiru · Teacher Mentor (PGCEi & Graduate Trainees) · Braeside Lavington · June 2025
"The teacher created a positive learning atmosphere and showed developing classroom presence."
PGCEi Formal Observation 2 · 5 June 2025 · Year 10 · Room 10
Self Adhesive Sticky Labels - Well Done Used to Motivate Students across Different Schools
Reflection & Next Steps
The strongest evidence of high expectations in this portfolio is the student voice: students who visited voluntarily at break, who pushed themselves beyond the minimum, who produced work they were proud of. In Computer Science at BGR, added January 2026, I am still building the misconception knowledge that allows me to pitch challenge with the same precision I achieve in Mathematics and Physics. Next step: a CS misconception bank, analogous to the Physics one.
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