TS 4:
Plan and teach well-structured lessons
What a lesson in my classroom actually looks like, every phase, every student task, the reflective arc that transformed my lesson structure, and the curriculum I designed for students.
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TS 4.1 — Impart knowledge and develop understanding through effective use of lesson time
My Practice
Every minute planned, every transition purposeful
My lessons are tightly time-structured across all three subjects. I open every lesson with a retrieval starter, move through a clear I Do → We Do → You Do sequence, and close with an exit ticket tied directly to the lesson objective. A countdown timer is visible to students throughout, and my lesson plans include time-allocated columns for each phase. The Algebraic Fractions lesson for Year 10 and the Micro:bit Music Producers lesson for Year 9 Computer Science, co-planned with David Otukhu and observed by Liz Borwell (Headteacher), both show this discipline applied consistently across subjects, with every phase planned and timed.
Susan Wanjiru · Teacher Mentor· Braeside Lavington · 5 June 2025
"The lesson starter was well designed and effectively engaged students. It set a purposeful tone for the lesson."
Key strength recorded in the second formal observation reports
Algebraic Fractions lesson plan — tiered Core/Support/Challenge objectives (uploaded) (Year 10, BGR, 2026)
TS 4.2 — Promote a love of learning and children's intellectual curiosity
My Practice
Designing the spark before the explanation
I design lessons to spark curiosity from the first moment. In Physics, I open units with an unexplained phenomenon, a paradox, or a current-events link before giving students the vocabulary to explain it. In Mathematics, I use puzzles, riddles, and the history of mathematical ideas to show that Mathematics is a human adventure rather than a fixed rulebook. At Braeburn Gitanga, I introduced a 'STEM Wonder of the Week, ' a short slide at the start of one lesson per week showcasing a scientific or mathematical curiosity which students discuss and sometimes investigate. My Computer Science lessons are built around building real things: students leave with code that does something, not just notes about code. The Debate & Public Speaking club at BLV channels intellectual energy into civic and rhetorical exploration.
Liz Borwell, Headteacher · Braeburn Senior School, Gitanga Road
"You have the technical knowledge and the personality the students like."
Susan Wanjiru · Teacher Mentor· Braeside Lavington · 5 June 2025
"The revision activity was successful — students were fully engaged and actively participated in the questions provided."
Key strength recorded in the second formal observation reports
Observation feedback from Ms Liz Borwell (Headteacher, Braeburn Senior School, Mar 2026)
Quizzes in slide form that are oftentimes used as a lesson starter to set the tone and settle students in class.
Quizzes in slide form that are oftentimes used as a lesson starter to set the tone and settle students in class.
Year 10 Student Mathenmatics Starter (BGR, Jun 2026)
TS 4.3 — Set homework and plan out-of-class activities to consolidate and extend knowledge
My Practice
Purposeful work that follows the learner home
I set purposeful homework linked explicitly to lesson content and the retrieval spacing schedule. At KS4 and KS5, this typically includes one practice set per week, a reading or research task per unit, and a past-paper question per fortnight. At KS3, I use platforms such as Corbettmaths and BBC Bitesize resources to provide self-marking consolidation tasks with worked solutions available. I (with the collaborating teacher) have set up Google Classroom for all our classes at BGR, enabling digital submission, automated reminders, and instant access to resources. Out-of-class activities I lead include STEM club sessions, the Debate & Public Speaking club, and lately, the eSport club we are founding at BGR. I mentor students preparing for examinations, providing structured preparation packs.
Year 10 Student Wave Illustration Image to be stuck on their Book (BGR, May 2026)
TS 4.4 — Reflect systematically on the effectiveness of lessons and approaches to teaching
My Practice
Reflection as a professional habit, not a form to fill
After every lesson, I complete a brief reflection: rating the lesson against planned objectives, noting what worked and what I would change, and noting any students who appeared disengaged or confused. The current goal is to move to a digital format using Notion to record reflections, tagging reflections by topic, and year group. I actively seek and act on mentor feedback after each formal observation. I have also used audio self-review, recording a lesson and analysing my questioning technique and wait-time practice. These reflections have led to concrete improvements, including redesigning my questioning and exit tickets to better capture understanding rather than just completion.
Susan Wanjiru, Teacher Mentor (PGCEi & Graduate Trainees) · Braeside Lavington · PGCEi Observation 2, 5 June 2025
"The teacher created a positive learning atmosphere and showed developing classroom presence. The use of targeted revision and clear student engagement were notable strengths."
Key strength recorded in the second formal observation reports
TS 4.5 — Contribute to the design and provision of an engaging curriculum
My Practice
Designing units, CS resources, and a cross-curricular Science of Music project
I have contributed to curriculum design across all three subjects at both placements. The Year 9 Electricity project (30% of the Term 2 mark), and produced the Physics Revision Papers and Marking Schemes for Year 10 as department-shared assessment resources. At Braeburn Gitanga, I contributed a Python introductory unit for KS3 CS; co-taught the Micro: bit Music Producers lesson with David Otukhu as part of the Year 9 CS scheme of work; and produced the Year 10 CS Revision Guide covering algorithms, data representation, programming, systems, and networks.
Scheme of work extract —. Evidences curriculum design at the unit level, not just the lesson level. (Year 10 Core Mathematics, BGR, 2026 - 2027)
Reflection & Next Steps
My lesson structures are becoming more automatic, I am less dependent on the framework as a checklist and more able to adapt it fluidly in the moment. My next focus is the quality of explanations: making them more vivid, more precisely sequenced, and better supported by worked-example research. I am reading Making Every Lesson Count (Sherrington & Caviglioli) and plan to redesign two units in Term 1 to apply those insights directly.
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