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1a. establish a safe and stimulating learning environment for pupils, rooted in mutual respect
Comments from observations, conferences, learning conversations, on feedback forms about relationships with
pupils in class and or across the school.
Show an interest in what children do
Ability to nurture parent partnerships
Opportunities to share success in front of the school or in the school environment
Lesson plans show risk assessment
Bullying awareness
Listening to and respecting the pupil voice
Showing mutual respect
Strict adherence to safeguarding procedures and practice
Lesson plans show interactive learning opportunities; learning in and outside of the classroom; responsibility for
the school, local and universal environment; displays; independent learning opportunities
Respectful and responsible conduct to create a motivational classroom environment.
Weekly reviews
Awareness/reference to H&S for PE, DT and Science
Appropriate use of learning walls
All resources are photocopied/presented to a high standard
Evidence of making links with children’s real lives/life outside of school
Opportunities to ask creative questions even during routine lessons e.g. ‘Are there any right angles in the natural
world?’
1b. set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
Know your children well and have evidence of well differentiated learning opportunities in planning
Have evidence of additional planning for EAL and SEN children
Have evidence of activities and learning opportunities for specific groups of children: - gender, ethnic minority,
reluctant readers, able and talented
Celebrations of achievement – pupil of the week
Good use of resources that clearly reflect that are supporting the learning taking place
Effective tracking and evidence of levels
Effective deployment of teaching assistant and other adult help
Provision mapping for documents
Use of assessments e.g. SPTO
1c. demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
Model awareness of self and others (e.g. I often feel quite shy so I understand that others might feel the same)
Model good manners
Peer to peer support
Support for playtime and lunchtime activities – evidence in weekly reviews
Punctuality
Evidence of you always behaving, and your expectation of pupil behaviour being consistent
Adherence to the school code of conduct
Support and demonstrate adherence to the school’s ethos and vision
Dress code
Observe reports of the use of specific positive praise – use post it notes for quotes
Linking practice to school policy(e.g. behaviour)
2. Promote good progress and outcomes by pupils
2c. guide pupils to reflect on the progress they have made and their emerging needs
Ensure that there is a clear understanding of lesson objectives
Use conferencing
Use peer to peer support
Celebrate success and achievement
Discuss marking
Use and respond to the pupil voice
Use learning walls
Always reflect on previous learning and objectives
Highlight individuals’ personal learning targets
Share pupil progress reviews (if appropriate)
Effective AfL processes and plenary sessions
Effective self-assessment
Examples of differentiated questioning
Use of Building Learning Power if appropriate to the setting
2d. demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
Evidence of working with and planning for groups of pupils such as reluctant readers/gender groups/gender
groups with a specific focus – girls and maths, boys and writing
Annotated plans and reflections
Make sure that there is not too much teacher talk
Time/pace and expectation is clear
Leaning styles are reflected in planning
Skills progression as reflected in weekly reviews
Awareness of SEN processes, IEP’s, work of external agencies
Demonstrate adaptability in teaching to respond to a need
Demonstrate a range of differentiated teaching styles
2e. encourage pupils to take a responsible and conscientious attitude to their own work and study
Evidence in lesson plans
Linking assessment and evaluation of previous lesson to next steps of planning
Indicate where pupils have been actively encouraged and supported to reflect on their own progress, recognise
when targets are met and what next steps are
Giving pupils time to reflect on marking, next steps and planning for their implementation
Modelling of examples of high quality work
3. Demonstrate good subject and curriculum knowledge
3a. have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstanding
Making cross curricular links
Taking risks by allowing children to lead their learning when appropriate
In depth subject knowledge is clearly demonstrated in all lessons taught, including planning to avoid
misconceptions
To engage in curriculum development processes occurring in placement schools (not just attending staff
meetings/INSET etc
3b. demonstrate a critical understanding off developments in the subject and curriculum areas, and promote the value of
scholarship
Use research to support teaching and learning
Be guided by subject leaders research to inform own practice
Encourage pupils to ask more questions by providing opportunities
Promote personal research activities with pup both in school and outside of the school setting
Membership of professional bodies (including student membership)
Involvement with professional bodies on a practical level
Contact support and use of non-teaching professionals within planning and teaching
Evidence of the use of the New Curriculum
Demonstrate and understanding of the creative curriculum
Linking university models to practice
Encourage individual research (Theory of learning)
TES site
CUREE research
Make links with campus based study
Engage in curriculum development opportunities and start to implement them in the class
3c. demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the
correct use of Standard English, whatever the teacher’s specialist subject
Use school’s programme and scheme
Demonstrate flexibility and creativity by adapting schemes for particular groups
Literate the learning environment – class resources, display, learning walls
Demonstrate/model through own use of language and spelling (in teaching and marking)
Draw pupils’ attention to use of vocabulary in other subject areas
Correct pupils during lessons
Lesson plans – modelled and shared writing, phonics
Curriculum inks to literacy
Direct focus in lesson observation
Lesson observation comments on use of “appropriate verbal register”
3d. if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
Undertake focussed observations
With the use of resources that support teaching and learning
Provide opportunity to use in context across the age range
Clarity in planning for teaching phonics
Teach phonics using a variety of kinaesthetic strategies
Show an understanding of schemes through personal research e.g. Read, Write, Inc
Show evidence of teaching in different phases of Letters and Sounds
Use and apply phonics skills and knowledge in different contexts, subjects and intervention groups in KS2
3e. if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
Undertake focussed observations
Demonstrate a variety of teaching strategies to engage young children in maths – physical, IT, oral etc.
Demonstrate a range of strategies (practical, kinaesthetic approaches, expanded form of addition) to engage
children when teaching early maths whatever their age or key stage
Differentiated planning
Clear use of maths language and vocabulary; structure this using KS1 language if appropriate
Encourage and facilitate pupils to talk through strategies and processes
Meet with the maths leader and KS1 leader
4. Plan and teach well-structured lessons
4a. impart knowledge and develop understanding through effective use of lesson time
Direct teaching of knowledge
Introduction with the ‘wow’ factor
Demonstrate a variety of ways in which it is possible to make a judgement about pupil progress
Ensure that pupils are, and remain aware of lesson objectives and can articulate when they have been met
Ensure that pace of lesson is appropriate and keeping pupils engaged and challenged
Ensure time for plenary
Clear learning objective to impact on knowledge and learning
Keep the learning objective in focus
Well-structured lesson plans with clear timing
Encourage confidence and risk taking to pursue learning opportunities, particular in Foundation Stage
Evaluation informing next lesson
Recognise different modes of delivery across a range of subject areas
Annotate plans and evaluations
4c. set homework and plan out-of-class activities to consolidate and extend knowledge and understanding pupils have
acquired
Set and mark homework and show links to learning – copies kept for AM file
Invite parents to contribute to learning
Set up homework that also engages parents to contribute to the homework
Binging things in from home
Arrange a visitor to support a particular topic
Work with the class teacher to organise a trip, visit or theme
Set up and run extra-curricular activities/clubs to support core subjects
4e. contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
Attend staff meetings
Participate in all CPD opportunities
Contribute to planning meetings
Contribute ideas and offer subject specialist skills and knowledge across the whole school
Adapting planning to meet needs
AfL
In final year/placement set up a lunchtime or after school related to subject specialism
Making time to discuss plans with teacher or teaching team
5. Adapt teaching to respond to the strengths and needs of all pupils
5a. know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
demonstrate effective differentiation for all pupils and groups of pupils within planning for all learning activities
including the introduction
demonstrate different levels of questioning
levelled learning objectives, and outcomes, on plans
when working with guided groups, take them to their limits
use mini plenaries
demonstrate flexibility with guided groups
planning for support groups (intervention groups, 1:1 etc) and feedback from the adult tasked with supporting the
learning
evidence of higher order questioning for differentiated tasks and activities
demonstrate effective deployment of support staff
plan for intervention groups
demonstrate personalised learning
5b. have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome
these
Contribute to/participate in planning within a team or cohort where individual pupil needs are discussed.
Plan with the TA and/or SENCO for SEN, EAL or other groups of pupils who have additional needs; shadow them
if possible
Contribution to SEN provision mapping
Research areas of need for SEN pupils e.g. ADHD, dyslexia
planning for support groups (intervention groups, 1:1 etc) and feedback from the adult tasked with supporting the
learning
If possible attend any multi agency meetings
Keep a record of conversations with the class teacher and other members of the staff team about behaviour and
other needs
Use focussed observations to take on strategies already in place and working well
Develop different approaches and promote different learning styles
5c. demonstrate an awareness of the physical, social and intellectual development of children, and how to adapt teaching to
support pupils’ education at different stages of development
Comment on practice/style/pedagogy in different key stages and at various stages of pupil development: FS –
KS1; Year 2 – Year 3; KS! – KS2 – KS3.
Planning for PE/PSHE
Reflections on social training – PSHE, behaviour that occurs outside of lessons (flashpoints before/during and
after play and lunchtimes)
Reflections on the use of behaviour management
Looking at individual needs physical (in practical activities and PE); social – different groups and pairings;
emotional/ behavioural – how to integrate individual pupils
Possible use of KAV to support individuals’ learning
Awareness of the school’s ethos
Use effective TA planning
Observe intervention groups and plan for these
5d. have a clear understanding of the needs of all pupils, including those with special educational needs; those of high
ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive
teaching approaches to engage and support them
Seek and record advice from:
a. Speech and Language therapist
b. Education Psychologist
c. Behaviour Advisor
d. Specialist Physiotherapist
e. EAL advisor
Look at and make reference to policy and guidelines
Discuss with SEN team
Research and use (as appropriate) resources as recommended by staff (TA’s and SENCO)
A guided/supported discussion with parents or a TA about a child’s interests which has been negotiated with the
SBT or SM
Able and talented children challenged
6. Make accurate and productive use of assessment.
6a. know and understand how to assess the relevant subject areas, including statutory assessment requirements
Look at SAT’s requirements and past papers
Look at APP
Take part in moderation
EYFS Foundation Profile
Contribute to SAT’s marking – optional SAT’s
Reading assessment
Look at whole school results and discuss implications for school improvement, RAISEonline
Levelling work
Assessment of both core and non-core subjects
Set work based on pupil levels
Demonstrate a clear understanding of expectations
6b. make use of formative and summative assessment to secure pupils’ progress
Demonstrate when these are planned for and used, and reflect on outcomes
Level pupil profile work for writing and maths
Engage in learning conversations with profile pupils
End of module tests/assessments
Keep a variety of assessment records (cohort/whole class/ group and individual)
Organise assessment record to show that they are systematic
Demonstrate how formative assessment has influenced planning
Photograph or photocopy examples of work on dry-wipe boards
Levelling of maths and writing
Tracking sheets – is the information being used effectively to inform next steps and planning
6c. use relevant data to monitor progress, set targets, and plan subsequent lessons
Become familiar with the school/setting’s preferred method of monitoring progress and use it (SPTO etc)
Find out about intervention groups and how they are used and monitored
Find out how/what data is used for SEN pupils and how that is used to established Every Child Counts teaching
and learning, Reading Recovery etc.
Set targets for profile children
Write sample reports for parents based on child profile
Maintain tracking sheets
Use and understand individual and group targets and ensure that they link to lesson objectives
6d. give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to their
feedback
Make sure the school’s policy and procedure is followed
Evidence of marking, oral feedback, conferencing and peer conferencing
Evidence of learning conversations
Be a good role model when marking work
Organise means of pupils being able to respond to feedback and marking
Evidence of assessment feeding into planning e.g. through the organisation/reorganisation of guided groups
Evidence in planning sheet to show time allowed to respond to marking
In oral feedback identify what children have done well, or need to improve – could be evidenced in weekly review
7. Manage behaviour effectively to ensure a good and safe learning environment.
7a. have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
Demonstrate the understanding and implementation of the school policy – be a good role model
What strategies are being used in the class and in the school as a whole
Reflect on school initiatives in weekly reviews
Evidence for SCROLL notes in weekly reviews or additional notes to illustrate professional comments made about
behaviour management e.g. “The Headteacher has said …..”
Annotate school behaviour policy or class rules to illustrate how/when used
7b. have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise,
sanctions and rewards consistently and fairly
Use and reflect on whole class and individual behaviour management routines
With negotiation introduce own ideas for praise and reward schemes
Ensure that expectations are consistently high and appropriate to age group
Lesson observations show praise, sanctions, rewards used
Focussed observations – how student teachers have then applied what they have seen
Act as a role model in conversations around the school.
7c. manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate
them
Develop, demonstrate and maintain a safe and stimulating environment for learning –regularly reflect on this
Organise transition effectively
Manage classes in a variety of contexts (outside, moving around the school, classroom, library etc)
Reflect on reasons for approaches used by the school or setting
Evidence on planning sheets where children have been moved from one group to another, and reasons why
Evidence on planning sheets where the classroom has been changed around to fit the learning.
7d. maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
Through observation and regular reflection ensure that you, as the student teacher, is an established member of
the class – do the pupils refer to you as the teacher, do the parents?
Demonstrate that you have made every effort to build and establish respectful relationships throughout the whole
school. Regularly reflect on this
Weekly review could describe incidents when they have acted decisively or they could be recorded on
observation sheets.
8. Fulfil wider professional responsibilities
8a. make a positive contribution to the wider life and ethos of the school
Before, during and after school clubs and activities
Sports teams
Choir
Parent clubs – involve them in their child’s learning
Assemblies
Whole school events – fetes, fayres, plays etc
Playground duties
Organising a visitor to school or planning a visit
Offer to lead school wide activities in specialist subject
8b. develop effective professional relationships with colleagues, knowing how and when to draw on specialist advice and
support
Demonstrate both independence and team work, in the classroom and around the school/setting as a whole
Arrange meeting with the subject leaders/co-ordinators to support targets for own professional development
Observe specialist teachers/staff according to need
Evidence in weekly review of being proactive when seeking advice and engaging in professional discussions
Use specialism skills to share with school colleagues.
8d. take responsibility for improving teaching through appropriate professional development, responding to advice and
feedback form colleagues
Write weekly reviews linked to the Teachers’ Standards
Carefully monitor own progress in setting challenging targets
Take professional responsibility to update SCROLL evidence weekly
Seek advice from teachers for specific curriculum areas for appropriate teaching and learning opportunities
On planning sheets indicate response to comments from previous observation
On planning give observers targets to ensure a clear focus
Focussed observations and discussions with colleagues
Research
8e. communicate effectively with parents with regard to pupils’ achievements and well-being
Be available and communicate at the start and end of day
Attend parent meetings
Contribute to whole school events
Talk to parents at the end of extracurricular activities
Send home celebratory postcards for effort/achievement/success
Make sure that you respond appropriately and in keeping with school policy regarding sick or injured pupils
Write a note of flyer at the start of the school experience to introduce yourself to parents/carers, having negotiated
with CT