The East Northamptonshire Initial Teacher Training College: Graduate Teacher

Training Programme

Trainee Needs Analysis

Trainee personal information

Name of trainee Glenn Billingham

Subject Foundation Stage - Primary

Subject Co-ordinator (secondary only) N/A

Employing school Higham Ferrers Nursery & Infants

Name of ITT Co-ordinator Jo Hutchinson

Name of Subject Mentor Karen Draper

Second placement school

Name of ITT Co-ordinator

Name of Subject Mentor

Key Stages Foundation

Age ranges (primary only) 4-5 years-old

Dates of the programme 01/09/2010 – 30/06/2010

Please attach the following to your Needs Analysis:

• Subject Audit
• Letter of application
• Application form
• The subject report from the subject interview paperwork
• Degree transcript
 The East Northamptonshire Initial Teacher Training College: Graduate
Teacher Training Programme

Relevant educational prior experience Date

(Record any activities which have allowed you to apply your subject knowledge in
a teaching situation.)

Two years in the position of classroom assistant at the International School of 2008 –
Amsterdam. 2010

One week’s classroom experience of the UK curriculum prior to GTP application, Oct 2009
at Eldean Lower School, Northampton.

One year co-teaching English as a foreign language at Icheon Songkok 2007 –

Elementary School in South Korea. 2008

Heyford Primary School & Youth Football Club, Northamptonshire, football 2005 –
coaching and some practical classroom sessions. 2007

Counsellor at Camp Horizons special needs summer camp, CT, USA. Summer
2005

Relevant educational courses/training you have attended in the last two Date
years

‘Classroom Assistants Job Swap and Annual Learning Seminar’, International May 2010
School of Den Haag.

‘Getting to Know the Brain’, Lecture and seminar sessions by Dr. Joanne Deak, Aug 2009
International School of Amsterdam.

Pre-course academic reading and research completed

(Please list titles and authors. Reflection should be recorded in the Academic Journal Entry)
Subject specific in for Assignment 1 Generic
The Emergence of Literacy (N.Hall, 1987) How Children Learn (L.Pound, 2008)

Literacy in Action (D.Wray, 1989) An Encounter With Reggio Emilia: Childrens

Literacy in Learning in the Early Years
(M.Rohl & C.Barratt-Pugh, 2000)
Making Language Work (D.Hutchcroft, 1981)
Early Learning Made Visual (L.Kinney &
P.Wharton, 2008)
Contempory Issues in the Early Years
(G.Pugh, 2001)

Independent Review of the Teaching of Early Learning to Teach in the Primary Classroom
Reading (J.Rose, 2006) (A.Grainger, 2000)

Foundations of Primary Teaching (D.Hayes,

2001)
 The East Northamptonshire Initial Teacher Training College: Graduate
Teacher Training Programme

Subject Mentor’s pre-course tasks completed (to include a review of examination papers)

• Read Higham Nursery & Infant school policy; school handbook, vision & values,
assessment policy, anti-bullying policy & child protection policy.

• Foundation stage phonics information and assessment methods.

Examination papers completed, including identification of your strengths and

weaknesses in relation to these
 The East Northamptonshire Initial Teacher Training College: Graduate
Teacher Training Programme

Subject Mentor and Trainee analysis of

trainee strengths and weaknesses
in preparation for compiling the Individual Training Plan

(Please refer to both the Subject Audit/Subject Skills Audit and the Needs Analysis)

This is to be completed during the Subject Mentor Meeting in the week beginning 6th
September 2010.

Strengths Weaknesses
Subject specific
History. School and National Curriculum specifics.
Science. Mathematics.
Geography. Literacy.
P.E (games and KS2) P.E (foundation and KS1)

Pastoral
Relationships & communication with parents. Report Writing.
PSHE SEN.
Child Protection. G&T.
Inclusion. Outside Agencies (how to utilise them).
Diversity. After school clubs.
English as a Second Language.
Safeguarding.

Generic
Collaborative Working. Marking.
Risk Assessment. Effective Feedback (school policy).
Community Cohesion. Assessment for Learning.
Self-Assessment. Every Child Matters.
Peer Assessment. Governing Body (school).
Developing Schemes of Work.
Medium Term Planning.
Long Term Planning.
Teaching and Learning Styles.
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
Progress towards the Standards for the Award of Qualified Teacher Status

Please tick the box at either Level 1 or Level 2 that most suits your experience/understanding at this stage.

Please refer to the ‘Guidance to accompany the Professional Standards for Qualified Teacher Status and Requirements for Initial
Teacher Training’ when completing this document

St Level 1 Level 2 Level 3

Induction to training and starting to teach
1. Professional attributes
Relationships with children and young people
Q1 Begin to demonstrate through your teaching
and form tutor work that you have high
expectations of pupils and begin to establish
fair, respectful, trusting, supportive and
constructive relationships with them.
Q2 Demonstrate the positive values, attitudes and
behaviour you expect from children and young
people.
Frameworks
Q3(a) Start to understand and work with school
policies such as SEN, Equal Opportunities,
anti-bullying, ECM, behaviour and discuss √
Q3(b) with appropriate staff.
Communicating and working with others
Q4 Communicate effectively with children, young
people and colleagues.
√ to communicate with parents and carers.
Q5 Understand the role of pastoral care in the
school, the way it supports attainment and its
underpinning in Every Child Matters √
documentation.
Developing your independence
Demonstrate through your teaching and for tutor
work that you have high expectations of pupils
and work to maintain fair, respectful, trusting, √
supportive and constructive relationships with
them.
Demonstrate the positive values, attitudes and
behaviour you expect from children and young
people. √ and young people.
Demonstrate that you are fully integrated into the
work of the department and year group you are
attached to and that you are working within the
policies and practices of the school.
Communicate effectively with children, young
people and colleagues and begin, with support,
Take an active role in the pastoral care system of
the school including reporting to parents on
attainment, with support.
Establishing your independence
Have high expectations of children and
young people including a commitment to
ensuring that they can achieve their full
educational potential and to establishing
fair, respectful, trusting, supportive and
constructive relationships with them.
Demonstrate the positive values, attitudes
and behaviour they expect from children
Be aware of the professional duties of
teachers and the statutory framework
within which they work;
Be aware of the policies and practices of
the workplace and share in collective
responsibility for their implementation.
Communicate effectively with children,
young people, colleagues, parents and
carers.
Recognise and respect the contribution
that colleagues, parents and carers can
make to the development and well-being
of children and young people and to
raising their levels of attainment.
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
St Level 1 Level 2 Level 3
Induction to training and starting to teach Developing your independence Establishing your independence
Q6 Be willing to work collaboratively with Demonstrate that you have a commitment to Have a commitment to collaboration and
colleagues. collaboration and co-operative working by co-operative working.
sharing tasks such as: team writing of schemes √
of work, preparing resources, team-teaching etc.

Personal professional development

Q7(a) Work with others to set up your Individual
Training Plan. Begin to incorporate ideas into
your teaching which you learn from other √
teachers and tutors and write reflective
Q7(b) evaluations of these. Begin to develop
routines in your teaching and take
responsibility for students.
Q8 Show that you are willing to learn from new
situations by contributing to discussions in
Core Sessions. Try out ideas you have learnt √
in these sessions and discuss these with your
Subject Mentor and colleagues supporting
you.
Q9 Act upon advice and feedback and be open to
coaching and mentoring.
2. Professional knowledge and understanding
Teaching and learning
Q10 Research the teaching and learning and
behaviour management strategies used in
your school and start to apply them.
Assessment and monitoring
Q11 Become familiar with the assessment and
exam requirements generally in your school
and specifically for your department. √ pupils to develop your understanding of them.
Begin to question and develop your routines
incorporating and extending new ideas you meet
at training and in school. Take up opportunities
for professional development in school and write
reflective evaluations of these.
Show in school and in Core Sessions, that you
are able to select and adapt new ideas
appropriate to your pupils and you schools and
start to try them out and evaluate their
effectiveness.
Act upon advice and feedback and be open to
coaching and mentoring. √ open to coaching and mentoring.
Continue to develop your understanding of the
range of teaching, learning and behaviour
√ management strategies open to you, beginning
to use your professional judgement to apply
them appropriately and consistently to get the
best out of all learners.
Begin to use the NC levels, subject specifications
and grade descriptions in your practice with your
Become familiar with either Key Stage 3
(primary) or Key Stage 5 (secondary)
assessment requirements and specifications.
Reflect on and improve their practice, and
take responsibility for identifying and
meeting their developing professional
needs;
Identify priorities for their early
professional development in the context
of induction.
Have a creative and constructively critical
approach towards innovation, being
prepared to adapt their practice where
benefits and improvements are identified.
Act upon advice and feedback and be
Have a knowledge and understanding of
a range of teaching, learning and
behaviour management strategies and
know how to use and adapt them,
including how to personalise learning and
provide opportunities for all learners to
achieve their potential.
Know the assessment requirements and
arrangements for the subjects/curriculum
areas in the age ranges they are trained
to teach, including those relating to public
examinations and qualifications.
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training
St Level 1
Induction to training and starting to teach
Q12 Begin to understand the importance of
Assessment for Learning techniques.
Q13 Know that local and national statistical data is
used to evaluate, track and monitor the
progress of pupils.
Subjects and Curriculum
Q14 Have some knowledge and understanding of
your subject and related pedagogy to enable
you to teach across the age and ability range. √
Q15 Develop an understanding of the NC for your
subject and its implications for planning and
teaching. √ education, such as the Primary Strategies, the
Literacy, numeracy and ICT
Q16 Have passed the professional skills tests in
numeracy, literacy and information and
communication technology (ICT).
Q17 Know what skills in literacy, numeracy and
ICT are and understand their relevance for the
teacher. Use ICT to support the writing of your √
NA, ITP and Journal.
Achievement and diversity
Q18 Recognise that there are differences between
pupils by getting to know them and
demonstrating an interest in them as
individuals.
Level 2
Developing your independence
Develop your awareness of a range of
approaches to formative assessment by trialling
√ them in your classroom.
Begin to use local and national statistical data to
evaluate, track and monitor the progress of
√ pupils.
Have a wider knowledge and understanding of
your subject and related pedagogy to enable you
to teach effectively across the age and ability
range.
Extend your understanding to the wider
Frameworks affecting primary/secondary
Key Stage 3 Strategy and general teaching
requirements of the National Curriculum
Handbook.
Have passed the professional skills tests in
numeracy, literacy and information and
communication technology (ICT).
Develop your use of English for teaching and for
communicating with parents. Develop your use
of numeracy for teaching. Use ICT to plan, teach
and evaluate lessons and to research relevant
subject websites to support your teaching.
Be sensitive to the fact that you need to take
account of the developmental, social, religious,
ethnic, cultural and linguistic differences of pupils √
when planning, teaching and assessing.
Programme
Level 3
Establishing your independence
Know a range of approaches to
assessment, including the importance of
formative assessment.
Know how to use local and national
statistical information to evaluate the
effectiveness of their teaching, to monitor
the progress of those they teach and to
raise levels of attainment.
Have a secure knowledge and
understanding of their subjects/curriculum
areas and related pedagogy to enable
them to teach effectively across the age
and ability range for which they are
trained
Know and understand the relevant
statutory and non-statutory curricula,
frameworks, including those provided
through the National Strategies, for their
subjects/curriculum areas, and other
relevant initiatives applicable to the age
and ability range for which they are
trained.
Have passed the professional skills tests
in numeracy, literacy and information and
communication technology (ICT).
Know how to use skills in literacy,
numeracy and ICT to support their
teaching and wider professional activities.
Understand how children and young
people develop and that the progress and
well-being of learners are affected by a
range of developmental, social, religious,
ethnic, cultural and linguistic influences.
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
St Level 1 Level 2 Level 3
Induction to training and starting to teach Developing your independence Establishing your independence
Q19 Understand the importance of adapting Know how your school takes practical account of Know how to make effective personalised
provision for individual pupils. diversity and demonstrate that you have begun provision for those they teach, including
√ to implement its policies with the support of your those for whom English is an additional
colleagues in planning, differentiation of language or who have special educational
resources and the provision of personalised needs or disabilities, and how to take
learning opportunities. practical account of diversity and promote
equality and inclusion in their teaching.
.Q20 Know and understand the roles of colleagues Know and understand the roles of colleagues Know and understand the roles of
with specific responsibilities for learners with with specific responsibilities for learners with colleagues with specific responsibilities,
special educational needs and disabilities and special educational needs and disabilities and √ including those with responsibility for
other individual learning needs. other individual learning needs. learners with special educational needs
and disabilities and other individual
learning needs.
Health and well-being
Q21(a) Understand the legal requirements for Know and work within your school's policies for Be aware of current legal requirements,
safeguarding and promoting the well-being of safeguarding children and young people's well- national policies and guidance on the
children and young people. being. √ safeguarding and promotion of the well-
being of children and young people;
Q21(b) With guidance, begin to support children and Know how to identify and support children
young people whose progress, development or and young people whose progress,
well being is affected by changes or difficulties in development or well-being is affected by
their personal circumstances. Know when to changes or difficulties in their personal
refer them to colleagues for specialist support. circumstances, and when to refer them to
colleagues for specialist support.
3. Professional skills
Planning
Q22 Be able to plan individual lessons using the Demonstrate understanding of how pupils Plan for progression across the age and
departmental/school schemes of work to progress through your medium term planning for ability range for which they are trained,
ensure pupils' progress. Demonstrate √ your two Key Stages (some evidence for Key designing effective learning sequences
planning of sequences of lessons within your Stages 5 for secondary trainees). within lessons and across series of
two Key Stages. lessons and demonstrating secure
subject/curriculum knowledge.
Q23 Understand the contribution that your subject Plan opportunities for pupils to use their literacy, Design opportunities for learners to
makes to the development of literacy, numeracy and ICT skills. develop their literacy, numeracy and ICT
numeracy and ICT skills. √ skills.
Q24 Understand the role of homework in extending Plan homework or other out-of-class work to Plan homework or other out-of-class work
and consolidating learning. consolidate learners' progress. to sustain learners’ progress and to
√ extend and consolidate their learning
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training
St Level 1
Induction to training and starting to teach
Teaching
Q25 Teach lessons and sequences of lessons
across the age and ability range in which you
show some evidence of:
Q25(a) using a range of teaching strategies and
resources, including e-learning, taking
practical account of diversity and promoting √ account of diversity and promoting equality and
equality and inclusion.
Q25(b) building on prior knowledge, developing
concepts and processes, enabling learners to
apply new knowledge, understanding and
skills and meet learning objectives.
Q25(c) adapting their language to suit the learners
they teach, introducing new ideas and
concepts clearly and using explanations,
questions, discussions and plenary effectively.
Q25(d) managing the learning of individuals, groups
and whole classes, modifying their teaching to
suit the stage of the lesson.
Assessing, monitoring and giving feedback
Q26(a) Make effective use of assessment, monitoring
and recording strategies.
Q26(b) Assess the learning needs of those you teach
in order to set appropriate learning objectives.
Q27 Understand the importance of constructive
feedback and target setting. Demonstrate
constructive feedback to pupils during √
lessons.
Q28 Understand the need to engage learners in
the learning process.
Level 2
Developing your independence
Teach lessons and sequences of lessons across
the age and ability range in which you show
√ increasing confidence in the use of:
using a range of teaching strategies and
resources, including e-learning, taking practical
inclusion.
building on prior knowledge, developing
concepts and processes, enabling learners to
apply new knowledge, understanding and skills √
and meet learning objectives.
adapting their language to suit the learners they
teach, introducing new ideas and concepts
clearly and using explanations, questions, √
discussions and plenaries effectively.
managing the learning of individuals, groups and
whole classes, modifying their teaching to suit
the stage of the lesson.
Make effective use of a range of assessment,
monitoring and recording strategies.
√ strategies;
Assess the learning needs of those you teach in
order to set challenging learning objectives.
√ objectives.
Demonstrate increasing skill in providing
feedback and in addition, demonstrate
development of target setting for pupils.
Demonstrate some use of self and peer
assessment to engage pupils in identifying their
√ own learning needs.
Programme
Level 3
Establishing your independence
Teach lessons and sequences of lessons
across the age and ability range for which
they are trained, in which they:
use a range of teaching strategies and
resources, including e-learning, taking
practical account of diversity and
promoting equality and inclusion;
build on prior knowledge, develop
concepts and processes, enable learners
to apply new knowledge, understanding
and skills and meet learning objectives;
adapt their language to suit the learners
they teach, introducing new ideas and
concepts clearly, and using explanations,
questions, discussions and plenaries
effectively;
manage the learning of individuals,
groups and whole classes, modifying their
√ teaching to suit the stage of the lesson.
Make effective use of a range of
assessment, monitoring and recording
Assess the learning needs of those they
teach in order to set challenging learning
Provide timely, accurate and constructive
feedback on learners’ attainment,
progress and areas for development.
Support and guide learners to reflect on
their learning, identify the progress they
have made and identify their emerging
learning needs.
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
St Level 1 Level 2 Level 3
Induction to training and starting to teach Developing your independence Establishing your independence
Reviewing teaching and learning
Q29 Demonstrate the ability to identify Demonstrate that you can analyse in depth the Evaluate the impact of their teaching on
misconceptions and gaps in pupils' learning outcomes of your teaching and take action to the progress of all learners, and modify
using this to question the effectiveness of your √ cater for different learning needs. their planning and classroom practice
planning and teaching. where necessary.
Learning environment
Q30 With support from colleagues, establish a Establish an increasingly purposeful and safe Establish a purposeful and safe learning
purposeful and safe learning environment learning environment conducive to learning and environment conducive to learning and
conducive to learning. identify some opportunities for learners to learn √ identify opportunities for learners to learn
in and out of school contexts. in out of school contexts.
Q31 With support from colleagues, establish clear Demonstrate independence in establishing clear Establish a clear framework for classroom
and appropriate expectations of pupils' and appropriate expectations and begin to discipline to manage learners’ behaviour
behaviour and trial management strategies √ establish consistency in using a range of constructively and promote their self-
recommended by TENITTC and by your constructive management techniques. (You may control and independence.
school and departmental policies. still need help with more challenging pupils and
classes).
Team working and collaboration
Q32 Work as a team member within the Continue to work as a team member. Begin to Work as a team member and identify
department and the pastoral team to which share your ideas and resources with the opportunities for working with colleagues,
you are attached. √ department. Look for opportunities to work with sharing the development of effective
colleagues beyond your department. practice with them.
Q33 Understand the role of support staff in your Follow school and departmental policy on Ensure that colleagues working with them
school and within the department. working with support staff and demonstrate on are appropriately involved in supporting
√ your lesson plans how you plan to make best learning and understand the roles they
use of support staff skills in your lessons. are expected to fulfil.
 The East Northamptonshire Initial Teacher Training College: Graduate
Teacher Training Programme

Confirmation of Standards in ICT

This is based on the ITT Curriculum for ICT: use it to help you to decide what you
will need to work on during your training.

A. Effective teaching and assessment methods Knowledge

Strong Some Limited
Trainee is aware when the use of ICT is beneficial to achieve teaching
objectives. √
Trainee is aware how the speed and automatic functions of ICT can
facilitate the teaching and learning process. √
Trainee is aware how the capacity and range of ICT can enable teachers
and pupils to gain access to historical, recent or immediate information. √
Trainee is aware how the use of ICT allows information to be changed
easily. √
Trainee is aware how the interactive way in which information is stored and
processed can enable teachers and pupils to explore models and √
simulations, communicate with other people locally, and over distances,
search for and compare information from different sources, present
information in ways appropriate to different audiences.
Trainee is aware how to use ICT effectively as a way to achieve objectives,
not simply to motivate pupils or to reward them. √
Trainee is aware that some tasks are better accomplished by means other
than using ICT. √
Trainee is aware that when using ICT appropriate lesson preparation is
made. √
Trainee is aware of the importance of content as well as the quality of
presentation. √
Trainee is aware of the need to structure the time of the pupil and to focus
on relevant materials. √
Trainee is aware of the importance of encouraging pupils to use ICT
effectively, to save their work and to evaluate and improve it. √
Trainee is aware of the link between the ICT application and the subject
matter. √
Trainee is aware of the impact of ICT on everyday applications.
√
Trainee identifies, in planning, ways in which ICT will be used to meet
objectives, to ask questions, to stimulate and direct pupils’ learning. √
Trainee is aware how pupils’ progress will be assessed and recorded.
√
Trainee is aware how to make fair judgements on progress when ICT has
been used. √
Trainee is aware how to judge the levels of guidance required for individual
students. √
Trainee is aware of the most effective organisation of classroom ICT
resources. √
Trainee is able to organise effectively pupils working in groups with ICT.
√
Trainee is able to make ICT resources available to pupils for research and
ensures that pupils use them effectively. √
Trainee is aware of the proper use of resources with due regard for health
and safety. √
 The East Northamptonshire Initial Teacher Training College: Graduate
Teacher Training Programme

Trainee is aware of the need to achieve a balance of work done with ICT
and work done away from the screen and that pupils are positioned √
appropriately.
A. Effective teaching and assessment methods Knowledge
Strong Some Limited
Trainee is aware of the contribution that ICT can make to teaching pupils
with special educational needs and that he/she can provide tasks √
appropriate to pupils’ needs and subject-specific support.
Trainee is able to use the most suitable software to meet teaching
objectives. √
Trainee is able to assess the suitability of software for the pupils according
to age, development and prior experience. √
Trainee is able to evaluate the success of the use of ICT.
√
Trainee is able to contribute to the development of pupils’ ICT capability by
teaching the ICT skills and applications, using the ICT terminology, and √
using correct procedures as examples of good practice.
Trainee is aware how to monitor pupils’ progress by setting clear objectives,
planning to achieve them, observing pupil activity, and monitoring and √
supporting progress.
Trainee is able to ask key questions which lead pupils to an understanding
of their use of the software. √
Trainee is aware of computer functions, which change teacher
expectations, e.g. spellchecking, image making and representation of √
graphs.
Trainee is able to work with pupils to interpret and present information
acquired from CD-Rom which is relevant and specific. √
Trainee is able to assess individual achievement, through observation,
record keeping and questioning, when students have worked together. √
Trainee is able to differentiate between quality of learning of the pupil and
the quality of the presentation as a result of using ICT. √
Trainee is able to set up ICT activities with targeted objectives, which allow
pupils to demonstrate achievement, understanding and learning. √

B. Trainees’ knowledge and understanding of ICT competence

Trainee must have opportunities to evaluate a range of information and

communication technologies, e.g. computers, Internet and digital cameras, √
and be able to justify the selection and use of ICT in their planning,
teaching, assessment and class management.
Trainee must understand and use the ICT specialist terms in order to be
precise in their explanations to pupils. √
Trainee must be able to use ICT for his/her own personal record-keeping
and administration. √
Trainee can employ common ICT tools for their own and pupils’ benefit, e.g.
word processing, e-mail, presentation software, data handling. √
Trainee can successfully connect and set up ICT equipment, load and run
software, manage files, use online help facilities, and user guides. √
Trainee observes health and safety regulations, and appreciates the
importance of passwords and general security of equipment. √
Trainee is aware of the characteristics of information, its accuracy and
validity, and that information takes up memory when saved and stored. √
 The East Northamptonshire Initial Teacher Training College: Graduate
Teacher Training Programme

Trainee is aware that information can be linked between applications and

can be shared with others at remote locations. √
 The East Northamptonshire Initial Teacher Training College: Graduate
Teacher Training Programme

B. Trainees’ knowledge and understanding of ICT competence Knowledge

Strong Some Limited
Trainee knows how to use ICT to find things out, identify sources of
appropriate information, plan search strategies by widening and narrowing √
down options, and can show pupils how to structure data collected and
interpret it.
Trainee appreciates the facilities of a spreadsheet and can use the software
to explore alternatives, model relationships, predict patterns, and use the √
‘what if’ facility.
Trainee is able to use ICT to communicate and exchange ideas.
√
Trainee is able to use features of ICT to complete routine tasks, to log data
and to interpret it, to analyse and search for patterns within data, to explain √
and present results, to measure and record events, and to explore
sequences of actions.
Trainee is able to appreciate the range of forms in which ICT can present
information, the value of CD-Rom and the Internet as sources of information √
and be able to judge the accuracy of the information and its credibility.
Trainee is aware of the ability to make rapid changes within text, designs
and models when using ICT. √
Trainee is able to use ICT to prepare and present teaching more effectively,
taking account of audience, and adapting work to subject matter and √
objectives, to pupils’ prior attainment, reading ability or special educational
needs.
Trainee is able to use the most appropriate forms of presentation to meet
teaching objectives. √
Trainee is aware of the ICT requirements of the National Curriculum
relevant to the level of pupils being taught. √
Trainee has an understanding and appreciation of the facilities of the
software. √
Trainee is aware of the use of scanners, computer aided design (CAD),
midi keyboards, distance learning activities, and integrated learning √
systems.
Trainee is aware of the current health and safety legislation relating to the
use of computers, the legal considerations, e.g. Data Protection Act, √
Copyright Legislation, etc, and of the dangers of unsuitable material
accessed through the Internet.
Trainee is able to use ICT to improve their own professional efficiency, to
facilitate administration and record keeping, and to locate teaching material √
and support through the National Grid for Learning.