D2 (i)c: Gradings linked to QTS Standards (compiled in conjunction with LJMU and Cheshire and Merseyside GTP Consortium)

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1 The Professional Context Q1 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. Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young people. Has limited expectations of pupils achievements. Needs to monitor the progress of individual pupils more closely. Needs to take into account the experiences and interests of pupils to be able to match learning to need. The relationship with pupils is weak with little understanding of them as individuals. Attitude, attendance, punctuality and communication is not consistent. Has difficulty in establishing a clear framework for discipline. Classroom climate is instructional and lacking in motivation and encouragement. Has satisfactory expectations of pupils achievements. Monitors the progress of the group as a whole but is not quite aware of the progress of individuals. Can recognise pupils experiences and interests but needs to use this to build upon their strengths. Relationships with pupils is fair but finds some individuals a challenge. Satisfactory attitude, attendance, punctuality and communication. Is able to manage pupil behaviour on the whole but some pupils go off task too quickly. Classroom climate is mostly teacher dominated with some pupil initiated Has consistently high expectations of pupils achievements. Carefully monitors the progress of individuals and groups. Is aware of pupils experiences and interests and uses this well to match learning needs. Relationships with all pupils are good. Good attitude, attendance, punctuality and communication. Good on task behaviour expected from pupils. Classroom climate is good with pupils being involved in their own Has appropriately demanding expectations of pupils achievement. Carefully and accurately monitors the progress of individual and groups. Considers the experiences and interests of all pupils enabling them to match learner s needs. Relationships with all pupils are extremely good. Exceptional attitude, attendance, punctuality and communication Positive attitude and behaviour expected from all children. Classroom climate is positive, motivating and encouraging, children clearly involved in their own Q3 (a) Be aware of the professional duties of teachers and the statutory framework within which they work. Is developing some knowledge of teachers legal liabilities and responsibilities. Needs considerable help with accessing information, support and assistance when needed. Has satisfactory knowledge of teachers legal liabilities & responsibilities. Needs some help in with accessing information, support and assistance when needed. Has good knowledge of teachers legal liabilities & responsibilities. Knows how to gain information, support and assistance when needed. Has excellent knowledge of teachers legal liabilities & responsibilities. Fully able to gain information, support and assistance when needed. (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation. Has some awareness of policies and procedures. Requires considerable help with seeking advice in making professional judgements. Has satisfactory awareness of policies and procedures. Seeks advice when in doubt from colleagues to make professional judgements. Has good awareness of policies and procedures. Can make sound professional judgements on their own. Is fully aware of policies and procedures. Shows very good professional judgement without the need of assistance.

2 Personal Professional Development Q7 (a) (b) 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. Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified Q9 Act upon advice and feedback and be open to coaching and mentoring. Ineffective evaluation and reflection on teaching and learning even with help and advice. Lacks understanding of how to improve own teaching and pupils Little attempt to continue to update own professional Unable to focus on clear areas of strengths and areas for development for induction. Has little awareness or understanding of current educational thinking and does not consider it within own teaching. Needs prompting by mentors of the value and use of educational policy and practice. Has found it difficult to take on board the advice and feedback from mentors. Has not been proactive in own The mentors have given major support. Has shown satisfactory evidence of evaluating and reflecting on own teaching but needs to consider the effective practice of others. With help can use the information to plan for improvement in their teaching and pupils Has made a satisfactory attempt to continue and update professional Has taken part in review and target setting and will need. some support to be able to use this to prepare for the induction period. Is aware of current educational thinking but need help to consider its use in own teaching. Can discuss policy and practice but does not fully appreciate its value. Satisfactory approach to advice and feedback from mentors. Has not fully engaged in own Mentors have given considerable support. Demonstrates a good capacity to analyse and reflect on own and others professional practice. Shows evidence of improving their own teaching and pupils Has shown some initiative in undertaking professional development on a regular basis. Has made the most of their opportunities to review and set targets for development for the induction period. Has a good awareness of current educational thinking, and can consider the use of new ideas and concepts in own teaching. Can discuss policy and practice but is sometimes unsure of their reasoning. Good approach to advice and feedback from mentors. Has been fairly proactive. The partnership between mentor and trainee has been a productive one. Has the capacity and commitment to analyse and reflect on own and others practice. Has shown very good evidence of improving practice and pupils Engages in professional development on a regular and consistent basis. Can identify clear areas of strength and those for development for the induction period. Extremely aware of current educational thinking, and can engage enthusiastically with new ideas and concepts in own teaching. Can be critical of policy and practice with sound educational reasoning. Very open to advice and feedback from mentors. Extremely pro-active. All partners mutually benefit from the association. Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT) Need to pass the 3 TDA Tests by the end of their course. Has passed all 3 TDA Tests by the end of their course.

3 The Children s Agenda Q5 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. Has a limited understanding of the network of professionals, parents and carers who have a collective responsibility for the care and education of children. Has a satisfactory understanding of the network of professionals, parents and carers who have a collective responsibility for the care and education of children. Shows good awareness of the network of professionals, parents and carers who have a collective responsibility for the care and education of children. Very good understanding of the network of professionals, parents and carers who have a collective responsibility for the care and education of children. Q18 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. Understanding of issues affecting child development is weak. Needs constant support to identify children in need and to address issues appropriately within the learning environment. Understanding of issues affecting child development is improving. With support, they can identify children in need but require more help with addressing the issues within the learning environment. Understanding of issues affecting child development is good. They can identify children in need and deal with issues appropriately with support. Understanding of issues affecting child development is sound. They can identify children in need and deal with issues appropriately with support when required. Q21 (a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people. Awareness of current legal requirements, policies and guidance is weak. Requires considerable support to be able to use these if necessary to promote for the well-being of children and young people. Shows some awareness of the current legal requirements, policies and guidance. With support is able to use these if necessary to promote for the wellbeing of children and young people. Awareness of the current legal requirements, policies and guidance is good. Is able to use these if necessary to promote for the well-being of children and young people. The awareness of current legal requirements, policies and guidance is secure. Is confident to use these without hesitation to promote for the well-being of children and young people. (b) Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. Being able to identify and support children and young who are affected by a variety of personal circumstances is at a low level. Intervention would be required to make sure there was appropriate access to specialist support. Developing in their ability to identify and support children and young people who are affected by a variety of personal circumstances. With help from experienced teachers would be able to access appropriate specialist support. Ability to identify and support children and young people who are affected by a variety of personal circumstances is good. With thought knows how to access appropriate specialist support. Knows how to identify and support children and young who are affected by a variety of personal circumstances exceptionally well. Knows automatically how to access appropriate specialist support.

4 Workforce Remodelling and Communicating with Others Q4 Communicate effectively with children, young people, colleagues, parents and carers. Q6 Have a commitment to collaboration and cooperative working. Q20 Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them. Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil. Can communicate with those involved in pupils learning but under supervision. Attended parents evening and contributed to written reports but with considerable help. Needs assistance to plan for the use of support staff. Has limited understanding of multi agency working. Knowledge and understanding of the roles and responsibilities of colleagues needs attention. Requires considerable prompting to access support for learners with SEN, disabilities and other learning needs. Requires guidance in consulting with and planning for the use of support staff. The trainee needs to consult more with colleagues to identify areas of good practice. Planning does not always identify the role of support staff. Has shown evidence of communication with those involved in pupils Attended parents evenings and made a contribution to written reports with support from experienced staff. Plans for collaboration and cooperation with support staff but this is not always communicated and shared effectively. Has some knowledge of multi agency working. Knowledge and understanding of the roles and responsibilities of colleagues is satisfactory. With help can access support for learners with SEN, disabilities and other learning needs. On advice and with guidance have consulted colleagues in planning and used support staff with varying degrees of success in lessons. The trainee has informal meetings with colleagues to share and inform best practice. The role of support staff is identified in planning, but not always communicated to them. Shows good communication with those involved in pupils Attended and contributed well to parents evenings and written reports with some assistance. Planning shows commitment to collaboration and co-operation with support staff and is communicated and shared with them. Is aware of multi agency working. Shows good knowledge and understanding of the roles and responsibilities of colleagues. Is proactive in accessing support for learners with SEN, disabilities and other Consults colleagues during planning and demonstrated good use of support staff during lessons. The trainee has informal meetings with colleagues to share and inform best practice. Planned meetings are held with relevant colleagues. Support staff are included in planning and are fully informed about their role. Able to communicate sensitively, courteously and confidently with those involved in children s Successfully attended parents evenings and written reports without assistance. Can collaborate and manage other team members as the situation demands especially in relation to planning and organising their own teaching. Fully aware of how they can contribute to multi-agency working. Knowledge and understanding of the roles and responsibilities of colleagues is very good. Knows how to access support for learners with SEN, disabilities and other Has been proactive in consulting colleagues during planning and demonstrated very good use of support staff during lessons. The trainee has informal meetings with colleagues to share and inform best practice. Planned meetings are held with relevant colleagues on a regular basis. These planning sessions are used to influence and develop effective classroom practice. Support staff are included in planning and are fully informed about their role. Support staff understand and carry out the roles they are expected to fulfil.

5 Personalised Learning Finds difficulty in recognising Has some control over the when the learning activity is learning environment and too difficult or too easy leading working atmosphere. pupils to go off task. Sets high expectations of pupils Q10 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. Q19 Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary. Discipline is sometimes overlooked leading to poor behaviour. Need to improve teaching exposition as they find it difficult to establish authority within the groups and with some individuals. Cannot select appropriate learning activities and resources to motivate and enthuse. Need to work on recognising specific needs of individuals and alter the learning opportunity appropriately. Ability to make appropriate effective personalised learning and take into account of diversity and promote equal opportunity and inclusion is weak. This is often neglected at the planning stage and matching learning to needs is not demonstrated well in delivery. The use of IEPs and support staff is not considered at the planning stage and is not used effectively. Evaluation of Teaching and Learning needs to be improved so that it can impact on future planning and improve teaching. Uses strategies to maintain discipline however, does not always intervene to ensure that learning is productive. Provides teaching resources but these have a tendency to be basic and lack imagination. Can establish good relationships but has issues with some pupils. Has some awareness of different teaching strategies but needs to recognise the needs of the individual as well as the whole group. With significant support from an experienced teacher is beginning to plan strategies to personalise learning and take into account diversity and promote EO. Planning is satisfactory but there now needs to be evidence of meeting needs in delivery. The use of IEPs and support staff although considered at the planning stage is not always used effectively. Able to evaluate their teaching and some aspects of learning and use this to assist in planning and improve their teaching with guidance. Establishes good conditions for learning to take place. Maintains discipline thro clear expectations in behaviour and management. Employs a range of strategies to motivate and interest pupils. Establishes good rapport with learners and a positive working atmosphere. Is able to ensure that learning is taking place for both individuals and groups. Good ability to make appropriate effective personalised learning and take into account diversity and promote equal opportunity and inclusion. There is good evidence demonstrated in planning and delivery that needs are being recognised and catered for. The use of IEPs and support staff is considered at the planning stage and is used appropriately and effectively in most cases. Evaluate their teaching and pupils learning effectively and use this information to assist in planning and improve teaching and classroom practice. behaviour. Maintains a very good standard of discipline thro well focused teaching. Provides appropriate and imaginative learning material and resources. Establishes positive and productive relationships. Provides personalised learning which is relevant to age, ability and needs of the individuals and group. Very good ability to make appropriate effective personalised learning and take into account diversity and promote equal opportunity and inclusion. This is very well supported by evidence in planning and delivery of well thought out enabling and extension activities to meet needs as appropriate. The use of IEPs and support staff is considered at the planning stage and is used appropriately and effectively in all cases. Evaluation of their teaching and pupils learning is rigorous, accurate and focuses specifically on what pupils have achieved in lessons. It is used effectively to improve their teaching and classroom practice.

6 Subject Specific Expectations Q14 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. Q15 Know and understand the relevant statutory and nonstatutory 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. Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities. Subject/curriculum knowledge and understanding is weak and does not enable them to teach well across the age and ability range. Has a weak understanding of material content which does not always reflect the needs and age/ability level of the majority of the pupils in the group. Does not have the underpinning knowledge of educational and subject pedagogy. Knowledge and understanding of statutory and non-statutory curricular frameworks, National Strategy developments for their subject/curriculum and other relevant initiatives needs improving. They do not demonstrate sufficiently how to apply these to support their planning. Needs considerable support to improve their knowledge of how to use literacy, numeracy and ICT skills in all areas. Has little understanding within their subject/curriculum area of how to develop pupils basic skills. The use of literacy, numeracy and ICT to support teaching and learning is at a basic level. Satisfactory level of subject/curriculum knowledge and understanding which enables them to teach adequately across the age and ability range. Understanding of material content is sound in most areas and is generally pitched to the needs and age/ability level of the majority of pupils in the group. Is supported by some understanding of educational and subject pedagogy. Knowledge and understanding of statutory and non-statutory curricular frameworks, National Strategy developments for their subject/curriculum and other relevant initiatives is satisfactory. They are able to draw upon appropriate frameworks to support their planning. With some support, knowledge of how to use literacy, numeracy and ICT skills adequately in certain areas is improving. Within their subject/curriculum areas they have started to consider how to develop pupils basic skills. The use of literacy, numeracy and ICT to support teaching and learning is adequate and suitable. Good subject/curriculum knowledge and understanding to enable them to teach well across the age and ability range. Understanding of material content is good in all areas and reflects the needs and age/ability level of the group and certain individuals very well. This is supported by a good understanding of educational and subject pedagogy. Good knowledge and understanding of statutory and non-statutory curricular frameworks, National Strategy developments for their subject/curriculum and other relevant initiatives. They demonstrate well how to apply relevant frameworks to support their planning. Knowledge of how to use literacy, numeracy and ICT skills is developing well in most areas. Within their subject/curriculum areas they are making good progress in their understanding and application of how to develop pupils skills beyond the basic. The use of literacy, numeracy and ICT to support teaching and learning is well developed and appropriate. Subject/curriculum Knowledge and understanding is very good to enable them to teach effectively across the age and ability range. Considerable understanding of material content at a very high level reflecting the needs and age /ability of the group and individual pupils as the need arises. This is firmly rooted in educational and subject pedagogy. Very good knowledge and understanding of statutory and non-statutory curricular frameworks, National Strategy developments for their subject/curriculum and other relevant initiatives. They demonstrate very well how to apply these consistently and accurately to support their planning. Knowledge of how to use literacy, numeracy and ICT skills exceptionally well in all areas. Within their subject/curriculum areas they are making very good progress in their understanding and application of how to develop pupils skills to a higher level. The use of literacy, numeracy and ICT to support teaching and learning is imaginative and well conceived.

7 Planning Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/ curriculum knowledge. They have limited experience of planning for progression. Effective learning sequences not always evident in lesson plans. Planning not always supported by Subject/Curriculum knowledge. They demonstrate a growing ability to plan for progression. Able to plan for effective learning sequences within lessons. Subject/Curriculum knowledge used to support lesson plans. Planning for progression is secure in most areas. Effective learning sequences planned within lessons and series of lessons. Good subject/curriculum knowledge used to plan lessons and series of lessons. Able to plan well for progression both within and between Key Stages. Effective learning sequences consistently well planned within lessons and series of lessons. In depth Subject/Curriculum knowledge used to enhance planning. Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills. Limited opportunities designed for development of skills. Opportunities designed for development of some skills. Appropriate opportunities provided for the development of most skills. Effective opportunities for development of all skills provided. Q24 Plan homework or other out-of-class work to sustain learners progress and to extend and consolidate their Limited range of homework or other out-of-class work planned. A range of appropriate homework or other out-of-class work planned. Homework or other out-of-class activities well planned to support class work. Homework and other out-of-class activities planned that both extend and consolidate Teaching and Learning: Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: Q25 (a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; Trainees are aware of a potential range of teaching strategies; however their range is limited and they do not use them all with equal confidence in practice. Their teaching is focused on whole class responses. Uses a small range of teaching strategies and resources, including e-learning with growing confidence. With support from an experienced teacher is able to plan to take practical account of diversity and promote equality and inclusion to a limited degree. Planning is satisfactory but there now needs to be evidence of meeting needs in delivery. Able to apply their knowledge and skills to teach relevant subjects and curriculum areas effectively, through the use of a variety of teaching strategies including ICT in a child centred curriculum. Able to show initiative when applying their knowledge and skills to teach relevant subjects and curriculum areas. Very effective teaching skills used to enhance personalised learning including e- Taking practical account of diversity and promoting equality and inclusion.

8 Continued: Teaching and Learning: Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: Able to evaluate the impact of Able to evaluate the impact of prior learning and use this to Very good trainees have high Q25 prior learning and use this to assist in planning to enable and demanding expectations, (b) build on prior knowledge, assist in planning to enable learners to meet the learning based on thorough analysis of develop concepts and Evaluation of prior knowledge learners to meet the learning objectives. pupils prior achievements. processes, enable learners is not always used to assist in objectives. Able to use this analysis to They are committed to raising to apply new knowledge, planning to enable the learning Able to use this knowledge to assist in developing concepts achievement, and know how to understanding and skills objectives to be achieved. assist in planning for individuals and processes which enable accomplish this in ways and meet learning with the help of an experienced learners to apply new appropriate to the pupils they are objectives; teacher. knowledge, understanding and teaching. skills to help raise achievement. (c) (d) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively; demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson. The trainee needs to adapt their language more to suit the needs of the learners they are teaching. Needs to extend the range of exposition and explanation strategies employed to support learners` understanding. Planning for individuals, groups and whole classes needs to be more detailed. Is beginning to understand the need to modify teaching to suit the stage of the lesson. Needs guidance to adapt their language to suit the needs of the learners they are teaching. Able to introduce new ideas and concepts clearly. Uses questioning to check whole class understanding but insecure at targeting individuals. Planning takes account of whole class and sometimes groups within the class but needs support of an experienced teacher to plan to meet individual needs. Is beginning to modify teaching to suit the stage of the lesson; there is some appropriate variety in delivery modes; needs to do more work on consolidating Able to adapt their language to suit the needs of the learners they are teaching. Able to introduce new ideas and concepts clearly. Effective use of explanations, questions and discussions. Beginning to use plenaries to check understanding and consolidate They plan for the varying needs of individuals and groups in the class and are able to differentiate their teaching accordingly. Lessons have clear sections with appropriate variety of delivery modes according to the stage of the lesson. Clearly flexible in their ability to adapt their language to suit the needs of the learners they are teaching. Able to introduce new ideas and concepts clearly. Effective use of explanations, questions and discussions. Very effective use of the plenary session. All plans are all very well matched to the needs of the varying individuals and groups of pupils taught. Planning takes account of pupil diversity and their past and current achievement. Demonstrates considerable skill and flexibility in modifying delivery modes to suit the stage of the lesson.

9 Assessment, Monitoring and Giving Feedback Knowledge and understanding Knowledge and understanding Knowledge and understanding of Knowledge and understanding of national curriculum of national curriculum national curriculum assessment of national curriculum. assessment requirements and assessment requirements and requirements and arrangements assessment requirements and arrangements including public arrangements including public including public examinations and Q11 Know the assessment arrangements including public examinations and qualifications examinations and qualifications qualification is very good. requirements and examinations and qualifications is developing. is good. Is able to make accurate and arrangements for the is shallow. Has ability to make judgements Can assess individual pupils in consistent judgements on pupil subjects/curriculum areas Shows little understanding of with support but is unclear about relation to levels of attainment and group attainment and has in the age ranges they are national levels of attainment and levels of attainment for the age and has contributed to the made a significant contribution to trained to teach, including expectations. and ability range. school s assessment the school s assessment those relating to public Requires considerable support With practice and the aid of requirements. requirements. examinations and to carry out such assessments experienced staff can carry out Can carry out such qualifications. Can carry out such assessments for the subject/curriculum areas such assessments for the assessments overall for the consistently and accurately for the and age ranges they are trained subject/curriculum areas and subject/curriculum areas and subject/curriculum areas and age to teach. age ranges they are trained to age ranges they are trained to ranges they are trained to teach. teach. teach. Q12 Know a range of approaches to assessment, including the importance of formative assessment. Q13 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. Assessment approaches are weak and not well thought out at the planning stage. Feedback is shallow and often with no clear evidence on progress and attainment. Targets are not based on individual and group needs due to lack of knowing how to improve pupils There is no clear relationship between learning objectives/outcomes and teaching style and assessment opportunity. Is aware of local and national statistical information. Has little understanding of how it can be used to improve teaching and learning in both core and examination work to monitor progress and raise attainment. Requires considerable support and guidance in this area. Uses some approaches to assessment with evidence of formative assessment beginning to be used. Demonstrates more frequent feedback being given to pupils Now needs to be more focused on the quality of the learning achieved and the targets set for both individuals and groups. More thought needs to be given to how the learning opportunity allows pupils to demonstrate what they know, understand and can do in relation to the learning outcomes. Is aware of local and national statistical information through discussion with mentors. Can only apply the information at a basic level to evaluate the effectiveness of their teaching, both for core and examination work to monitor progress and raise attainment. Requires support and guidance in Uses a varied range of approaches to assessment. Demonstrates consistent evidence of using formative assessment to progress and extend pupils Sets targets which are identified for both individual and group There is a good relationship between teaching style and assessment opportunity with thought given to monitoring the learning objectives and outcomes. Is aware of local and national statistical information. Is able to use it in certain instances to evaluate the effectiveness of their teaching, both for core and examination work to monitor progress and raise attainment. Still requires some support and guidance in this area. Uses an extensive and varied range of approaches to assessment. Demonstrates clear evidence of using formative assessment to feedback on pupils progress. Sets appropriate, challenging individual and group targets to extend There is very good use of teaching styles that clearly provide opportunity for planned assessment matched to learning objectives and outcomes. Is fully aware of local and national statistical information. Is able to use it well in certain instances to evaluate the effectiveness of their teaching, both for core and examination work to monitor progress and raise attainment well. Knows when to ask for support and guidance in this area.

10 this area. Assessment, Monitoring and Giving Feedback continued Q26 (a) Q26 (b) Make effective use of a range of assessment, monitoring and recording strategies. Assess the learning needs of those they teach in order to set challenging learning objectives. Q27 Provide timely, accurate and constructive feedback on learners attainment, progress and areas for Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs. Trainees use a limited range of assessment strategies, monitoring and recording strategies. Trainee has a limited recognition of pupil s learning needs and progress. Very little positive feedback given to ensure progress. Teaching is focused on whole class responses. Limited engagement with learners to support their reflection on their Trainees use a range of assessment, monitoring and recording strategies. With the help of more experienced teachers, trainees are able to identify pupils individual needs and progress. They are able to devise learning objectives which are appropriate to move learning on but are inconsistent in their effectiveness in this regard. Trainees mark pupils work constructively, provide helpful feedback and record and report achievement, guided by the school s practice. During routine monitoring is able to engage with individual learners / small groups and focus on the progress they are making and what they need to do next, to support Is aware of AFL strategies linked to this standard. Trainees understand and use a range of formative and summative strategies. Trainees can recognise when pupils have made progress and provide positive feedback. They use this information to devise suitable learning objectives. Trainees mark pupils work constructively. They are methodical and systematic in recording and reporting pupils achievements. Able to determine areas for Returns to learning objectives to identify learners` progress. Uses plenary to review whole class progress. Is experimenting with a range of relevant AFL strategies but does not deploy these consistently. Sets targets appropriately in marking work. Trainees are adept and confident in using a range of formative and summative assessment strategies. Trainees are skilled at providing well-focused feedback and setting clear, precise and challenging learning objectives. Trainees mark pupils work constructively. They are methodical and systematic in recording and reporting pupils achievements. Able to determine areas for Able to set challenging learning objectives. Uses a full range of appropriate AFL strategies to support learners in reflecting on their learning, identifying their progress and understanding the next steps. Engages learners effectively in identifying their progress and setting targets for their own

11 The Learning Environment Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts. Q31 Establish a clear framework for classroom discipline to manage learners behaviour constructively and promote their self-control and independence. Trainee is able to plan for a safe working environment in the classroom. Has had little involvement with the planning of out-of school activities. Implementation of the school expectations of classroom discipline is variable. Trainee has established a safe learning environment in the classroom and is beginning to involve pupils in their Trainee is aware of the procedures for planning out-ofschool activities. A clear framework for classroom discipline has been established, in line with the school s expectations. Trainee has established a purposeful and safe learning environment conducive to learning and identified opportunities for personalised Has been involved in the planning of out-of-school activities in conjunction with staff. A clear framework for classroom discipline has been established, in line with the school s expectations. Trainees consistently provide a positive climate for good behaviour and sustained work. Trainees are beginning to use a range of strategies to support independent A purposeful and safe learning environment conducive to learning has been established in the classroom so that learners feel secure and sufficiently confident to make an active contribution to their own Opportunities have been identified to personalise and extend learning through out of school contexts, where possible making links between school learning and out of school activities. Has taken responsibility for planning and delivering out-ofschool activities with the guidance of staff.. A clear framework for classroom discipline has been established, in line with the school s expectations Trainees consistently provide a positive climate for good behaviour and sustained work. Trainees employ effective classroom management strategies which ensure that there is always a highly purposeful working atmosphere, in which pupils learn collaboratively and independently at a substantial pace and enjoy what they do.

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