* The current ‘Initial teacher education inspection handbook’ frequently replaces ‘early’ with ‘primary’. support pupils’ developing mathematical skills with some success. Increasingly applies this knowledge well to prepare and deliver engaging and challenging learning opportunities to develop pupils’ mathematical skills. Consistently applies this knowledge to prepare and deliver engaging and challenging learning opportunities which develop pupils’ mathematical skills over time. Trainee Tracking | Standard S4: Plan and Teach well-structured Lessons S4 Standard sub-headings Not yet meeting this standard (4): For trainees in the early phases of training, this may simply reflect lack of experience. Requires improvement/further experience (3): - Meeting the minimum level of practice, however: Trainees may need targeted development and/or further experience to progress to good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. S4: Plan and Teach well-structured Lessons a impart knowledge and develop understanding through effective use of lesson time Often poor use of lesson time which has a negative impact on learning. Makes effective use of lesson time which ensures that pupils make progress Ensures appropriate pace and variety and productive use of lesson time, with a positive impact on learning. Always ensures high expectations of learning and productive use of lesson time with a notable impact on progress. b promote a love of learning and children’s intellectual curiosity Is not yet able to promote a love of learning and children’s intellectual curiosity. Is able to promote a love of learning and children’s intellectual curiosity. Regularly promotes a love of learning and children’s intellectual curiosity. Consistently and effectively promotes a love of learning and children’s intellectual curiosity.
c set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired Has not set homework and planned other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired. Some homework is planned to provide opportunities for consolidation of learning outside of class. Regularly plans homework which consolidates and reinforces knowledge and understanding outside of class and this has an impact on progress. Consistently and effectively plans homework and out of class learning that consolidates, reinforces and extends existing knowledge and understanding and has an impact on progress. d reflect systematically on the effectiveness of lessons and approaches to teaching Cannot reflect systematically on the effectiveness of lessons and approaches to teaching. Is able to reflect systematically on the effectiveness of lessons and approaches to teaching. Is systematically able to reflect in order to improve their practice. Is able to judge the effectiveness of their lessons and the impact on all groups of pupils. Is systematically and critically reflective in analysing, evaluating and improving their practice. Is able to accurately judge the effectiveness of their lessons and the impact on all groups of pupils. e contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Does not yet show the ability to contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Is able to contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Makes good contributions, in collaboration with colleagues, to the design and provision of an engaging curriculum within the relevant subject area(s). Contributes effectively to curricular initiatives or developments and is able to design and evaluate creative approaches with some initiative and independence Trainee Tracking | Standard S5: Adapt teaching to respond to the strengths and needs of all pupils
c deploy support staff effectively Is not yet able to deploy support staff effectively. Can deploy support staff effectively. Deploys support staff effectively to support pupil learning. Consistently and effectively deploys support staff to maximise the learning of pupils. d take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Does not show responsibility for improving teaching through appropriate professional development, and is unable to respond to advice and feedback from colleagues. Engages with appropriate professional development. Shows willingness to take advice and feedback from colleagues and engage in discussion about improvements. Regularly takes responsibility for improving their own teaching and learning through professional development. Regularly respects and responds to advice and feedback from colleagues and engages in discussion about improvements and areas for development. Is consistently proactive in improving their own learning and professional development in order to improve teaching. Is consistently open to coaching and mentoring and respects the advice and guidance offered by colleagues with clear evidence that this is used to secure improvements in professional practice. e communicate effectively with parents with regard to pupils’ achievements and well-being. Does not yet demonstrate the ability to communicate effectively with parents with regard to pupils’ achievements and well-being. Shows awareness of how to communicate effectively with parents and carers about pupils’ achievements and well-being. Communicates effectively with parents and carers about pupils’ achievements and well-being, when appropriate. Proactively communicates when appropriate with parents and carers about pupils’ achievements and well-being.
How well does the trainee: Have a secure understanding of how learners learn? Take account of prior learning in planning and teaching? Construct and scaffold learning and analyse learner’s progress and make accurate assessments of their learning and achievements? Monitor and assess progress and give feedback so that all pupils make good progress in their learning? Plan for continuity and progression across the key stage(s) building on pupils’ prior knowledge and attainment? Devise opportunities for individuals, groups and whole classes to recall, review and draw conclusions about what they have achieved and guide and support them in what they need to do next to improve? Encourage pupils to take pride in their work and achievements? Engage learners in setting objectives for the development of their own learning and development? Evidence for this standard may be demonstrated by: Planning documentation which evidences that: Assessment data is used to inform planning Planning of high order and diagnostic questions promotes learning Learning sequences are planned which promote sustained progress Lesson planning takes account of wider objectives linked to social and personal skills Lesson plans promote independent and collaborative working The structure of lessons reflect the needs of pupils and their learning e.g. appropriate pace and resources Reflective Documents Evaluations which identify future learning targets Awareness of social, emotional, cultural and linguistic factors that influence pupil performance Lesson observations from mentors and tutors which identify that: Lessons and sequences of learning promote good progress and outcomes Questioning builds on answers and pupils are asked to build upon and reflect upon their answers Effective use is made of plenaries including requiring learners to reflect upon learning Pupils are attentive at the start of episodes of learning, enabling them to make good progress Opportunities are built into lessons to celebrate success Pupil assessment records Summative and formative assessment is undertaken regularly Record keeping is up to date and used formatively Constructive verbal and written feedback is provided to pupils There are opportunities for pupils to reflect upon their progress and identify areas for development Guidance for Standard S3: Demonstrate good subject and curriculum knowledge Useful questions to ask when looking at the standards Where and how evidence may be demonstrated