TS 2:
Promote good progress and outcomes by pupils
How students progressed through data systems, self-reflection tools, structured feedback, and the Year 9 Electricity project that put independent study at the centre.
Embedded Files
TS 2.1 — Accountability for pupils' attainment, progress and outcomes
My Practice
Data-led ownership of pupil outcomes
At Braeburn Gitanga, I designed and built an automated academic data analysis system processing whole-school assessment data mocks, class tests, and end-of-term grades, producing strand-by-strand performance breakdowns for each subject. For my own classes, I maintain a progress tracker updated after every assessed task, comparing attainment against predicted grades and flagging students for targeted intervention: break-time sessions, targeted practice sets, or SEN referral.
Academic data markbook system screenshot (anonymised)
Mock report generation automation template
Data system strand-level targets (anonymised screenshot)
TS 2.2 — Awareness of pupils' capabilities and prior knowledge; planning to build on these
My Practice
Diagnostic assessment at every unit start
Before each new unit, I administer short diagnostic activities: 5-question entry tickets, Kahoot quizzes, or mini-whiteboard checks to surface prior knowledge and misconceptions. When I inherited a Year 10 Physics group mid-year at BGR, I spent two lessons on a diagnostic review of Waves before moving to Electricity, identifying three key gaps addressed explicitly. The data system gives me a full historical trajectory view for every student at Gitanga.
Development Area → Growth — Susan Wanjiru · Teacher Mentor · Braeside Lavington
"May 2025: "The teacher is encouraged to develop a clearer understanding of where students are in their learning journey.
June 2025: "The revision activity was successful — students were fully engaged and actively participated in the questions provided."
Observation 1 (16 May 2025) and Observation 2 (5 June 2025) · Year 10 · Braeside Lavington
TS 2.3 — Guiding pupils to reflect on progress and emerging needs
My Practice
Structured self-reflection routines embedded in every unit
After assessed tasks, pupils complete a self-assessment grid: three things they showed confidence in, two areas needing improvement, and one specific action step. I use Progress Journals in KS3 Mathematics (fortnightly entries) and Build Logs in CS at Gitanga. I hold individual feedback conversations before returning marked work so every pupil understands the qualitative story behind their grade, not just the number.
Susan Wanjiru · Teacher Mentor · Braeside Lavington · June 2025
"The plenary was well executed. Identifying and revisiting the questions students struggled with was a strong way to consolidate learning."
Observation 2 (5 June 2025) · Year 10 · Braeside Lavington
Student Progress Tracking
Student Academic Progress Tracking Journal — Term 1, 2025–26
Student Academic Progress Tracking Journal — Term 1, 2025–26
Student's own progress journal: school target grade, personal target, mid-term marks, and end-of-term marks across nine subjects. Demonstrates the tracking and target-setting culture embedded across the school
📍 Braeside Lavington
TS 2.4 — Knowledge of how pupils learn and how this impacts on teaching
My Practice
Learning science applied systematically to planning
My planning reflects strong grounding in cognitive science: spaced retrieval starters revisiting content from 1 week and 1 month ago, interleaving of topics in Mathematics, and worked-example fade sequences that transfer responsibility progressively to learners. I explicitly teach metacognitive strategies to KS5 Physics students and have shared these approaches in department CPD at Gitanga, contributing to a cross-subject pedagogical conversation.
General Quizzes used as starters and in form time on Tuesdays for Year 10S (BGR, Jan 2026 - Present)
TS 2.5 — Encouraging pupils to take responsibility for their own work and study
My Practice
Explicit study skills teaching and pupil accountability systems
I explicitly teach study skills alongside subject content, particularly with KS4 and KS5 students. I have run dedicated homework clinics and exam-technique breakdowns. In the Debate & Public Speaking club at BLV, students plan, prepare, and deliver speeches independently, taking full ownership of their argument construction. At BGR, pupils track their own homework completion, revision sessions, and test preparation, reviewing it with me at the start of each new unit. I also share motivational frameworks grounded in growth mindset research to help students understand that consistent effort drives achievement.
The most substantial evidence of independent study I have required is the Year 9 Electricity Science Project at BGR: groups of three students conducted independent research, produced a group presentation, and formally presented, contributing 30% of their Term 2 (February–March 2026) mark.
⚡ Electricity · Year 9, BGR
⚖️ 30% of Term 2 Mark
👥 Groups of 3
🗣️ Formal Presentation
Student Voice · Year 9 · Science · Braeburn Senior School
"The Electricity project was hard at first because we had to figure things out ourselves. But our group presentation went really well, and we actually understood what we were presenting — it wasn't just read from a slide."
Year 9 Student Homework (BGR, May 2026)
Year 10 Student Wave Illustration Image to be stuck on their Book (BGR, May 2026)
📋 Project Overview
Term 3 grading and school-wide science exhibition awards.
One single project covers all your science subjects (Biology, Chemistry, and Physics).
Your final project score applies equally to all three sciences.
A physical model and an explanatory presentation poster.
👥 Team Formation
Maximum of 3 students per group.
Form your own teams within class 9.5.
🛠️ Step-by-Step Instructions: Gather your team to invent or select a science project idea. Pitch your idea to your specific Biology, Chemistry, or Physics teacher. Obtain official teacher approval before starting any physical build. Create your project model and design your exhibition poster. Present your final work to the whole school at the end of June.
Reflection & Next Steps
The Electricity project was the most ambitious independent task I have set. In hindsight, the scaffolding for the weakest groups needed to be stronger from the outset. I have since built tiered support materials into all project briefs. The next stage: using whole-school data to actively modify unit sequences mid-term rather than waiting for end-of-term review.
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