Aisha Khan outlines her teaching philosophy which focuses on providing a holistic education that supports personal and academic growth for all students. She believes in fostering a positive learning community where students feel respected and encouraged. Aisha strives to challenge and inspire students while developing their character and passion for learning. She recognizes that students learn differently and aims to engage them through diverse teaching methods. Aisha works to understand each student's needs in order to plan effective lessons. She emphasizes developing students' knowledge, skills, and values through active learning tasks. Aisha's teaching portfolio demonstrates her commitment to continuous self-reflection and professional growth to best support all students.

1. TEACHING PORTFOLIO
Aisha Khan
“Intelligence plus character – that is the goal of true education”
Martin Luther King Jnr
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2. TEACHING PHILOSOPHY
“INSTRUCTION DOES MUCH, BUT ENCOURAGEMENT – EVERYTHING” WOLFGANG
 Every student has the right to quality education that is supportive of personal
and academic growth, irrespective of their circumstances, abilities or
behaviour.
 I strongly believe that effective education is a holistic process, with personal
development and social education integrated as a parallel to academia.
 I strive to foster a positive learning community, where students feel respected,
supported and considered.
 I seek to challenge, inspire and encourage my students to develop a critical
mind, a strong character and a passion for learning.
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3. KNOW THE STUDENTS, HOW THEY LEARN AND HOW TO TEACH EFFECTIVELY
“ENGAGE THEM, DON’T MANAGE THEM”
(EWING, LOWRIE & HIGGS – “Teaching and communicating – a guide for professional
experience”).
 Every student is unique, one educational model does not suit all and teachers
need to be diverse in catering for the different needs of individuals.
 It is the responsibility of the teacher to provide engaging and appropriate lesson
content; to effectively position students to actively participate in their learning.
“Aisha demonstrated an interest in the specific needs of her
students and catered to them in the planning and delivery of her
lessons. She engaged with students by getting to know them beyond
the classroom, and students responded positively to her”
Aisha’s observation:
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4. PLAN FOR AND IMPLEMENT EFFECTIVE
TEACHING AND LEARNING:
 Lesson overall aim: To introduce and explore the theme of social
class in TKAM
 Intended student learning objectives:
 Knowledge: (i) Know key details about the Ewells and Cunninghams
as key characters (ii) Students will explore and analyse the concepts
and connotations of social class, wealth and opportunity (iii)
Students will link their understanding of the theme to events in
chapter 3
 Skills: (i) Students will use critical analysis skills to compare and
contrast characters, themes and events. (ii) Students will be able to
develop arguments and articulate their ideas.
 Values/Attitudes/Behaviours: (i) Students will reflect on their own
values and consider how wealth and social class is evident in their
lives by comparing the ideas raised the book to their own lives. (ii)
Students will contribute appropriately to the class discussion and be
respectful of values and opinions that are different to their own.
English year 7 – To kill a mockingbird
My lesson plans
ensure the
development of
knowledge, skills
AND character to
ensure a holistic
education.
• I create tasks
that foster rich,
high-quality
thinking and
learning.
• My lesson
content is
challenging, and
requires all
students to be
active and
critical in their
learning.
• I differentiate
learning tasks to
allow students to
work to their strengths.
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5.  Lesson overall aim: To educate students about the bystander effect
and explore it in relation to their own lives
 Intended student learning objectives:
 Knowledge: (i) Students will learn about the Bystander Effect and
understand its psychological, social, and emotional connotations (ii)
Students will consider the prevalence of the Bystander effect in their
own lives (iii) Students will explore other events where the
Bystander Effect is present.
 Skills: (i) Students will hypothesise about the causes and effects of
the Bystander Effect (ii) Students will use critical analysis skills to
determine the significance of the Bystander Effect
 Values/Attitudes/Behaviours: (i) Students will consider the impact
of the Bystander Effect in their own lives (ii)students will understand
the importance of standing up for their beliefs and what is right (iii)
Students will reflect on their own actions and how they can apply
their understanding of the Bystander Effect in their own lives.
PERSONAL DEVELOPMENT YEAR 9+10 - The Bystander
Effect
Lesson overall aim: For the students to understand
the abstract concept of change, so they will be able
to apply it to the upcoming unit of work.
Intended student learning objectives:
Knowledge: (i) Students will be able to define
‘change’ (ii) Students will develop their
understanding of change,
examples of change, and what is not change.
Skills: (i) Students will engage in critical thinking
and inquiry to develop interpretations of ‘change’
(ii) students will use
problem solving and complex thinking skills to solve
a class problem.
Values/Attitudes/Behaviours: (i) Students will work
collaboratively and cooperatively in small groups,
exercising inclusion and pro-social skills. (ii)
Students will make positive decisions about how to
present their group work.
HISTORY YEAR 8 - Change Over Time
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Effective teaching and learning.

6. 6
One to one lessons.

7. Lesson observation – Group lesson.
Comments from the
head teacher –
“Good, with
outstanding features.
Aisha was able to
engage all the students
in her lesson. Students
were learning and
enjoying themselves at
the same time. Even
the most difficult
students showed keen
interest. She was
humorous but had her
set boundaries which
all students were
aware off. Excellent
use of resources”.
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8. Snapshot scheme of work – Year 7 – An
introduction to the Tudor dynasty.
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9. Curriculum Map PSHCE
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10. Supporting pupils document
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11. TEACHING AND LEARNING APPROACHES,
STRATEGIES AND ICT
 I strive to cater to a wide range of learning styles
 My lessons are experience-oriented: I always consider and value the learning
process as well as the academic outcome
 I ensure that the content is current and relevant to the students’ lives
 When used effectively, I believe that ICT is a powerful tool to further engage
students and enhance learning activities. ICT should be carefully and thoughtfully
incorporated into lessons to ensure the learning goals are being effectively reached.
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12. CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING
ENVIRONMENTS
“ CHILDREN ARE NOT THE PEOPLE OF TOMORROW, BUT
PEOPLE TODAY ” – JANUSZ KORCZAK
 I believe forming genuine, constructive relationships with my students is the
best way to foster a supportive and safe learning community within my
classroom.
 I view teaching as a dynamic partnership between teachers and students;
there needs to be mutual respect and effort towards a common goal.
“Aisha created a positive classroom environment by being approachable and reasoned
in her work with students. When she lead discussions in the classroom, Aisha sought
to include all students, used student responses in furthering the discussion and
maintained an environment that was safe and nurturing.”
Lesson observation:
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13. ASSESS, PROVIDE FEEDBACK AND REPORT
ON STUDENT LEARNING
 ENGLISH YEAR 9 – CREATIVE WRITING.
 Task 1:
 Choose one of the attached images, and carefully
consider the person in the photograph.
 Compose a list of at least ten questions that you
have for the person in the photograph. Include a
mix of circumstantial and personal questions.
 From this list, choose at least five of these
questions to answer through the perspective of
the person in the photograph. This means that
you will need to write the answers in first person.
Only one question may be a short answer question
(e.g. how old are you?) and the other four need
to be answered with a short paragraph response.
 Task 2:
 Your task is to create a piece of writing that is
thoughtful, engaging, well written, and based on
the theme ‘Identity and Belonging’. Your writing
should be inspired by the image you have
selected and questions and answers you have
written.
 This piece of writing may take on any creative
form (see below for some options) and it is
expected that your piece of writing will meet all
of the marking criteria below.
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14. ENGAGE IN PROFESSIONAL LEARNING AND
REFLECTIVE TEACHING PRACTICES
 “Aisha has been very responsive to feedback and is a naturally reflective teacher in all circumstances.”
 “In her time at our school, Aisha has critically reflected upon each of her lessons and allowed for
opportunity for discussion with her mentors and colleagues. Aisha has maintained an attitude of
adaptability that is so necessary in our challenging educational landscape.”
 “Aisha is a fantastic teacher, she is able to engage all pupils and will always be happy to discuss ways in
which she can make her lessons even more engaging. Pupils are the forefront of everything she does”.
 “When in Aisha’s class, it is evident that she is a passionate and inspirational teacher. She engages all
pupils and tailors her lessons to ensure all pupils are stretched but also enjoying their learning journey.
Her lessons are fun, engaging and highly informative whilst also being student led”.
 “Aisha consistently reflects on her practice and is always looking for innovative ways in which she can
engage her students.”
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15. AN EXCELLENT EDUCATOR…
 Students feedback:
 Year 8 student – “Thank you for believing in me and helping me find a way to
be interested in work. I liked it when you did activities that were interesting
and I could write about soccer. Even though its not good my work got better.”
 Year 9 student - “It was good that you did not get grumpy or angry and were
even nice and funny when you had to tell us off, it made me like you more as
a teacher because it showed me you were being fair.”
 Year 11 student - “Thank you for believing in when no one did, if it wasn’t for
you, I would have never finished my RE GCSE. You are the best teacher I have
ever had.”
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