Add addition rows as required… Trainee Tracking | Standard S3: Demonstrate good subject and curriculum knowledge S3 Standard Prompts Inadequate/Not yet evident (4) Requires Improvement/further experience (3) Good (2) Outstanding (1) S3: Demonstrate good subject and curriculum knowledge a) Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings Requires significant and constant support with subject and curriculum knowledge when planning lessons in order to meet the needs of their pupils. Unable to maintain any pupil interest due to lack of subject knowledge and inability to address misunderstandings. Appropriate subject knowledge in relation to their specific subject area and its place within the wider curriculum. Can maintain pupils’ interest by delivering effective teaching episodes, supporting learner progression and addressing misunderstandings. Good of subject and curriculum knowledge. Is able to foster and maintain increasing pupil interest in subject and curriculum area as well as addressing misunderstandings. Highly confident and proficient in subject and curriculum knowledge. Is able to foster and maintain increasing pupil interest in the subject by teaching engaging teaching episodes/lessons and ensuring progression is made by all learners and addressing misunderstandings.
b) Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship Demonstrates no awareness of developments in the subject and curriculum areas. Unable to promote the of scholarship. Can demonstrate awareness of developments and changes in subject and curriculum areas. Promotes scholarship amongst pupils within subject and curriculum Demonstrates good awareness of developments and changes in subject and curriculum areas. Promotes scholarship and further study to all pupils within subject and curriculum areas. Demonstrates a high level of awareness of developments in both subject and curriculum areas. Promotes high levels of scholarship and the value of further study to all pupils within their subject and curriculum area. c) 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 Has no understanding of strategies for promoting literacy, articulacy and the correct use of standard English and hence limited or no ability to put these into practice. Can demonstrate understanding of strategies for promoting high standards in literacy, articulacy and the correct use of standard English. Demonstrates an understanding of strategies for promoting high standards for literacy, articulacy and the correct use of standard English and is able to use a range of strategies to put these into practice. Demonstrates a well established and thorough understanding of strategies for promoting high standards for literacy, articulacy and the correct use of standard English and is able to use a wide range of strategies to put these into practice. d) If teaching reading, demonstrate a clear understanding of systematic synthetic phonics Has no understanding of the role of systematic synthetic phonics in the teaching of early reading and hence limited or no success in doing this. There is evidence of some subject knowledge but this is inconsistent and support is required. Subject knowledge during teaching is secure and consistent and allows the trainee to plan, teach and assess SSP with confidence. The trainee demonstrates secure subject knowledge consistently both within discrete lessons and across the curriculum children are very aware of the purpose of phonics.
How well does the trainee: Select and adapt teaching styles and strategies to suit the stage of the lesson, and the learning of individuals, groups and whole classes as appropriate? Manage the timing and pace of lessons, intervene effectively and change direction and the shift in emphasis to support learning? Use a variety of imaginative resources and innovative learning activities that interest and challenge pupils’ learning and put this into the context of the real world? Design homework and out of class work that takes account of learners’ attainment, needs and interests that can be completed independently or with appropriate support? Use the feedback from more experienced colleagues and the experience of observing others to identify ways of improving their practice? Seek opportunities to engage in collaborative planning and teaching? Understand the need to consider the role of parents and carers in supporting learners with homework? Know about the appropriate arrangements and risk assessments required for out of class activities? Evidence for this standard may be demonstrated by: Planning documentation which identifies that: Challenging learning objectives are based upon prior learning Planning variety and effective use of time Homework is suitably challenging and engaging The trainee has an understanding of school, national curriculum, examination requirements Lesson planning takes account of wider objectives linked to social and personal skills Lesson plans promote independent and collaborative working Reflective Documents Accurate evaluations consistent with colleagues’ judgements’ Reflection activities that actively seek to improve practice Evaluations and reflections that have led to improvements Lesson observations from mentors and tutors which identify that: Effective use is made of pace, variety and lesson structure and timing to maximise learning. Lessons utilise appropriate teaching and learning strategies, including out of work as appropriate Pupil assessment records Assessment of work is consistent with subject/ school policy and promotes progress Appropriate and timely feedback is given to learners Guidance for Standard S5: teaching to respond to the strengths and needs of all pupils Useful questions to ask when looking at the standards Where and how evidence may be demonstrated How well does the Trainee: Take into account the key factors that contribute to the development and wellbeing of learners? Evidence for this standard may be demonstrated by: Planning documentation which identifies that: Planning is based upon prior assessments