TS 3:
Demonstrate good subject and curriculum knowledge
Subject expertise as students and observers experienced it, through teacher-produced resources, misconception handling, literacy development, and the wall boards students worked with daily.
Embedded Files
TS 3.1 — Secure knowledge of relevant subjects; fostering interest; addressing misunderstandings
My Practice
What students interacted with — teacher-produced resources
I hold a BEd (Science) in Mathematics & Physics and teach confidently across KS3–KS5 in both, plus KS3–KS4 Computer Science. My BLV timetable spanned Year 7 to Year 12 across six subject-teacher pairings. I proactively anticipate and address classic misconceptions: in Mathematics, "dividing makes smaller"; in Physics, mass vs weight and current vs voltage. I produced a KS4 Physics misconception map and a Newton's 2nd Law worksheet, teacher-designed resources used across the department.
David Otukhu · Computer Science Teacher · Braeburn Senior School, Gitanga Road · March 2026
"Excellent subject knowledge."
Key strength recorded in both formal observation reports
Noela Gichuru · Deputy Headteacher, Academics · Braeburn Senior School, Gitanga Road · March 2026"Great subject knowledge — key strength."
"Great subject knowledge — key strength."
Charles Ocholla · Head of Faculty, Science · Braeburn Senior School, Gitanga Road · Feb 2026
"Teacher knowledge is evident through delivery and planning." (Outstanding, criterion 4, both observations)
Observation feedback from Mr. Otukhu (Examinations Coordinator & Computer Science Teacher, BGR, Mar 2026)
Observation feedback forms from Ms Sarah Burn (Art & Technology Teacher, BGR, Mar 2026)
Observation feedback from Ms Noela Gichuru (Deputy Headteacher Academics, BGR, May 2026)
TS 3.2 — Demonstrate a critical understanding of developments in the subject and curriculum areas
My Practice
Active engagement with subject-specific research and specification change
I actively follow developments in all three of my subjects. In Mathematics, I track changes to the Edexcel and CAIE GCSE and A Level specifications and engage with the NCETM (National Centre for Excellence in the Teaching of Mathematics) resources and research. In Physics, I follow the Royal Society of Physics publications and regularly incorporate recent discoveries, such as gravitational wave detection and quantum computing breakthroughs, into classroom discussions to connect curriculum content to the cutting edge. In Computer Science, my professional background in Software Engineering, means I am positioned at the frontier of the subject: I teach Python, data structures, and introductory AI concepts with the authority of someone who has deployed these in production environments at MedNoc Health Training College and the African Biodiversity Alliance.
TS 3.3 — High standards of literacy, articulacy and correct use of standard English
My Practice
Precision in language across all subjects; Debate club as an explicit literacy vehicle
Across all subjects, I insist on full-sentence written explanations alongside mathematical working. Physics extended-response answers use the PEEL (Point, Evidence, Explanation, Link) structure. In CS, I enforce precision in technical language. The Algebraic Fractions lesson opens with a vocabulary matching starter, placing subject literacy at the centre from minute zero. The Debate and Public Speaking club is the most explicit vehicle for articulacy development.
Wordsearch as a Starter in Physics Lesson on Forces
TS 3.4 — Clear understanding of appropriate teaching strategies for mathematics (KS3)
My Practice
CPA sequencing and Singapore Bar Modelling for the KS3 transition
My KS3 teaching requires particular awareness of the transition from primary reasoning to abstract algebraic thinking. I use Concrete-Pictorial-Abstract (CPA) sequencing, beginning with manipulatives or visual representations before symbolic notation. I use Singapore Mathematics Bar Modelling systematically in Year 7 ratio and proportion work. My understanding of the shift from additive to multiplicative reasoning underpins all lower secondary planning.
Handout showing the relationship between wavelength and frequency across the electromagnetic spectrum (Year 10 Physics, BGR, May 2026).
Blooket quiz report on "Electric Circuits" for Year 9 Science (BGR, Jan 2026)
Handout illustrating the correct line of sight for reading a meniscus on a measuring cylinder (Year 9 Physics, BGR, May 2026).
A comprehensive, visual breakdown of our Physics curriculum generated using NotebookLM. This interactive mind map organizes core subject content into six primary pillars:
Motion, Forces and Energy
Thermal Physics
Waves
Electricity and Magnetism
Nuclear Physics
Space Physics
This has allowed students to easily navigate subtopics and trace their learning journey.
Reflection & Next Steps
Subject knowledge in Mathematics and Physics is secure, validated by four observers. Computer Science, added January 2026, is my active development area. I am building a CS misconception database analogous to the Physics one, supported by Liz Borwell (Headteacher, BGR).
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