PGCE Teacher Training Practice Test — Questions and Answers

Question 1: What is meant by 'unconscious bias' and why is it important for teachers to understand it?

Deliberate discrimination by a teacher against a specific pupil group
A pupil's bias against certain subjects due to previous negative experiences
Automatic, unintentional stereotyping or prejudice that can influence interactions and expectations without the person being aware (Correct answer)
A legal term defined in the Equality Act 2010

Correct answer: Automatic, unintentional stereotyping or prejudice that can influence interactions and expectations without the person being aware

Unconscious bias can cause teachers to have lower expectations of certain pupil groups (e.g. by race, gender, class), affecting the quality of feedback, questions asked, and opportunities offered.

Question 2: Why should a scheme of work include formative assessment opportunities throughout, not only summative assessment at the end?

To allow teachers to identify and address misconceptions while there is still time to adjust teaching (Correct answer)
To reduce the amount of marking required at the end of the unit
To meet the school data collection schedule
To give pupils more grades to include in their reports

Correct answer: To allow teachers to identify and address misconceptions while there is still time to adjust teaching

Formative assessment throughout a unit gives teachers actionable information to adapt teaching and address gaps before the unit concludes, improving final outcomes.

Question 3: Which theorist's work underpins the idea that consistent, clear boundaries reduce challenging behaviour in schools?

Lee Canter (Assertive Discipline) (Correct answer)
Jean Piaget
Lev Vygotsky
Sigmund Freud

Correct answer: Lee Canter (Assertive Discipline)

Lee Canter's Assertive Discipline model argues that clear rules, consistent consequences and positive recognition create safe learning environments.

Question 4: What is 'team teaching' and how can it benefit a PGCE trainee?

A collaborative arrangement where trainee and class teacher jointly plan and deliver lessons, sharing responsibility progressively (Correct answer)
Two teachers delivering separate lessons to the same class simultaneously in different rooms
Team teaching is a strategy used only for SEND pupils requiring additional support
A method where the trainee observes the class teacher for an entire term before teaching alone

Correct answer: A collaborative arrangement where trainee and class teacher jointly plan and deliver lessons, sharing responsibility progressively

Team teaching involves collaborative delivery where the trainee takes increasing responsibility over time, learning from modelled practice and receiving real-time support in the classroom.

Question 5: A trainee teacher is adapting an existing scheme of work for a class with several EAL pupils. What is the most important consideration?

Reducing the academic content to make lessons shorter
Replacing written tasks with visual-only activities for all pupils
Building in language scaffolds (e.g. sentence frames, vocabulary glossaries) alongside subject content (Correct answer)
Teaching the EAL pupils separately with a support assistant at all times

Correct answer: Building in language scaffolds (e.g. sentence frames, vocabulary glossaries) alongside subject content

EAL learners need language scaffolds to access subject-specific vocabulary and concepts; these can be embedded into tasks without reducing academic demand for any pupil.

Question 6: A PGCE trainee is planning a lesson for a mixed-ability Year 9 class. Which approach best meets all pupils needs?

Set the same task for everyone to ensure fairness
Group pupils by ability and teach each group a completely different lesson
Teach only to the middle and let pupils self-differentiate
Plan tasks at different levels of cognitive demand with scaffolding and challenge for all (Correct answer)

Correct answer: Plan tasks at different levels of cognitive demand with scaffolding and challenge for all

Planning tasks across a range of cognitive demands with appropriate scaffolds ensures all pupils can access learning while being appropriately challenged.

Question 7: What is the purpose of a 'starter activity' or 'hook' at the beginning of a lesson?

To fill time while the register is taken
To engage pupils' interest, activate prior knowledge, and prepare their thinking for new learning (Correct answer)
To deliver the main content of the lesson
To assess pupils' final attainment

Correct answer: To engage pupils' interest, activate prior knowledge, and prepare their thinking for new learning

An effective starter engages pupils, activates relevant prior knowledge, and creates cognitive readiness for the new learning — it transitions pupils from their previous activity into focused thinking.

Question 8: What does 'executive function' refer to in child development, and why does it matter for school readiness?

The ability of school governors to execute school improvement plans
A set of cognitive skills including working memory, cognitive flexibility and inhibitory control that underpin learning and self-regulation (Correct answer)
The process by which teachers execute their lesson plans effectively
A measure of a pupil overall intelligence (IQ)

Correct answer: A set of cognitive skills including working memory, cognitive flexibility and inhibitory control that underpin learning and self-regulation

Executive function skills - particularly working memory, attention control and cognitive flexibility - are strong predictors of school readiness, academic achievement and behaviour.

Question 9: What does 'theory of mind' mean in child development, and at what age does it typically develop?

A theory about how children develop abstract mathematical thinking
A child's understanding of scientific theories taught at school, from age 5
The ability to attribute mental states (beliefs, intentions, knowledge) to oneself and others, typically developing around ages 3-5 (Correct answer)
Theory of mind refers to adolescent philosophical thinking about the nature of the mind

Correct answer: The ability to attribute mental states (beliefs, intentions, knowledge) to oneself and others, typically developing around ages 3-5

Theory of mind - understanding that others have beliefs, desires and intentions different from one's own - typically emerges around age 4, with the classic 'false belief' task as a marker.

Question 10: What is the key difference between a scheme of work and an individual lesson plan?

A scheme of work outlines the sequence and progression of learning across a series of lessons, while a lesson plan details the specific activities, timings, and resources for a single lesson (Correct answer)
A scheme of work is only used in primary schools
They are the same document used interchangeably
A lesson plan covers an entire half-term while a scheme of work covers one lesson

Correct answer: A scheme of work outlines the sequence and progression of learning across a series of lessons, while a lesson plan details the specific activities, timings, and resources for a single lesson

A scheme of work provides the medium-term overview showing how learning progresses across multiple lessons within a unit or half-term. Individual lesson plans sit within this broader framework and detail the specifics of each lesson.

Question 11: What does 'transition management' refer to in classroom management?

Supporting pupils who join mid-year from another school
Managing the movement of pupils into secondary school
Moving pupils between year groups at the end of a key stage
Efficiently handling changes between activities within or between lessons (Correct answer)

Correct answer: Efficiently handling changes between activities within or between lessons

Effective transition management within lessons - moving between tasks, resources, or groupings - reduces disruption and maintains learning momentum.

Question 12: Which of the following best describes 'spaced practice' as a curriculum planning strategy?

Spacing pupils apart in a test environment to prevent copying
Distributing practice of a topic across multiple sessions over time to improve long-term retention (Correct answer)
Giving pupils longer blocks of time to work on one topic without interruption
Scheduling a topic only once per term to allow full coverage

Correct answer: Distributing practice of a topic across multiple sessions over time to improve long-term retention

Spaced practice (spaced repetition) involves revisiting content at increasing intervals, which research shows significantly improves long-term retention compared to massed practice.

Question 13: When planning for a Year 7 English lesson, a trainee includes a starter activity, main activity, and plenary. What is the primary purpose of the plenary?

To introduce homework
To fill remaining time at the end of the lesson
To allow pupils to pack away their belongings
To assess whether pupils have met the learning objective and consolidate key learning (Correct answer)

Correct answer: To assess whether pupils have met the learning objective and consolidate key learning

The plenary serves as an assessment checkpoint where the teacher evaluates whether the learning objective has been met and pupils consolidate their understanding. This informs future planning and helps pupils recognise their own progress.

Question 14: How should a PGCE trainee respond when a pupil challenges a sanction publicly in front of the class?

Debate the sanction openly to model fairness
Withdraw the sanction to avoid confrontation
Immediately escalate to the head of year
Calmly defer the discussion to a private moment, maintaining the sanction (Correct answer)

Correct answer: Calmly defer the discussion to a private moment, maintaining the sanction

Public arguments rarely resolve well; deferring to a private conversation preserves the teacher authority and the pupil dignity, while the sanction remains in place.

Question 15: A pupil with an Education, Health and Care Plan (EHCP) joins your class. What is your legal responsibility as the classroom teacher?

You have no responsibility — the SENCO handles everything for EHCP pupils
You must create a completely separate curriculum for this pupil
You must read and understand the EHCP, implement the specified provisions in your lessons, and contribute to annual reviews (Correct answer)
You should treat this pupil exactly the same as all others with no adaptations

Correct answer: You must read and understand the EHCP, implement the specified provisions in your lessons, and contribute to annual reviews

Every teacher is responsible for the progress of all pupils in their class, including those with EHCPs. Teachers must be familiar with the EHCP provisions, implement them in their teaching, and contribute evidence and observations to the annual review process.

Question 16: A trainee teacher is told by their mentor that their lessons lack 'pace.' What does this most likely mean in the context of lesson planning?

The teacher needs to speak faster
The timing and transitions between activities need improvement to maintain engagement and momentum (Correct answer)
The lesson moves too quickly for pupils to understand
The lesson contains too many activities

Correct answer: The timing and transitions between activities need improvement to maintain engagement and momentum

Lesson pace refers to the flow and momentum of learning. Good pace means activities are well-timed, transitions are smooth, and there is an appropriate balance between teacher input and pupil activity to maintain engagement throughout.

Question 17: Which of the following best describes the purpose of a 'de-escalation script' in classroom management?

A script that pupils read aloud as a punishment
A rehearsed set of calm, consistent phrases a teacher uses when a pupil's behaviour is escalating (Correct answer)
A written record of every behavioural incident for the school log
A lesson plan designed specifically for pupils with behavioural difficulties

Correct answer: A rehearsed set of calm, consistent phrases a teacher uses when a pupil's behaviour is escalating

De-escalation scripts are pre-planned verbal responses that help teachers remain calm and consistent during confrontational moments. They prevent reactive or emotional responses and model emotional regulation for pupils.

Question 18: What does 'duty of care' mean in the context of a teacher's legal responsibilities in England?

The duty to report all pupil absences immediately to the local authority
The legal obligation to take reasonable steps to protect pupils from foreseeable harm (Correct answer)
The requirement to carry out written risk assessments before every lesson
The requirement to provide free meals to all pupils who request them

Correct answer: The legal obligation to take reasonable steps to protect pupils from foreseeable harm

Duty of care requires teachers to take reasonable steps to protect pupils from harm that could reasonably be foreseen, acting as a reasonably prudent parent would in similar circumstances.

Question 19: What are 'worked examples' and why are they particularly effective in subject teaching?

Examples only used for SEND pupils
Fully solved problems that show the steps of a process — they reduce cognitive load and help novice learners build schema before attempting independent practice (Correct answer)
Homework tasks that pupils complete without support
Examples of misconceptions to avoid

Correct answer: Fully solved problems that show the steps of a process — they reduce cognitive load and help novice learners build schema before attempting independent practice

Worked examples reduce the cognitive load on novices by providing complete models to study, helping learners build cognitive schemas — research shows they are particularly effective early in the learning sequence.

Question 20: A pupil with ADHD frequently loses focus during extended teacher explanations. Which classroom adaptation is most likely to support this pupil's learning?

Removing all stimulation from the classroom environment
Breaking instruction into shorter segments with frequent opportunities for active participation and movement (Correct answer)
Asking the pupil to copy notes from the board for the entire lesson
Making explanations longer and more detailed so the pupil has more time to absorb the information

Correct answer: Breaking instruction into shorter segments with frequent opportunities for active participation and movement

Pupils with ADHD benefit from chunked instruction, frequent changes of activity, and opportunities for physical movement and active participation. These strategies maintain engagement and work with, rather than against, the pupil's attention patterns.

Question 21: What is the purpose of 'no hands up' questioning?

To reduce teacher workload
To make questioning more competitive
To ensure a wider range of pupils are asked to respond, preventing a minority from dominating and giving all pupils thinking time (Correct answer)
To punish pupils who call out

Correct answer: To ensure a wider range of pupils are asked to respond, preventing a minority from dominating and giving all pupils thinking time

'No hands up' (or cold calling with think time) ensures all pupils prepare an answer, distributes participation more equitably, and increases cognitive engagement across the class.

Question 22: Which of the following best describes Rosenshine's Principles of Instruction in the context of lesson planning?

A theory that pupils learn best through entirely unstructured discovery
A government-mandated teaching approach for all UK schools
A set of 10 research-based principles including daily review, small steps, guided practice, and regular checking for understanding (Correct answer)
A behaviour management framework for secondary schools

Correct answer: A set of 10 research-based principles including daily review, small steps, guided practice, and regular checking for understanding

Rosenshine's Principles of Instruction are 10 evidence-based principles derived from cognitive science and classroom research. They include daily review, presenting new material in small steps, asking questions, providing models, and guided practice.

Question 23: Which of the following is the best example of a SMART learning objective for a KS3 maths lesson?

Pupils will understand maths better
Pupils will learn about fractions
Pupils will complete the fractions worksheet
By the end of the lesson, pupils will be able to add fractions with different denominators using the lowest common multiple (Correct answer)

Correct answer: By the end of the lesson, pupils will be able to add fractions with different denominators using the lowest common multiple

SMART objectives are Specific, Measurable, Achievable, Relevant, and Time-bound. This objective specifies exactly what pupils will do (add fractions), the method (using LCM), and is measurable and time-bound (by the end of the lesson).

Question 24: Under the school's behaviour policy, you have applied a consequence to a pupil. The pupil becomes upset and argues it is unfair. What is the most professional response?

Add a further consequence for arguing
Engage in a lengthy debate in front of the class to prove you are right
Reverse the consequence to calm the pupil down
Calmly acknowledge the pupil's feelings, restate the expectation, and offer to discuss it privately after the lesson (Correct answer)

Correct answer: Calmly acknowledge the pupil's feelings, restate the expectation, and offer to discuss it privately after the lesson

Acknowledging feelings while maintaining the consequence demonstrates emotional regulation and consistency. Offering a private conversation respects the pupil's dignity and avoids public confrontation, aligning with Teachers' Standard 7.

Question 25: What is 'scaffolded play' in early years education and what role does it serve?

Play in which an adult or more capable peer supports and extends the child learning within the ZPD through sensitive intervention (Correct answer)
Free, unstructured play with no adult involvement
Outdoor play equipment with safety scaffolding around it
A structured play activity with fixed outcomes prescribed by the teacher

Correct answer: Play in which an adult or more capable peer supports and extends the child learning within the ZPD through sensitive intervention

Scaffolded play involves a knowledgeable adult supporting and extending children's play to promote learning just beyond their current level, consistent with Vygotsky's ZPD.

Question 26: Which statutory guidance document sets out how Ofsted inspectors carry out school inspections under the current Education Inspection Framework?

Working Together to Safeguard Children
School Inspection Handbook (Correct answer)
Keeping Children Safe in Education
The National Curriculum Framework Document

Correct answer: School Inspection Handbook

The School Inspection Handbook is the statutory guidance document produced by Ofsted that sets out precisely how inspectors carry out inspections under the Education Inspection Framework.

Question 27: Under Keeping Children Safe in Education (KCSIE), what is a Designated Safeguarding Lead (DSL) primarily responsible for?

Writing and annually reviewing the school's behaviour policy
Delivering PSHE lessons on online safety to all year groups
Taking lead responsibility for safeguarding and child protection in the school (Correct answer)
Conducting DBS criminal records checks on all new members of staff

Correct answer: Taking lead responsibility for safeguarding and child protection in the school

The DSL takes lead responsibility for safeguarding and child protection in the school, including managing referrals to children's social care and liaising with other agencies.

Question 28: What are the four categories of child abuse as defined in 'Working Together to Safeguard Children'?

Physical abuse, verbal abuse, financial abuse, and institutional abuse
Physical abuse, emotional abuse, sexual abuse, and neglect (Correct answer)
Bullying, neglect, online harm, and radicalisation
Self-harm, peer-on-peer abuse, exploitation, and neglect

Correct answer: Physical abuse, emotional abuse, sexual abuse, and neglect

The four statutory categories of child abuse are physical abuse, emotional abuse, sexual abuse, and neglect. While other forms of harm (such as online abuse, exploitation, and radicalisation) are also safeguarding concerns, these four are the defined categories.

Question 29: What are 'fundamental British values' as defined by the DfE, and how do schools promote them?

Free market economics, national service, and parliamentary sovereignty
Values defined annually by the Secretary of State for Education
Patriotism, the monarchy, English language, and the Church of England
Democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs (Correct answer)

Correct answer: Democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs

The DfE's Prevent duty (2014) requires schools to promote democracy, rule of law, individual liberty, and mutual respect and tolerance - protecting pupils from radicalisation and extremism.

Question 30: The Graham Allen Report (2011) primarily focused on which area of educational and social policy?

Early intervention and the critical importance of the early years (Correct answer)
Teacher recruitment, training, and retention in state schools
The role of academy schools in raising attainment standards
The use of digital technology in secondary education

Correct answer: Early intervention and the critical importance of the early years

The Graham Allen Report (2011) emphasised the importance of early intervention in the early years to break cycles of disadvantage and improve long-term life outcomes for children.

Question 31: Under the DfE's Behaviour in Schools guidance (2022), what must every school have?

A written behaviour policy that is understood by all staff, pupils, and parents (Correct answer)
A behaviour specialist in every classroom
Annual behaviour conferences for all pupils
Separate behaviour curricula for each year group

Correct answer: A written behaviour policy that is understood by all staff, pupils, and parents

DfE guidance requires schools to have a clear, published behaviour policy communicated to all stakeholders — staff must implement it consistently, and parents and pupils must be aware of it.

Question 32: A trainee teacher on placement suspects that a colleague is behaving inappropriately towards a pupil. According to safeguarding procedures, what should they do?

Discuss it with other trainees to get their opinion first
Ignore it as they are only a trainee and it is not their place to report concerns about staff
Report the concern immediately to the headteacher or, if the concern involves the headteacher, to the chair of governors or the Local Authority Designated Officer (LADO) (Correct answer)
Confront the colleague directly and ask them to stop

Correct answer: Report the concern immediately to the headteacher or, if the concern involves the headteacher, to the chair of governors or the Local Authority Designated Officer (LADO)

Allegations against staff must be reported to the headteacher, who will then contact the LADO. If the allegation involves the headteacher, it should go directly to the chair of governors or LADO. All staff, including trainees, have a duty to report — status does not affect this responsibility.

Question 33: What is 'pedagogical content knowledge' (PCK) and who developed this concept?

Dylan Wiliam — assessment knowledge integrated with subject knowledge
Lee Shulman — the intersection of subject knowledge and knowledge of how to teach that subject to a specific group of learners (Correct answer)
John Hattie — visible learning linked to content knowledge
Jerome Bruner — knowledge of the spiral curriculum

Correct answer: Lee Shulman — the intersection of subject knowledge and knowledge of how to teach that subject to a specific group of learners

Lee Shulman (1986) coined PCK — the unique blend of content knowledge and pedagogical knowledge that enables teachers to make their subject accessible and meaningful to specific learners.

Question 34: Why might a secondary school introduce a 'whole-school reading spine'?

To ensure all pupils read the same books as pupils in other schools nationally
To replace individual library choices with teacher-selected titles
To provide a sequenced set of shared texts that build cultural capital and vocabulary across year groups (Correct answer)
To satisfy Ofsted requirements for a school reading policy

Correct answer: To provide a sequenced set of shared texts that build cultural capital and vocabulary across year groups

A reading spine ensures all pupils access a rich, diverse canon of texts that build vocabulary, cultural capital and literary knowledge in a planned progression through the school.

Question 35: What does the term 'morphology' refer to in literacy teaching?

The rules governing sentence structure and grammar
The relationship between a word spelling and its meaning
The study of the structure of words, including prefixes, suffixes and root words (Correct answer)
The study of the sounds (phonemes) that make up words

Correct answer: The study of the structure of words, including prefixes, suffixes and root words

Morphology - knowledge of prefixes, suffixes, root words and word families - helps pupils decode unfamiliar words, understand meaning, and improve spelling.

Question 36: What does 'curriculum intent' mean in the context of Ofsted inspections?

The intention of individual teachers when planning their lessons
The school intention to improve its Ofsted grade
The rationale for why the curriculum is designed and sequenced as it is, reflecting the school aims and pupils needs (Correct answer)
The intent to cover all national curriculum subjects

Correct answer: The rationale for why the curriculum is designed and sequenced as it is, reflecting the school aims and pupils needs

Ofsted defines curriculum intent as the school carefully considered rationale for why the curriculum is structured the way it is, and what it aims to achieve for all pupils.

Question 37: How does 'modelling' support pupil learning in the classroom?

By the teacher demonstrating the thinking process step-by-step, making implicit reasoning explicit (Correct answer)
By giving pupils a completed example to copy directly into their books
By showing pupils videos of experts performing tasks
By using scale models and physical objects for all subjects

Correct answer: By the teacher demonstrating the thinking process step-by-step, making implicit reasoning explicit

Effective modelling makes the teacher's thought process visible ('I do, we do, you do'), enabling pupils to observe expert practice before attempting it themselves.

Question 38: When reviewing a scheme of work, a PGCE trainee notices there is no time allocated for retrieval of prior learning. What problem does this indicate?

Learning is unlikely to be consolidated in long-term memory without regular retrieval practice (Correct answer)
The SoW covers too many topics for the available time
The SoW needs more group work activities
The SoW does not meet Ofsted inspection requirements

Correct answer: Learning is unlikely to be consolidated in long-term memory without regular retrieval practice

Without planned retrieval practice, prior learning is likely to fade; cognitive science shows retrieval strengthens memory traces and is essential for durable learning.

Question 39: What does 'backward design' (Wiggins and McTighe) involve in lesson planning?

Designing assessments after teaching has taken place
Starting with the desired learning outcomes and designing backwards to determine evidence and then activities (Correct answer)
Only using planning approaches from the past
Planning activities first and then deciding what will be learned

Correct answer: Starting with the desired learning outcomes and designing backwards to determine evidence and then activities

Backward design begins with clearly defined outcomes, then identifies how to assess whether outcomes have been met, and finally designs activities that lead pupils to those outcomes.

Question 40: What is 'modelling' in subject teaching?

A management technique for challenging behaviour
Creating a scale model for display
Showing pupils an example of finished work only
The teacher demonstrating the thought processes, skills, or steps involved in a task, making expert thinking visible to pupils (Correct answer)

Correct answer: The teacher demonstrating the thought processes, skills, or steps involved in a task, making expert thinking visible to pupils

Modelling makes expert thinking visible — the teacher 'thinks aloud' while performing a task, exposing the cognitive steps that novice learners need to see and internalise.

Question 41: What is the 'three before me' rule for independent work, and how does it support classroom management?

Teachers must give three instructions before expecting compliance
Pupils must have three warnings before being moved
Pupils must try three resources or peers before asking the teacher — reducing dependence and allowing teachers to monitor the class (Correct answer)
Three pupils must agree before a rule is applied

Correct answer: Pupils must try three resources or peers before asking the teacher — reducing dependence and allowing teachers to monitor the class

'Three before me' encourages independence and self-help — pupils try textbooks, displays, and peers first, reducing the number of low-level interruptions to the teacher and building pupil resourcefulness.

Question 42: What does 'cultural capital' mean in an educational context, and why does it matter?

A fund schools can access to improve cultural provision for disadvantaged pupils
Cultural capital is a concept relevant only to arts subjects
The monetary value of cultural events and trips that schools provide
The knowledge, skills, behaviours and cultural references that give individuals advantages in society and academic settings (Correct answer)

Correct answer: The knowledge, skills, behaviours and cultural references that give individuals advantages in society and academic settings

Bourdieu's concept of cultural capital describes the social assets (knowledge, language, habits, cultural references) that advantage pupils whose home background aligns with school expectations.

Question 43: What does 'momentum' (Kounin) refer to in lesson management?

Rushing through content to cover the curriculum
Maintaining a smooth, brisk pace in lessons without unnecessary interruptions, repetitions, or slow transitions (Correct answer)
Only relevant to PE lessons
Teaching at a very fast speed without breaks

Correct answer: Maintaining a smooth, brisk pace in lessons without unnecessary interruptions, repetitions, or slow transitions

Kounin's 'momentum' refers to keeping lessons moving at an appropriate pace, avoiding delays from over-dwelling on content, unnecessary repetition, or prolonged transitions that create opportunities for disruption.

Question 44: What does Maslow's hierarchy of needs suggest about preconditions for effective learning?

That basic physiological and safety needs must be met before pupils can engage with higher-order learning (Correct answer)
That pupils' intellectual potential is the primary driver of achievement
That self-actualisation is achievable only for academically gifted pupils
Maslow hierarchy has been disproven and is no longer relevant to education

Correct answer: That basic physiological and safety needs must be met before pupils can engage with higher-order learning

Maslow hierarchy shows that if pupils lack food, safety, belonging or esteem, their capacity to engage with learning is severely limited - highlighting pastoral and wellbeing responsibilities.

Question 45: What is 'exit ticket' assessment?

A homework task
A behaviour management tool
A brief task or question completed at the end of a lesson that allows the teacher to assess individual understanding before the next lesson (Correct answer)
An end-of-term assessment

Correct answer: A brief task or question completed at the end of a lesson that allows the teacher to assess individual understanding before the next lesson

Exit tickets are quick, low-stakes end-of-lesson tasks that give the teacher data on each pupil's understanding, informing planning for the next lesson.

Question 46: A trainee teacher finds that the same three pupils regularly receive sanctions. According to reflective practice principles, what should the trainee consider first?

That these pupils should be removed from the class permanently
Whether the lesson content, differentiation, or teaching strategies could be adapted to better engage these pupils (Correct answer)
That stricter sanctions are needed to deter the behaviour
That these pupils are simply 'badly behaved' and nothing can change that

Correct answer: Whether the lesson content, differentiation, or teaching strategies could be adapted to better engage these pupils

Reflective practice (Teachers' Standard 4) requires teachers to examine their own practice before attributing behaviour solely to the pupil. Considering whether lessons are appropriately differentiated and engaging can reveal causes of off-task behaviour that the teacher can address.

Question 47: What is Erikson's stage of 'identity vs role confusion' and at what developmental stage does it occur?

Middle childhood (6-11 years), when children develop competence through school tasks
Early adulthood (18-25 years), when people form intimate relationships
Early childhood (2-3 years), when children explore their physical environment
Adolescence (approximately 12-18 years), when young people explore identity, values and future direction (Correct answer)

Correct answer: Adolescence (approximately 12-18 years), when young people explore identity, values and future direction

Erikson's fifth stage - identity vs role confusion - occurs during adolescence, when young people grapple with questions of who they are, their values, and their role in society.

Question 48: According to behaviour management theory, why is 'least-to-most' intrusive intervention important?

It saves the teacher time during lessons
It reduces the need to contact parents
It ensures the headteacher is always involved
It preserves pupil dignity and escalates responses proportionately (Correct answer)

Correct answer: It preserves pupil dignity and escalates responses proportionately

Starting with low-level, discreet interventions (e.g. proximity, non-verbal cues) before escalating preserves the pupil-teacher relationship and avoids unnecessary confrontation.

Question 49: What is the primary goal of a 'positive behaviour policy' in a school?

To eliminate all sanctions and consequences
To reduce the workload of senior leaders
To create a safe, inclusive environment where desired behaviours are recognised and taught (Correct answer)
To satisfy Ofsted inspection criteria only

Correct answer: To create a safe, inclusive environment where desired behaviours are recognised and taught

Positive behaviour policies focus on explicitly teaching expectations, recognising desired behaviours, and creating a culture where all pupils feel safe and valued.

Question 50: Under the SEND Code of Practice (2015), what are the four broad areas of special educational need?

Mild, moderate, severe, and profound learning difficulties
Physical, emotional, social, and academic
Communication and interaction; cognition and learning; social, emotional and mental health; sensory and/or physical needs (Correct answer)
Reading, writing, mathematics, and behaviour

Correct answer: Communication and interaction; cognition and learning; social, emotional and mental health; sensory and/or physical needs

The SEND Code of Practice (2015) identifies four broad areas of need: communication and interaction (e.g., ASD, speech and language difficulties); cognition and learning (e.g., dyslexia, MLD); social, emotional and mental health (e.g., anxiety, ADHD); and sensory and/or physical needs (e.g., visual impairment, cerebral palsy).

Question 51: What is the 'Zone of Proximal Development' (ZPD) and why is it important for inclusion?

The gap between what a pupil can do independently and what they can do with support — teaching in this zone maximises learning (Correct answer)
The range of grades a pupil is expected to achieve
A measure of IQ
A physical space in the classroom for SEND pupils

Correct answer: The gap between what a pupil can do independently and what they can do with support — teaching in this zone maximises learning

Vygotsky's ZPD identifies the 'sweet spot' for learning — tasks should be just beyond independent capability but achievable with support, ensuring challenge without overwhelming difficulty.

Question 52: What is 'non-verbal communication' in classroom management and give an example?

Written instructions on the board only
Using gestures, eye contact, or proximity to manage behaviour without interrupting instruction — e.g., moving towards an off-task pupil (Correct answer)
Speaking quietly to one pupil
Managing behaviour only through verbal warnings

Correct answer: Using gestures, eye contact, or proximity to manage behaviour without interrupting instruction — e.g., moving towards an off-task pupil

Non-verbal management techniques — a look, a gesture, moving closer — allow teachers to redirect behaviour without interrupting the flow of instruction or drawing attention to the individual.

Question 53: What is the difference between a learning objective and a learning outcome?

A learning objective states what the lesson aims to teach; a learning outcome describes what pupils should be able to do by the end (Correct answer)
Outcomes are only used in higher education
Objectives are for teachers; outcomes are only for pupils with SEND
They are identical planning terms

Correct answer: A learning objective states what the lesson aims to teach; a learning outcome describes what pupils should be able to do by the end

Learning objectives state the teacher's intent; learning outcomes specify the measurable evidence of what pupils can do or know by the end of the lesson.

Question 54: What does 'interleaving' involve and how does it apply to scheme of work planning?

Repeating the same content in every lesson
Using a single textbook for all lessons
Teaching topics in isolation to avoid confusion
Mixing different topics or skills within practice sessions, rather than teaching one topic to completion before starting another (Correct answer)

Correct answer: Mixing different topics or skills within practice sessions, rather than teaching one topic to completion before starting another

Interleaving mixes practice across different topics — research shows it improves long-term learning and transfer compared to blocking (finishing one topic before starting another).

Question 55: Which Teachers' Standard specifically addresses the requirement to 'manage behaviour effectively to ensure a good and safe learning environment'?

Standard 7 (Correct answer)
Standard 2
Standard 5
Standard 8

Correct answer: Standard 7

Teachers' Standard 7 specifically addresses behaviour management. It requires teachers to have clear rules and routines, manage behaviour effectively, have high expectations of behaviour, and maintain good relationships with pupils.

Question 56: A trainee teacher notices that a pupil who speaks English as an additional language (EAL) is struggling in lessons. Is this pupil automatically considered to have a special educational need?

Yes — any pupil who is not keeping up with the class has SEND
No — EAL is not a special educational need in itself, though some EAL pupils may also have SEND which should be identified through careful assessment (Correct answer)
Yes — all EAL pupils have SEND by definition
No — EAL pupils should never be assessed for SEND

Correct answer: No — EAL is not a special educational need in itself, though some EAL pupils may also have SEND which should be identified through careful assessment

The SEND Code of Practice is clear that having EAL is not in itself a special educational need. However, some EAL pupils may also have SEND, and schools must assess carefully to distinguish between language acquisition needs and learning difficulties.

Question 57: What does 'establishing a positive learning environment' involve for a PGCE trainee?

Focusing only on content delivery
Only rewarding academic achievement
Setting clear expectations, building respectful relationships, and creating predictable routines from the first lesson (Correct answer)
Waiting for behaviour problems before addressing expectations

Correct answer: Setting clear expectations, building respectful relationships, and creating predictable routines from the first lesson

A positive learning environment is built proactively through clear expectations, warm relationships, and predictable routines — established from day one rather than in response to problems.

Question 58: What is the 'Simple View of Reading' and what does it suggest about reading instruction?

Reading is a single skill best taught through exposure to lots of books
The Simple View says phonics is sufficient for all reading instruction
Simple texts should be used first and complex texts introduced only at secondary school
Reading comprehension is the product of two components: word recognition (decoding) and language comprehension - both must be taught (Correct answer)

Correct answer: Reading comprehension is the product of two components: word recognition (decoding) and language comprehension - both must be taught

The Simple View of Reading (Gough and Tunmer, 1986) shows that reading comprehension equals decoding multiplied by language comprehension - both are necessary and neither alone is sufficient.

Question 59: What is 'overlapping' (Kounin) in classroom management?

Teaching two subjects simultaneously
Managing two classes at once
Using two seating plans
The teacher's ability to manage two things at the same time, such as addressing an individual pupil while keeping the rest of the class on task (Correct answer)

Correct answer: The teacher's ability to manage two things at the same time, such as addressing an individual pupil while keeping the rest of the class on task

Kounin's 'overlapping' describes teachers' capacity to handle more than one classroom event simultaneously — e.g., quietly redirecting one pupil without pausing whole-class instruction.

Question 60: What is 'plenery' (plenary) and what is its purpose in lesson structure?

A homework-setting session
A session at the end of a lesson that consolidates learning, allows assessment, and prepares pupils for next steps (Correct answer)
A type of starter activity
A disciplinary procedure

Correct answer: A session at the end of a lesson that consolidates learning, allows assessment, and prepares pupils for next steps

The plenary consolidates and reviews learning, allows the teacher to assess understanding, address misconceptions, and signal what comes next — it is a crucial reflection and assessment point.

Question 61: What is the purpose of a 'mentor observation' during PGCE training?

To check compliance with school policies
To provide structured, developmental feedback that supports the trainee's progress against the Teachers' Standards (Correct answer)
To assess the trainee for a final grade only
To replace the trainee teacher with the mentor

Correct answer: To provide structured, developmental feedback that supports the trainee's progress against the Teachers' Standards

Mentor observations are developmental — they generate specific, targeted feedback linked to the Teachers' Standards, helping trainees identify strengths and areas for growth.

Question 62: According to Piaget's theory, what characterises the 'formal operational' stage of cognitive development?

Children learn primarily through physical manipulation of objects
Young children are egocentric and cannot take another perspective
Adolescents can reason abstractly, think hypothetically and use systematic logic (Correct answer)
Children begin to use language and symbolic thinking

Correct answer: Adolescents can reason abstractly, think hypothetically and use systematic logic

The formal operational stage (from approximately 11 years) involves the ability to think abstractly, reason hypothetically and solve complex logical problems - important for secondary school learning.

Question 63: Which of the following is an example of 'higher-order questioning' based on Bloom's Taxonomy?

What is the capital of France?
Can you list three causes of the First World War?
When was the Battle of the Somme?
To what extent was the Treaty of Versailles the main cause of the Second World War? (Correct answer)

Correct answer: To what extent was the Treaty of Versailles the main cause of the Second World War?

The 'to what extent...' question requires evaluation - weighing evidence and forming a justified judgement - which sits at the evaluation level of Bloom's Taxonomy.

Question 64: What is the 'gradual release of responsibility' model (I do, We do, You do)?

A curriculum design model moving from simple to complex topics across year groups
A model for distributing marking responsibilities across the department
A behaviour management model progressing from warnings to sanctions
A pedagogical framework moving from teacher-led modelling to collaborative practice to independent pupil application (Correct answer)

Correct answer: A pedagogical framework moving from teacher-led modelling to collaborative practice to independent pupil application

The gradual release model scaffolds learning by first modelling ('I do'), then practising collaboratively ('We do'), and finally expecting independent application ('You do'), withdrawing support progressively.

Question 65: Why is it important to include 'challenge' activities in lesson planning?

To stretch thinking and deepen understanding for all pupils, especially higher attainers (Correct answer)
To occupy fast-finishers while others complete the main task
To satisfy Ofsted's requirement for differentiated lesson plans
To provide additional homework tasks

Correct answer: To stretch thinking and deepen understanding for all pupils, especially higher attainers

Challenge activities extend and deepen learning for pupils who have met the core objectives, promoting higher-order thinking and avoiding under-achievement among high attainers.

Question 66: During a practical science lesson, a pupil deliberately misuses equipment in a way that could be dangerous. What should your immediate priority be?

Confiscate all equipment from the entire class
Complete the experiment first and address the behaviour afterwards
Immediately ensure the safety of all pupils by stopping the activity, then address the behaviour following school procedures (Correct answer)
Send the pupil to isolation without explanation

Correct answer: Immediately ensure the safety of all pupils by stopping the activity, then address the behaviour following school procedures

Safety is always the immediate priority, particularly in practical lessons. Teachers' Standard 7 includes maintaining safe learning environments. The teacher must stop dangerous behaviour immediately, ensure all pupils are safe, and then follow the school's behaviour policy.

Question 67: Why is 'formative assessment' embedded within lesson planning?

To generate grades for reports
To allow teachers to identify misconceptions and adjust teaching in real time before pupils move on (Correct answer)
To provide evidence for Ofsted inspections only
To replace summative assessment

Correct answer: To allow teachers to identify misconceptions and adjust teaching in real time before pupils move on

Formative assessment embedded in lessons — through questioning, exit tickets, whiteboards — gives immediate feedback to both teacher and pupils, allowing responsive teaching.

Question 68: What does research on 'growth mindset' (Dweck) suggest teachers should avoid saying to pupils?

'If you try a different strategy, you might get further'
'You're so clever - you got that straight away' (Correct answer)
'Your effort on this draft has really improved it'
'You worked really hard on that task'

Correct answer: 'You're so clever - you got that straight away'

Praising intelligence ('you're so clever') promotes a fixed mindset - pupils become reluctant to attempt difficult tasks in case they appear 'not clever'. Effort praise promotes a growth mindset.

Question 69: What is 'attachment theory' (Bowlby) and why is it relevant to classroom practice?

A theory about how pupils become attached to particular subjects or teachers
Bowlby attachment theory applies only to EYFS settings, not primary or secondary schools
The theory that early secure attachments with caregivers form a foundation for emotional regulation, trust and learning (Correct answer)
A framework for measuring the quality of the relationship between a pupil and their school

Correct answer: The theory that early secure attachments with caregivers form a foundation for emotional regulation, trust and learning

Bowlby's attachment theory shows that secure early relationships are foundational for children's emotional development; children with insecure attachment may struggle with trust, regulation and learning in school.

Question 70: What is the primary role of a school-based mentor during PGCE training?

To complete all lesson observations and report directly to the university
To take over the class whenever the trainee struggles
To provide ongoing professional guidance, feedback and support to the trainee, facilitating their development against the Teachers' Standards (Correct answer)
To assess the trainee's academic assignments on behalf of the university

Correct answer: To provide ongoing professional guidance, feedback and support to the trainee, facilitating their development against the Teachers' Standards

The school-based mentor provides day-to-day support, observes lessons, gives developmental feedback, and helps the trainee reflect on their practice against the Teachers' Standards.

Question 71: What is meant by 'professional conduct' expectations in the Teachers' Standards Part Two?

A code of dress and appearance for teachers in maintained schools
Standards governing teachers personal and professional conduct, including safeguarding, honesty, tolerance and not undermining fundamental British values (Correct answer)
Requirements about how teachers communicate with Ofsted inspectors
Requirements relating to lesson planning quality and assessment practices

Correct answer: Standards governing teachers personal and professional conduct, including safeguarding, honesty, tolerance and not undermining fundamental British values

Part Two of the Teachers' Standards covers professional conduct: treating pupils with dignity; observing safeguarding duties; not undermining British values; maintaining appropriate boundaries; and being honest and trustworthy.

Question 72: What are 'Adverse Childhood Experiences' (ACEs) and why are they relevant for teachers?

Academic difficulties caused by poor teaching
Behaviour problems caused by school environments only
Stressful or traumatic events in childhood (e.g., abuse, domestic violence, parental substance misuse) that have lasting impacts on health and behaviour (Correct answer)
Medical diagnoses only relevant to healthcare

Correct answer: Stressful or traumatic events in childhood (e.g., abuse, domestic violence, parental substance misuse) that have lasting impacts on health and behaviour

ACEs research shows that childhood trauma has lasting physiological and psychological impacts — understanding ACEs helps teachers respond to challenging behaviour with empathy and appropriate support rather than purely punitive measures.

Question 73: What does research (EEF, 2021) say about the most effective use of teaching assistants for SEND pupils?

TAs should be used only for classroom administration
TAs are most effective when supporting structured, targeted interventions and when teachers retain responsibility for SEND pupils' learning (Correct answer)
TAs should replace teacher instruction for SEND pupils
The more TA support a pupil receives, the better their outcomes

Correct answer: TAs are most effective when supporting structured, targeted interventions and when teachers retain responsibility for SEND pupils' learning

The EEF's guidance on TAs shows that outcomes are best when TAs deliver structured interventions, are well-trained and briefed, and teachers maintain high-quality interactions with SEND pupils.

Question 74: According to Teachers' Standard 4, which element is essential when planning a sequence of lessons?

Planning should focus exclusively on activities rather than learning outcomes
Lessons should build on pupils' prior knowledge and lead to clear progression (Correct answer)
Each lesson should be planned in isolation without reference to previous learning
Lessons should always follow the same structure regardless of subject

Correct answer: Lessons should build on pupils' prior knowledge and lead to clear progression

Teachers' Standard 4 requires teachers to plan and teach well-structured lessons that reflect the needs of pupils and show clear progression. Building on prior knowledge ensures coherent learning sequences.

Question 75: Under the Ofsted Education Inspection Framework (EIF), which of the following is NOT one of the four key judgement areas?

Quality of education
Financial management and audit compliance (Correct answer)
Personal development
Behaviour and attitudes

Correct answer: Financial management and audit compliance

The four EIF judgement areas are quality of education, behaviour and attitudes, personal development, and leadership and management — financial management is not among them.

Question 76: What does 'EAL' stand for and what specific support might an EAL pupil require in the classroom?

Education and Achievement Levels — differentiated assessments
Emotional and Adaptive Learning — therapy and counselling
Extended Academic Learning — additional homework tasks
English as an Additional Language — visual supports, pre-teaching vocabulary, bilingual resources, and structured talk opportunities (Correct answer)

Correct answer: English as an Additional Language — visual supports, pre-teaching vocabulary, bilingual resources, and structured talk opportunities

EAL pupils are learning in a language that is not their first language — they benefit from visual supports, pre-taught vocabulary, structured speaking opportunities, and adapted written materials.

Question 77: A PGCE trainee is planning a lesson on the causes of World War I for a mixed-ability Year 10 class. Which approach best demonstrates differentiation in planning?

Setting completely different topics for higher and lower ability pupils
Providing different levels of scaffolding and challenge within the same learning objective so all pupils can access and extend their learning (Correct answer)
Only planning for the middle-ability pupils and adjusting during the lesson
Planning one worksheet at a single level for all pupils

Correct answer: Providing different levels of scaffolding and challenge within the same learning objective so all pupils can access and extend their learning

Effective differentiation maintains the same core learning objective while varying the level of support and challenge. This ensures all pupils access ambitious content while receiving appropriate scaffolding, aligned with Teachers' Standards 2 and 5.

Question 78: According to Rosenshine's Principles of Instruction, why is it important to review previous learning at the start of each lesson?

To complete the register and settle the class
To fulfil the school's lesson plan template requirements
To give early finishers something to do while others arrive
To strengthen memory of prior knowledge and identify gaps before introducing new content (Correct answer)

Correct answer: To strengthen memory of prior knowledge and identify gaps before introducing new content

Rosenshine identifies beginning lessons with a brief review of previous learning as one of his ten evidence-based principles, helping consolidate memory and build connections to new content.

Question 79: What is the difference between a 'learning objective' and a 'learning outcome' in a scheme of work?

A learning objective states what will be taught; a learning outcome describes the observable evidence that learning has occurred (Correct answer)
Learning outcomes are used only in higher education, not schools
A learning objective is set by Ofsted; a learning outcome is set by the teacher
They are identical terms used interchangeably in UK education

Correct answer: A learning objective states what will be taught; a learning outcome describes the observable evidence that learning has occurred

While often conflated, objectives describe intended teaching aims and outcomes describe the measurable or observable evidence of pupil achievement.

Question 80: A pupil with SEMH (Social, Emotional and Mental Health) needs frequently leaves the classroom during lessons. According to Teachers' Standard 5, what is the most appropriate approach?

Work with the SENCO to develop a personalised support plan that includes agreed strategies for when the pupil needs a break (Correct answer)
Ignore the behaviour and let the pupil come and go freely
Report the pupil to senior leadership every time they leave
Refuse to let the pupil leave as it sets a bad precedent

Correct answer: Work with the SENCO to develop a personalised support plan that includes agreed strategies for when the pupil needs a break

Teachers' Standard 5 requires teachers to adapt teaching to respond to the needs of all pupils, including those with SEMH needs. Working with the SENCO ensures a coordinated, informed approach with appropriate strategies in place.

Question 81: What does 'brain plasticity' (neuroplasticity) mean and what are its implications for teaching?

The brain flexibility in repairing itself after physical injury only
A concept relevant only to early years education, not secondary schools
A measurement of how quickly a pupil can learn new information
The brain's ability to form new neural connections and reorganise itself throughout life in response to learning and experience (Correct answer)

Correct answer: The brain's ability to form new neural connections and reorganise itself throughout life in response to learning and experience

Neuroplasticity means the brain changes structurally in response to learning, supporting the view that intelligence and ability are malleable rather than fixed - underpinning growth mindset theory.

Question 82: What does the term 'oracy' refer to in education?

Teaching techniques that use oral rather than written instructions
The ability to read aloud accurately and fluently
The skills of listening and speaking for a range of purposes and audiences (Correct answer)
A formal assessment of pupils spoken language at GCSE

Correct answer: The skills of listening and speaking for a range of purposes and audiences

Oracy encompasses the full range of speaking and listening skills - discussion, debate, presentation, questioning, and active listening - which are increasingly recognised as essential for learning and life.

Question 83: How does 'cumulative disadvantage' relate to children's educational outcomes?

Cumulative disadvantage affects only pupils eligible for pupil premium funding
A theory that disadvantage is inherited genetically across generations
The concept that low attainment in early years automatically predicts failure throughout schooling with no exceptions
The process by which multiple overlapping disadvantages (poverty, SEND, poor housing, trauma) compound over time, widening the gap between disadvantaged and advantaged pupils (Correct answer)

Correct answer: The process by which multiple overlapping disadvantages (poverty, SEND, poor housing, trauma) compound over time, widening the gap between disadvantaged and advantaged pupils

When multiple risk factors (poverty, SEND, instability) co-occur and persist over time, they interact and amplify each other impact on development and attainment, making early, targeted intervention critical.

Question 84: What is 'backward design' in curriculum and lesson design?

Teaching in reverse chronological order to aid recall
Starting with the end goal (assessment or outcome) and designing learning experiences to reach it (Correct answer)
Planning by reviewing last year lessons and adapting them
Writing lesson plans after teaching to reflect on what worked

Correct answer: Starting with the end goal (assessment or outcome) and designing learning experiences to reach it

Backward design, associated with Wiggins and McTighe, starts by defining desired outcomes and assessments, then plans learning experiences that lead pupils to those outcomes.

Question 85: What does 'reflective practice' mean in the context of PGCE training?

Reflecting positively on teaching to build confidence and resilience
A systematic process of critically analysing one own teaching, identifying what worked and why, and planning improvements (Correct answer)
Completing lesson plan templates and evaluation forms for the university portfolio
Observing other teachers and writing summaries of their methods

Correct answer: A systematic process of critically analysing one own teaching, identifying what worked and why, and planning improvements

Reflective practice involves critical self-examination of teaching decisions and outcomes, drawing on theory and evidence to plan improvements - deeper than simple self-evaluation.

Question 86: What is the purpose of establishing routines at the start of the school year?

To demonstrate authority over pupils from day one
To reduce cognitive load so pupils and teachers can focus energy on learning (Correct answer)
To comply with school inspection preparation procedures
To ensure lessons always begin with a written starter activity

Correct answer: To reduce cognitive load so pupils and teachers can focus energy on learning

Established routines automate procedures (entry, equipment, transitions), freeing cognitive resources for both teacher and pupils to engage with learning.

Question 87: What does research on 'transition points' (e.g. from primary to secondary school) tell teachers about pupil development?

Attainment always improves after transition due to the new curriculum challenge
Transition points are periods of vulnerability where attainment dips, anxiety rises, and social networks are disrupted, requiring targeted support (Correct answer)
Most pupils find transition easy and do not require specific support
Only pupils with SEND are affected by educational transitions

Correct answer: Transition points are periods of vulnerability where attainment dips, anxiety rises, and social networks are disrupted, requiring targeted support

Research consistently shows attainment dips, wellbeing drops, and social anxiety peaks around transition; proactive transition support significantly mitigates these effects.

Question 88: What does 'co-regulation' mean in the context of children's emotional development?

A government co-regulatory framework for school inspections
A strategy where teachers and teaching assistants jointly manage classroom behaviour
Pupils regulating each other behaviour through peer pressure
The process by which a calm, attuned adult helps a child manage their emotional states, gradually building the child own self-regulation capacity (Correct answer)

Correct answer: The process by which a calm, attuned adult helps a child manage their emotional states, gradually building the child own self-regulation capacity

Co-regulation describes how an adult's calm, regulated presence and responsive support helps a dysregulated child return to a calm state, and over time builds the child's independent self-regulation.

Question 89: What is the primary purpose of a lesson's 'learning objective'?

To list the resources the teacher will use
To state what pupils will know, understand or be able to do by the end of the lesson (Correct answer)
To summarise the teacher instructional methods
To describe what activity pupils will complete

Correct answer: To state what pupils will know, understand or be able to do by the end of the lesson

A learning objective defines the intended outcome for pupils, guiding the teacher instructional choices and forming the basis for assessment within the lesson.

Question 90: What is the Pupil Premium in English schools?

A bonus payment scheme for high-performing classroom teachers
A central government grant for improving school facilities and buildings
Additional funding given to schools based on their Ofsted rating
Additional government funding to raise attainment of disadvantaged pupils (Correct answer)

Correct answer: Additional government funding to raise attainment of disadvantaged pupils

The Pupil Premium is additional government funding allocated to schools to help raise the attainment of disadvantaged pupils, including those eligible for free school meals.

Question 91: What is a 'scheme of work' (SoW) in the context of teacher planning?

A single lesson plan
A medium-term plan that sequences lessons across a unit, mapping content, skills, and assessment across several weeks (Correct answer)
A termly timetable of subjects
A list of resources for one topic

Correct answer: A medium-term plan that sequences lessons across a unit, mapping content, skills, and assessment across several weeks

A scheme of work is a medium-term planning document that maps out the sequence of lessons in a unit, including objectives, content, assessment, and differentiation over several weeks.

Question 92: What is the purpose of 'guided reading' sessions in primary schools?

The teacher guides pupils through a comprehension exam paper under timed conditions
The teacher reads aloud to a group while pupils follow in their own copies
Pupils read independently while the teacher circulates and listens
Small groups of pupils read a levelled text at their instructional level with teacher support targeting specific comprehension strategies (Correct answer)

Correct answer: Small groups of pupils read a levelled text at their instructional level with teacher support targeting specific comprehension strategies

Guided reading provides targeted reading instruction for small groups matched to the same reading level, allowing the teacher to teach comprehension strategies and prompt thinking in a supportive context.

Question 93: How does 'withitness', a concept from Kounin's classroom management research, help manage behaviour?

It refers to including all pupils in group work tasks
It describes a teacher's awareness of everything happening in the classroom at all times (Correct answer)
It means having a detailed seating plan for every lesson
It involves using technology to monitor pupil attention

Correct answer: It describes a teacher's awareness of everything happening in the classroom at all times

Kounin coined 'withitness' to describe teachers who demonstrate they are aware of all pupil activity simultaneously, which deters off-task behaviour before it escalates.

Question 94: Why is a seating plan a valuable classroom management tool?

It is a legal requirement under the Teachers' Standards
It allows the teacher to separate potential distractions and place pupils strategically to support learning (Correct answer)
It satisfies parents who want their child to sit at the front
It makes it easier for supply teachers to take the register

Correct answer: It allows the teacher to separate potential distractions and place pupils strategically to support learning

Seating plans let teachers separate pupils who distract each other, seat those with hearing or visual impairments advantageously, and group or pair pupils to optimise learning.

Question 95: What is 'strategic ignoring' as a behaviour management tool?

Deliberately not responding to low-level attention-seeking behaviour while narrating the behaviour of others who are on task (Correct answer)
Ignoring all behaviour without ever responding
Not reading the school behaviour policy
Ignoring pupils with SEND

Correct answer: Deliberately not responding to low-level attention-seeking behaviour while narrating the behaviour of others who are on task

Strategic ignoring avoids reinforcing attention-seeking behaviour by not responding to it, while simultaneously praising others — withdrawing the reward (attention) reduces the behaviour over time.

Question 96: How does Bronfenbrenner's ecological systems theory inform understanding of children's development?

It argues that peer relationships are the single most important factor in child development
It is a theory about how school environments physically affect children's health
It shows that a child's development is shaped by multiple interacting systems: family, school, community and wider culture (Correct answer)
It focuses exclusively on the genetic factors influencing a child's development

Correct answer: It shows that a child's development is shaped by multiple interacting systems: family, school, community and wider culture

Bronfenbrenner's ecological model shows that children develop within nested systems of influence - microsystem (family, school), mesosystem (links between them), exosystem (parents workplace), macrosystem (culture, law) - all of which interact.

Question 97: What is Bandura's 'social learning theory' and how does it apply to classroom practice?

The theory that learning occurs only through direct personal experience and trial and error
The view that people learn by observing others, with behaviour influenced by modelling, imitation and reinforcement (Correct answer)
A theory that social media usage is the primary driver of children learning outside school
Bandura theory argues that innate intelligence determines learning outcomes above all else

Correct answer: The view that people learn by observing others, with behaviour influenced by modelling, imitation and reinforcement

Bandura showed that people learn by observing role models - modelling, vicarious reinforcement, and self-efficacy beliefs all shape behaviour, directly relevant to how teachers model and praise in class.

Question 98: What is 'schema theory' and how does it explain why prior knowledge matters for learning?

A theory about how the brain stores visual information as images
A schema is a type of lesson plan used in early years education
Schema theory argues that children learn best through play schemas in EYFS only
The idea that knowledge is organised in mental frameworks (schemas) and new information is easier to learn when it connects to existing schemas (Correct answer)

Correct answer: The idea that knowledge is organised in mental frameworks (schemas) and new information is easier to learn when it connects to existing schemas

Schema theory (Bartlett; Piaget) shows that new information is processed and remembered more easily when it can be connected to existing knowledge structures (schemas) in long-term memory.

Question 99: What is a 'professional learning community' (PLC) and how might a PGCE trainee benefit from one?

A closed online forum for qualified teachers only, not accessible to trainees
A collaborative group of educators who share practice, reflect together, and support each other professional development (Correct answer)
A weekly school briefing led by the headteacher
A formal professional body, like the Chartered College of Teaching, that trainees can join for a fee

Correct answer: A collaborative group of educators who share practice, reflect together, and support each other professional development

A PLC is a group of practitioners who collaborate to improve their practice through shared reflection and inquiry, offering trainees collegial support, models of practice, and professional dialogue.

Question 100: When planning for the use of teaching assistants (TAs) in a lesson, what does research suggest is most effective?

TAs should be briefed on the lesson plan in advance and deployed to support specific learning objectives rather than always working with the same group (Correct answer)
TAs should manage behaviour while the teacher focuses solely on teaching content
TAs should always work exclusively with the lowest-attaining pupils in a separate area
TAs do not need to know the lesson plan in advance

Correct answer: TAs should be briefed on the lesson plan in advance and deployed to support specific learning objectives rather than always working with the same group

The Education Endowment Foundation research on TA deployment shows that TAs are most effective when they are briefed in advance, have clear roles linked to learning objectives, and are deployed flexibly rather than permanently attached to specific pupils.

PGCE Teacher Training Practice Test

Assessments covering the core competencies required for the Postgraduate Certificate in Education (PGCE) in the UK, including pedagogy, classroom management, curriculum planning, child development, and professional standards.

100

Questions

120 min

Time Limit

70%

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