Contents General Introduction to the T&PDP Practical Tips and Key Points using the T&PDP Part 1 Trainee ‘Pen Portrait’ Part 2 – Teaching Development Profile 2a Autumn Term ACE Days 2b Spring Term Placement 2c Summer Term Placement Part 3 – Individual Tutorials 3a Record of Individual Tutorial – Autumn Term 3b Record of Individual Tutorial – Spring Term Part 4 – NQT Transition Plan
edited and updated at regular intervals during the year. In practice you are likely to have a combination of handwritten sections and word processed documents which have been printed out. It might therefore be helpful to keep all of these documents in a ring binder so as to allow easy access to them. Alternatively, you may wish to take the printed copy to pieces and put that in a replacing pages and sections during the year as they are updated. Below is a summary of the key points about each section of this document, together with suggestions as to how they can be maintained during the year. Part 1 – Trainee ‘Pen Portrait’ This provides information about your education, qualifications, relevant experience before starting the PGCE, extra-curricular interests, current strengths in relation to teaching, and your areas for development during the early stages of the course. It is important that you create your Pen Portrait during the first few weeks of the course, so that your personal supervisor can access the information either immediately before or during your first group tutorial on Wednesday 27th September 2017 and the university has this centrally on file. Part 2 – Teaching Development Profile(TDP) Each of the three sections within Part 2 is available as a separate Word file in Canvas. The first section is completed by you and should be used to record your progress towards meeting some of the Teachers’ Standards during your autumn term ACE days in school. You could use the printed copy as a jotter and then transfer your rough notes to the word processed version. The remaining two sections are completed by school staff and your university tutors towards the end of each school placement. There are also sections for you to complete. Some might prefer to complete the TDP by hand, in which case you will have to give your school mentors the printed version of the T&PDP. Others might prefer to use a word processor, in which case you will have to download the appropriate file from Canvas and pass it on for completion. For each school placement there is a section for you to complete, in which you can reflect on your progress, set yourself future targets, and comment on the impact you have had on the children’s progress and learning.. This can be completed using a word processor or by hand. Any sections completed using a word processor must be printed out and attached to the printed version of the TDP document so that key personnel have access to them. For example your mentor, class teacher and university tutor for the summer placement will want to see the relevant sections for the spring placement.
Evidence Notes a) Establish a safe and stimulating environment for pupils, rooted in mutual respect. b) Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. c) Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 1 consistently use a wide of strategies to establish a safe and stimulating environment for pupils consistently use a wide range of strategies to foster mutual respect that motivates and inspires pupils to learn and enjoy the subject consistently set goals that stretch, challenge and motivate all pupils use a wide range of strategies which support underperforming groups. consistently and effectively demonstrate and model the positive attitudes, values and behaviour which are expected of pupils 2 use a range of strategies to establish a safe environment which much of the time is stimulating use a range of strategies to foster mutual respect set goals that challenge and motivate all pupils use strategies to support underperforming groups demonstrate, for sustained periods of time, the positive attitudes, values and behaviour which are expected of pupils 3 establish a safe and stimulating environment foster mutual respect set some goals that stretch and challenge a range of pupils with guidance, use some strategies to support underperforming groups demonstrate the positive attitudes, values and behaviour which are expected of pupils.
Evidence Notes a) Be accountable for pupils’ attainment, progress and outcomes b) Plan teaching to build on pupils’ capabilities and prior knowledge. c) Guide pupils to reflect on the progress they have made and their emerging needs. d) Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching. e) Encourage pupils to take a responsible and conscientious attitude to their own work and study. 1 consistently take responsibility and be accountable for pupils’ attainment, progress and outcomes. plan and teach, to ensure that all pupils make good progress use detailed understanding of pupils’ capabilities and prior knowledge to plan for pupil progress consistently offer pupils high quality intervention and feedback which enables them to identify the progress they have made and understand what they need to do to improve consistently use knowledge and understanding of how pupils learn to improve their teaching consistently encourage pupils, by setting high expectations, to take a responsible and conscientious attitude to work and 2 take responsibility and be accountable for pupils’ attainment, progress and outcomes plan and teach lessons that enable all pupils to make at least expected progress use good understanding of pupils’ capabilities and prior knowledge to plan for pupil progress much of the time, pupils intervention and feedback, which enables them to identify the progress they have made and understand what they need to do to improve much of the time, make good use knowledge and understanding of how pupils learn to inform their teaching much of the time, encourage pupils to take a responsible and conscientious attitude to work and study. 3 with guidance, take responsibility and be accountable for pupils’ attainment, progress and outcomes plan and teach lessons that enable all pupils to make some progress over time use understanding of pupils’ capabilities and prior knowledge to plan for pupil progress offer pupils interventions and feedback, which enables them to identify the progress they have made and understand what they need to do to improve. use knowledge and understanding of how pupils in their teaching encourage pupils, to take a responsible and conscientious attitude to work and study.
Evidence Notes a) Have a secure knowledge of the relevant subject(s) and curriculum foster and maintain pupils’ interest in the subject, and address misunderstandings b) Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship 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 d) If teaching reading, demonstrate a understanding of systematic synthetic phonics (primary) e) If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary) 1 consistently demonstrate strong subject and curriculum knowledge and phase expertise confidently work with the relevant curriculum very effectively inspire and maintain pupils’ interest in the subject draw on strong subject knowledge, to predict and address misunderstandings demonstrate consistent and critical understanding of developments in the subject and curriculum areas consistently promote and the value of scholarship across the curriculum consistently demonstrate a thorough understanding of how to develop all pupils’ reading, writing and communication skills effectively across the curriculum consistently promote high standards of literacy, articulacy and the correct use of standard English consistently demonstrate a thorough understanding of the role of systematic synthetic phonics in the teaching of reading. consistently demonstrate a thorough understanding of appropriate teaching strategies in the teaching of early mathematics 2 demonstrate good subject and curriculum knowledge and phase expertise work well with the relevant curriculum effectively stimulate and maintain pupils’ interest in the subject use good subject knowledge to address misunderstandings demonstrate critical understanding of developments in the subject and curriculum promote the value of scholarship, in a range of subject areas develop the pupils’ reading, writing and communication skills, across the curriculum promote high standards of literacy, articulacy and the correct use of standard English demonstrate a good understanding of the role of systematic synthetic phonics in the teaching of reading. demonstrate a good understanding of appropriate teaching strategies in the teaching of early mathematics 3 demonstrate subject, curriculum and phase knowledge work within the relevant curriculum foster and maintain pupils’ interest in the subject address misunderstandings demonstrate some understanding of developments in the subject and curriculum areas promote the value of scholarship develop the pupils’ reading, writing and communication skills demonstrate an understanding of how to promote high standards of literacy, articulacy and the correct use of standard English demonstrate some understanding of systematic synthetic phonics in the teaching of reading demonstrate some understanding of appropriate teaching strategies in the teaching of early mathematics
Evidence Notes a) Impart knowledge and develop understanding through effective use of lesson time. b) Promote 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. d) Reflect systematically on the effectiveness of lessons and approaches to teaching e) contribute to the design and provision of an engaging curriculum within the relevant subject area(s) 1 consistently impart knowledge and develop understanding through using lesson time to the greatest effect consistently promote a love of learning and pupils’ intellectual curiosity across lessons consistently plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that very effectively consolidates and extends existing knowledge and understanding. be critically reflective in analysing, evaluating and improving practice accurately evaluate the effectiveness of lessons and impact on all groups of learners consistently make effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s) 2 impart knowledge and develop understanding through lesson time to good effect promote a love of learning and pupils’ intellectual curiosity across lessons plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that consolidates and extends existing knowledge and understanding well be reflective in analysing, evaluating and improving his or her practice evaluate the effectiveness of lessons and their impact on all groups of learners make good contributions to the design and provision of an engaging curriculum within the relevant subject area(s) 3 impart knowledge and develop understanding through using lesson time to some effect promote a love of learning and pupils’ intellectual curiosity plan suitable homework and out of class learning (as appropriate to the learning context’s policy) to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching make some contribution to the design and provision of an engaging curriculum within the relevant subject area(s)
Standard 4: Plan and teach well-structured lessons The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 4 a) Impart knowledge and develop understanding through effective use of lesson time. b) Promote 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. d) Reflect systematically on the effectiveness of lessons and approaches to teaching e) contribute to the design and provision of an engaging curriculum within the relevant subject area(s) The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to: 1: Outstanding consistently impart knowledge and develop understanding through using lesson time to the greatest effect consistently promote a love of learning and pupils’ intellectual curiosity across lessons consistently plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that very effectively consolidates and extends existing knowledge and understanding. be critically reflective in analysing, evaluating and improving practice accurately evaluate the effectiveness of lessons and their impact on all groups of learners consistently make effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s) 2: Good impart knowledge and develop understanding through lesson time to good effect promote a love of learning and pupils’ intellectual curiosity across lessons plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that consolidates and extends existing knowledge and understanding well be reflective in analysing, evaluating and improving his or her practice evaluate the effectiveness of lessons and their impact on all groups of learners make good contributions to the design and provision of an engaging curriculum within the relevant subject area(s) 3: Requires Improvement impart knowledge and develop understanding through using lesson time to some effect promote a love of learning and pupils’ intellectual curiosity plan suitable homework and out of learning (as appropriate to the learning context’s policy) to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching make some contribution to the design and provision of an engaging curriculum within the relevant subject area(s) 4: Inadequate The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum of practice Targets for the next placement
3: Requires Improvement differentiate appropriately approaches which enable pupils to be taught effectively describe the most common factors which can inhibit pupils’ ability to learn challenge and motivate pupils attainment is low, using some strategies to secure some progress demonstrate an awareness of the physical, social and intellectual development of pupils teaching to support pupils’ education at different stages of development demonstrate a clear understanding of the needs of each child plan and adapt teaching to meet the diverse needs of pupils, evaluating the effectiveness of particular approaches ensure some progress for children with diverse through approaches to engage and support them 4: Inadequate The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice Targets for the next placement Evidence Notes a) Know and understand how to assess the relevant subject and curriculum including statutory assessment requirements b) Make use of formative and summative assessment to secure pupils’ progress. c) Use relevant data to monitor progress, set targets, and plan subsequent lessons. d) Gives pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 1 explain a wide range of forms of assessment for different purposes consistently assess achievement and attainment accurately, using a wide range of assessment strategies, including statutory assessment consistently use a wide range of formative, continuous and summative assessment to great effect to secure good progress for all pupils consistently use a wide of relevant data including school progress data to monitor pupil progress over time maintain detailed and accurate records of pupil progress and attainment , which are up to date use all relevant data to set targets and inform future planning effectively consistently use a wide range of methods to great effect to give pupils regular and constructive feedback, both written and oral, contributing to pupils’ progress mark accurately in a way which provides focused, developmental feedback to the pupils consistently provide a wide range of opportunities to pupils to respond to the feedback
1 establish, consistently maintain and evaluate effective rules and routines for behaviour in the classroom, consistently implementing the school’s behaviour policy take responsibility for and have the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning actively and effectively encourage pupils to behave well in the classroom and around the school and display high levels of courtesy and cooperation tackle bullying, including cyber and prejudice-based (and homophobic) bullying in a highly effective manner consistently sustain high expectations of behaviour establish and consistently maintain, within the school’s framework for discipline, a wide range of effective strategies for behaviour management, using praise, sanctions and rewards consistently and fairly consistently manage a high level of pupil motivation and involvement using a wide range of evaluated approaches appropriate to pupils’ needs consistently secure strong relationships with pupils exercising appropriate authority act decisively and effectively when necessary to maintain strong relationships and authority 2 establish and maintain appropriate rules and routines for behaviour in the classroom, implementing the school’s behaviour policy take responsibility for and promote and manage behaviour in the classroom well to ensure a good and safe learning environment encourage pupils to behave well in the classroom and around the school and display good levels of courtesy and cooperation effectively tackle bullying , including cyber and prejudice-based (and homophobic) bullying sustain high expectations of behaviour establish and maintain, within the school’s framework for discipline, a range of effective strategies for behaviour management, using praise, sanctions and rewards consistently and fairly manage a good of pupil motivation and involvement using a range of approaches appropriate to pupils’ needs secure good relationships with pupils and exercise appropriate authority act decisively when necessary to maintain good relationships and authority 3 establish clear rules and routines for behaviour in the classroom, implementing the school’s behaviour policy take responsibility for promoting good and courteous behaviour in the classroom and around the school manage behaviour and tackle bullying and discipline in the classroom implement the school’s behaviour policy in all of the above demonstrate high expectations of behaviour establish and maintain, within the school’s framework for discipline, appropriate strategies for behaviour management, using praise, sanctions and rewards consistently and fairly manage a level of pupil motivation and involvement using approaches appropriate to pupils’ needs to some effect develop good relationships with pupils and exercise appropriate authority with support, act decisively to maintain good relationships and authority Standard 7: Manage behaviour effectively to ensure a good and safe learning environment The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 7
Evidence Notes a) Make a positive contribution to the wider life and ethos of the school b) Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support c) Deploy support staff effectively d) Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues e) Communicate effectively with parents with regard to pupils’ achievements and well being 1 be consistently proactive and make a significant positive contribution to the wider life and ethos of the school consistently develop positive and effective professional relationships consistently draw on advice and support from colleagues be consistent in the effective deployment of support staff to maximise the learning of pupils consistently be proactive in taking responsibility for improving his or her teaching through professional development use the advice and guidance offered by colleagues to secure improvements in practice. consistently communicate effectively with parents and carers about learners’ achievements and using a wide range of approaches 2 be proactive and make a positive contribution to the wider life and ethos of the school develop positive and effective professional relationships seek advice and support from colleagues whenever necessary effectively deploy support staff to support the learning of pupils take responsibility for improving his or her teaching through professional development respects and respond to the advice and guidance offered by colleagues, with clear evidence of improvements in practice communicate effectively with parents and carers about learners’ achievements and using a range of approaches 3 make a positive contribution to the wider life and ethos of the school develop effective professional relationships consult with colleagues sometimes, when it is necessary to gain advice and support deploy support staff to support the learning of pupils take some responsibility for the improvement of his or her teaching respond to the advice and feedback from colleagues, with some evidence of improvements in practice communicate effectively with parents and carers about learners’ achievements and
Evidence Notes a) Establish a safe and stimulating environment for pupils, rooted in mutual respect. b) Set that stretch and challenge pupils of all backgrounds, abilities and dispositions. c) Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 1 consistently use a wide range of strategies to establish a safe and stimulating environment for pupils consistently use a wide range of strategies to foster mutual respect that motivates and inspires pupils to learn and enjoy the subject consistently set goals that stretch, challenge and motivate all pupils use a wide range of strategies which support underperforming groups. consistently and effectively demonstrate and model the positive attitudes, values and behaviour which are expected of pupils 2 use a range of strategies to establish a safe environment which much of the time is stimulating use a range of strategies to foster mutual respect set that challenge and motivate all pupils use strategies to support underperforming groups demonstrate, for sustained periods of time, the positive attitudes, values and behaviour which are expected of pupils 3 establish a safe and stimulating environment foster mutual respect set some goals that stretch and challenge a range of pupils with guidance, use some strategies to support underperforming groups demonstrate the positive attitudes, values and behaviour are expected of pupils.
Standard 1: Set high expectations which inspire, motivate and challenge pupils Name:_________________ The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 1 a) Establish a safe and stimulating environment for pupils, rooted in mutual respect. b) Set that stretch and challenge pupils of all backgrounds, abilities and dispositions. c) Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. The trainee is able to: The trainee is able to: The trainee is able to: 1: Outstanding consistently use a wide of strategies to establish a safe and stimulating environment for pupils consistently use a wide range of strategies to foster mutual respect that motivates and inspires pupils to learn and enjoy the subject consistently set goals that stretch, challenge and motivate all pupils use a wide range of strategies which support underperforming groups. consistently and effectively demonstrate and the positive attitudes, values and behaviour which are expected of pupils 2: Good use a range of strategies to establish a safe environment which much of the time is stimulating use a range of strategies to foster mutual respect set goals that challenge and motivate all pupils use strategies to support underperforming groups demonstrate, for sustained periods of time, the positive attitudes, values and behaviour which are expected of pupils 3: Requires Improvement establish a safe and stimulating environment foster mutual respect set some goals that stretch and challenge a range of pupils with guidance, use some strategies to support underperforming groups demonstrate the positive attitudes, values and behaviour which are expected of pupils. 4: Inadequate The trainee is not meeting the minimum of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice Targets for NQT year
Evidence a) Be accountable for pupils’ attainment, progress and outcomes b) Plan teaching to build on pupils’ capabilities and prior knowledge. c) pupils to reflect on the progress they have made and their emerging needs. d) Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching. e) Encourage pupils to take a responsible and conscientious attitude to their own work and study. 1 consistently take responsibility and be accountable for pupils’ attainment, progress and outcomes. plan and teach, to ensure that all pupils make good progress use detailed understanding of pupils’ capabilities and prior knowledge to plan for pupil progress consistently pupils high quality intervention and feedback which enables them to identify the progress they have made and understand what they need to do to improve consistently use knowledge and understanding of how pupils to improve their teaching consistently encourage pupils, by setting high expectations, to take a responsible and conscientious attitude to work and study. 2 take responsibility and be accountable for pupils’ attainment, progress and outcomes plan and teach lessons that enable all pupils to make at least expected progress use good understanding of pupils’ capabilities and prior knowledge to plan for pupil progress much of the time, offer pupils intervention and feedback, which enables them to identify the progress they have made and understand what they need to do to improve much of the time, make good use knowledge and understanding of how pupils learn to inform their teaching much of the time, encourage pupils to take a responsible and conscientious attitude to work and 3 with guidance, take responsibility and be accountable for pupils’ attainment, progress and outcomes plan and teach lessons that enable all pupils to make some progress over time use understanding of pupils’ capabilities and prior knowledge to plan for pupil progress pupils interventions and feedback, which enables them to identify the progress they have made and understand what they need to do to improve. use knowledge and understanding of how pupils learn in their teaching encourage pupils, to take a responsible and conscientious attitude to work and study.
Evidence Notes a) Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings b) Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship 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 d) If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary) e) If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary) 1 consistently demonstrate strong subject and curriculum knowledge and phase expertise confidently work with the relevant curriculum very effectively inspire and maintain pupils’ interest in the subject draw on strong subject knowledge, to predict and address misunderstandings demonstrate consistent and critical understanding of developments in the subject and curriculum areas consistently promote and embed the value of scholarship across the curriculum consistently demonstrate a thorough understanding of how to develop all pupils’ reading, writing and communication skills effectively across the curriculum consistently promote high standards of literacy, articulacy and the correct use of standard English consistently demonstrate a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading. consistently demonstrate a thorough understanding of appropriate teaching strategies in the teaching of early mathematics 2 demonstrate good subject and curriculum knowledge and phase expertise work well with the relevant curriculum effectively stimulate and maintain pupils’ interest in the subject use good subject knowledge to address misunderstandings demonstrate critical understanding of developments in the subject and curriculum areas promote the value of scholarship, in a range of subject areas develop the pupils’ reading, writing and communication skills, across the curriculum promote high standards of literacy, articulacy and the correct use of standard English demonstrate a good understanding of the role of systematic synthetic phonics in the teaching of early reading. demonstrate a good understanding of appropriate teaching strategies in the teaching of early mathematics 3 demonstrate subject, curriculum and phase knowledge work within the relevant curriculum foster and maintain pupils’ interest in the subject address misunderstandings demonstrate some understanding of developments in the subject and curriculum areas promote the of scholarship develop the pupils’ reading, writing and communication skills demonstrate an understanding of how to promote high standards of literacy, articulacy and the correct use of standard English demonstrate some understanding of systematic synthetic phonics in the teaching of early reading demonstrate some understanding of appropriate teaching strategies in the teaching of mathematics
Evidence Notes a) Impart knowledge and develop understanding through effective use of lesson time. b) Promote 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. d) Reflect systematically on the effectiveness of lessons and approaches to teaching e) contribute to the design and provision of an engaging curriculum within the relevant subject area(s) 1 consistently impart knowledge and develop understanding through using lesson time to the greatest effect consistently promote a love of learning and pupils’ intellectual curiosity across lessons consistently plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that very effectively consolidates and extends existing knowledge and understanding. be critically reflective in analysing, evaluating and improving practice accurately evaluate the effectiveness of lessons and their impact on all groups of learners consistently make effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s) 2 impart knowledge and develop understanding through lesson time to good effect promote a love of learning and pupils’ intellectual curiosity across lessons plan differentiated homework and out of learning (as appropriate to the learning context’s policy) that consolidates and extends existing knowledge and understanding well be reflective in analysing, evaluating and improving his or her practice evaluate the effectiveness of lessons and their impact on all groups of learners make good contributions to the design and provision of an engaging curriculum within the relevant subject area(s) 3 impart knowledge and develop understanding through using lesson time to some effect promote a love of learning and pupils’ intellectual curiosity plan suitable homework and out of learning (as appropriate to the learning context’s policy) to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching make some contribution to the design and provision of an engaging curriculum within the relevant subject area(s)
Standard 4: Plan and teach well-structured lessons The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 4 a) Impart knowledge and develop understanding through effective use of lesson time. b) Promote 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. d) Reflect systematically on the effectiveness of lessons and approaches to teaching e) contribute to the design and provision of an engaging curriculum within the relevant subject area(s) The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to: 1: Outstanding consistently impart knowledge and develop understanding through lesson time to the greatest effect consistently promote a love of learning and pupils’ intellectual curiosity across lessons consistently plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that very effectively consolidates and extends existing knowledge and understanding. be critically reflective in analysing, evaluating and improving practice accurately evaluate the effectiveness of lessons and impact on all groups of learners consistently make effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s) 2: Good impart knowledge and develop understanding through using lesson time to good effect promote a love of learning and pupils’ intellectual curiosity across lessons plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that consolidates and extends existing knowledge and understanding well be reflective in analysing, evaluating and improving his or her practice evaluate the effectiveness of lessons and impact on all groups of learners make good contributions to the design and provision of an engaging curriculum within the relevant subject area(s) 3: Requires Improvement impart knowledge and develop understanding through using lesson time to some effect promote a love of learning and pupils’ intellectual curiosity plan suitable homework and out of class learning (as appropriate to the learning context’s policy) to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching make some contribution to the design and provision of an engaging curriculum within the relevant subject area(s) 4: Inadequate The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice Targets for NQT year
3: Requires Improvement differentiate appropriately using approaches which enable pupils to be taught effectively describe the most common factors which can inhibit pupils’ ability to learn challenge and motivate pupils where attainment is low, using some strategies to secure some progress demonstrate an awareness of the physical, social and intellectual development of pupils adapt teaching to support pupils’ education at different stages of development demonstrate a clear understanding of the needs of each child plan and adapt teaching to meet the diverse needs of pupils, evaluating the effectiveness of particular approaches ensure some progress for children with diverse needs, through approaches to engage and support them 4: Inadequate The trainee is not meeting the minimum of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice The trainee is not meeting the minimum level of practice Targets for NQT year Evidence Notes a) Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements b) Make use of formative and summative assessment to secure pupils’ progress. c) Use relevant data to monitor progress, set targets, and plan subsequent lessons. d) pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 1 explain a wide range of forms of assessment for different purposes consistently assess achievement and attainment accurately, using a wide range of assessment strategies, including statutory assessment consistently use a wide range of formative, continuous and summative assessment to great effect to secure good progress for all pupils consistently use a wide range of relevant data including school progress data to monitor pupil progress over time maintain detailed and accurate records of pupil progress and attainment , which are up to date use all relevant data to set targets and inform future planning effectively consistently use a wide range of methods to great effect to give pupils regular and constructive feedback, both written and oral, contributing to pupils’ progress mark accurately in a way which provides focused, developmental feedback to the pupils consistently provide a wide of opportunities to pupils to respond to the feedback
Evidence Notes a) Make a positive contribution to the wider life and ethos of the school b) Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support c) Deploy support staff effectively d) Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues e) Communicate effectively with parents with regard to pupils’ achievements and well 1 be consistently proactive and make a significant positive contribution to the wider life and ethos of the school consistently develop positive and effective professional relationships consistently draw on advice and support from colleagues be consistent in the effective deployment of support to maximise the learning of pupils consistently be proactive in taking responsibility for improving his or her teaching through professional development use the advice and guidance offered by colleagues to secure improvements in practice. consistently communicate effectively with parents and carers about learners’ achievements and using a wide range of approaches 2 be proactive and make a positive contribution to the wider life and ethos of the school develop positive and effective professional relationships seek advice and support from colleagues whenever necessary effectively deploy support staff to support the learning of pupils take responsibility for improving his or her teaching through professional development respects and respond to the advice and guidance offered by colleagues, with evidence of improvements in practice communicate effectively with parents and carers learners’ achievements and using a range of approaches 3 make a positive contribution to the wider life and ethos of the school develop effective professional relationships consult with colleagues sometimes, when it is necessary to gain advice and support deploy support staff to support the learning of pupils take some responsibility for the improvement of his or her teaching respond to the advice and feedback from colleagues, with some evidence of improvements in practice communicate effectively with parents and carers learners’ achievements and