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Faculty of Education and Children’s Services

Associate TeacherProfessional Journey File

2018/2019Reviewed April 2018

Contents and Templates

Section 1: Associate Teacher Information

Section 2: Associate Teacher SBL Assessment / Review

Section 3: Teachers’ Standards Assessment Criteria

Section 4: Teaching / School-based Learning File

Section 5: Appendices:

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Section 1: Associate Teacher Information

GuidanceThe Associate Teacher Information section is the beginning of your professional journey and should contain all / some of the following documents:1. GTTR Form2. Acceptance letter3. Associate Teacher Profile:4. Pre programme self-audit (against the Teacher’s Standards)5. Compliance Log

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This is to be kept as a hard copy in addition to an ecopy on AbyasaPRE PROGRAMME SELF AUDIT AGAINST THE TEACHERS’ STANDARDS:

GuidanceWe envisage this to be a useful starting point in opening up dialogue with the Associate Teachers (ATs) as to their initial experience and potential developmental needs and a subsequent initial training plan. Reflecting on the interview process, any recommendations, conditions and/or interview targets you may have received, and your experience of learning and teaching to date, can you reflect on the following, and complete the tables below.For further clarification and examples under each Standard please refer to bullet point suggestions that preface each Standard on the relevant pages below.

Teachers’ Standards

What have I seen of this Standard? What have I learnt from this experience?

S1. Set high expectations which inspire, motivate and challenge pupils:(see page 24 – 25)

S2. Promote good progress and outcomes by pupils (Impact on Pupil Progress) (see page 26 – 27)

S3. Demonstrate good subject and curriculum knowledge(see page 28 – 29)

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S4. Plan and teach well-structured lessons(see page 30 – 31)

S5. Adapt teaching to respond to the strengths and needs of all pupils (see page 32 – 33)

S6. Make accurate and productive use of assessment(see page 34 – 35)

S7. Manage behaviour effectively to ensure a good and safe learning environment(see page 36 – 37)

S8. Fulfil wider professional responsibilities (see page 38 – 39)

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PART II: PERSONAL AND PROFESSIONAL CONDUCT(see page 40)

Targets (Interview). Recommendations and conditions- How have you met them?

GuidanceThis should be completed with your Mentor / PAT and uploaded to Abyasa on completion.

Key Strengths in entering my initial teacher education programme (after reflection on the standards’ above and / or following initial discussions with your Mentor / PAT / Tutor)

Through discussion (with Mentor, PAT, Tutor), choose two or three initial targets to focus on:1.2.

3.

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You must update and load / re-upload to Abyasa the Compliance Log prior to each SBL Review Point and keep a hard copy in your Teaching File

Compliance Log

GuidanceAs part of the programme ATs will be expected to attend all sessions at University (UBL) and school (SBL). It is part of your professional responsibilities to keep a record of attendance on a daily basis. Furthermore, an accurate log of experience must be kept by ATs to ensure compliance with training requirements specific to the phase and age range for which they are training. ATs must demonstrate that they have fulfilled the ITT Criteria for School-based Learning by successfully completing the required number of days in schools (minimum 120 days PGCE / School Direct / BA QTS).

Please indicate year group / key stage per day following the example below.

NAME OF ASSOCIATE TEACHER

Week Commencing Monday Tuesday Wednesday Thursday Friday MentorSignature

Example UBL Year 2 - KS1 Year 8 - KS3 Reception - FS

Year 3/4 - KS2

signature

3rd September

10th September

17th September

24th September

1st October

8th October

15th October

22nd October

29th October

5th November

12th November

19th November

26th November

3rd December

10th December

17th December

24th December

31st December

7th January

14th January

21st January

28th January

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4th February

11th February

18th February

25th February

4th March

11th March

18th March

25th March

1st April

8th April

15th April Bank Holiday

22nd April Bank Holiday

29th April

6th May Bank Holiday

13th May

20th May

27th May Bank Holiday

3rd June

10th June

17th June

24th June

1st July

8th July

15th July

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GuidanceComplete this section as you progress through your School-based Learning (SBL). It can be completed in any order and at any time. Complete an experience log for each SBL.

School Policies: It is not always possible or desirable to take copies for your own use or reference. Nevertheless, you do need to familiarise yourself with policies and documents. Read the documents thoroughly and note key points and how specifically the policy impacts on your role as an AT within the school.

Policy Date read Policy Date readBehaviour management Safe guardingEqual opportunities E-safetyMarking and assessment HomeworkEnglish as an Additional Language Recording and reportingDepartmental Health and SafetyEducational visits OFSTED / ESTYN report

Observing pupil learning and behaviour / observing other teachers, meeting colleagues, reading policy documents

Key points / experience Impact on practice

Track EYFS pupil for a day (Early Years and Primary ATs)Track KS1 / KS2 pupil for a day (Early Years and Primary ATs)Track KS3 / KS4 pupil for a day (Secondary ATs)Observe and discuss a range of lessons with different teachers (if applicable use LO1 page 53)Shadow a teacher and/or teaching assistantVisit catchment area Primary / Secondary (Cross Phase)Meet KS2 / 3 transition coordinator (Primary)Codes of practice and home / school contractsPupil Premium

Inclusion policy and school proceduresAble children, and Gifted and TalentedEAL Policy and not yet fluent pupilsRaising achievement policy and proceduresLSA / TA deployment

Meet pastoral manager or head/s of yearMeet a governor

Meet head/deputy to discuss curriculum and/or discuss with mentor

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Area - Pastoral Key points / experience Impact on practice

Work with form tutor/class teacher

Involvement with pastoral system

Attend assemblies

Shadow break duty

Deliver a PSHEE lesson

Meet with global dimensions/ citizenship co-ordinator and discuss school policies and issues

Plan opportunities to contribute to pupils’ personal moral, spiritual, social & cultural development

Have experience of working with an EAL pupil

Subject / Curriculum Key points / experience Impact on practice

Experience of coursework moderation / assessmentWork with children with special needsWork with foundation classes (Primary/EY)

Work with KS1 classes (Primary/EY)

Work with KS2 classes (Primary/EY & Secondary)

Work with KS3 classes (Primary & Secondary)

Work with KS 4 classes (Secondary)

including experience of exam syllabuses

Experience of post 16 (Secondary)

Develop familiarity with & use of ICT resources

Gain familiarity with Health & Safety Policy

Safeguarding training

Create a display in your class which enhances the learning environment e.g. learning prompts/interactive resourcesTeach in the outdoor environment (Primary)

Teach PE/Dance/Drama (Primary)

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GeneralKey points / experience Impact on practice

Attend staff/department meeting(s) (subject to school approval)

Attend INSET day(s) (subject to school approval)

Experience compilation of pupil progress reportsAttend parents evening/s and/or review day/s (subject to school approval)

GuidanceAdd in other relevant professional developments not recorded above, as appropriate: eg courses, INSET in school, sports, music, extra-curricular activities, private tuition, previous career

Nature of professional development

Key points / experience Impact on practice

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Section 2: Associate Teacher SBL Assessment / Review

This section contains: The formal lesson observation form Review meeting form Review point reports (1-4 or Interim and Final)

Guidance:This section provides a record of all the formative and summative assessments related to ATs learning and progress.

Part 1 enables the AT and Mentor / Coach to review targets from the last review of progress meeting, discuss and identify any supporting evidence and discuss progress to date.

Part 2 provides an opportunity for the AT and Mentor / Coach to reflect on the School-based Learning (SBL) that has taken place during the week. The intention is for this to form the basis of a discussion as to how additional school-based learning, and developmental activities have had an impact on the AT.

Part 3 focuses on the impact the AT has had on pupil learning. It is envisaged this may focus on cohorts / classes / groups and on individuals (e.g. child profile children, EAL pupils etc.) but it is expected that this discussion may focus on pupil progress over time including reference to whole group / class attainment assessments, data and individual / whole class / school targets. This is also an opportunity to note and recognise any other aspects of practice progress which was not formalised as a target previously.

Part 4 provides an opportunity to set SMART targets.

Part 5 is the Associate Teacher weekly activity plan. This section enables the AT and Mentor to discuss how planned activities will meet the developmental targets identified in the review meeting and subsequent target setting. This can include lessons, professional development activities, working in other classes, group work, observations, inset, meetings etc. All time within school should be accounted for and form part of a professional development plan or activity.

Review Point Reports. These documents evidence the formal assessment review points of the programme. They provide a formative snap shot of AT progress and a final summative judgement of AT attainment (Final Review / RP4). Please ensure that your Review Points are completed on Abyasa Pro by the designated dates.

Please note all formal reviews must include a triangulation of views/dialogue between ATs, Mentors and University Link Tutor (ULT).

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Keep a hard copy and upload to Abyasa

GuidanceThis form is to be used by Mentors and University Link Tutors (ULTs) when observing ATs. ATs should keep a copy of this with the linked lesson planning documents and resources.

Refer to Teachers’ Standards guidance on characteristics identified within a single lesson.B –Beginning, D – Developing, G – Good, O – Outstanding (practice within this one lesson / episode)

LESSON OBSERVATIONAssociate Teachers should be observed formally and given written feedback on a weekly basis, though it is recognised that informal observation may be undertaken at any time. Please note NOT all Standards will be or indeed need to be assessed during each lesson observation. The AT should identify prior to the observation and circle below the focused standards. Please report on and grade QTS Focus initially, then comment on other standards as and if appropriate.Associate Teacher:

Teachers’ Standards Focus:

School: Class / Year Group (Size)

Mentor / Teacher / Tutor: Subject and Topic:

S1. Set high expectations which inspire, motivate and challenge pupils:

(S1a) (S1b) (S1c)B D G O

S2. Promote good progress and outcomes by pupils (Impact on Pupil Progress)

(S2a) (S2b) (S2c) (S2d) (S2e)B D G O

S3. Demonstrate good subject and curriculum knowledge

(S3a) (S3b) (S3c) (S3d) (S3e)B D G O

S4. Plan and teach well-structured lessons

(S4a) (S4b) (S4c) (S4d) (S4e)B D G O

S5. Adapt teaching to respond to the strengths and needs of all pupils

(S5a) (S5b) (S5c) (S5d)B D G O

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S6. Make accurate and productive use of assessment


S7. Manage behaviour effectively to ensure a good and safe learning environment


S8. Fulfil wider professional responsibilities

(S8a) (S8b) (S8c) (S8d) (S8e)B D G O

Key Strengths of Lesson (bullet points)

Dialogue arising out of this lesson (notes of discussion and actions to follow/ revisit in weekly review):

Mentor/Tutor:

Associate Teacher:

Date:

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LESSON OBSERVATION – additional notesThis form is to help mentors notes during lessons where additional space is required.

Associate Teacher:

School: Programme:

Mentor / Teacher / Tutor: Date:

Teaching approaches, strategies and organisation (use as aide memoire and tick as appropriate):Active learningChild-centred learningCollaborative learningDemonstrationDirect instructionDiscussion

Drama / role playExplanationsGuided learning (e.g. reading or writing)Independent learningKey questionsMini-plenaries

ModellingObservationPaired workPeer assessmentRecapping on prior learningReflectionSegmented learning

Self-assessmentUse of additional adultsVerbal feedbackWritten feedbackOther (please specify):

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Weekly SBL checklist - to be read in conjunction with SBL Guidance

Associate Teacher: Mentor: Draft Parts 1-3 of the review meeting form and

share with your mentor prior to the scheduled review meeting.

Arrange to meet with your AT for approximately an hour per week for their review of progress meeting.

The AT should share Parts 1-3 of this meeting with you prior to this time (this should ‘set the agenda).

In the meeting review your progress against targets (Part 1 and Part 4 from the previous review meeting).

(Part 2) Discuss how the assessments and evaluation of the lesson (LP3b) impact on your planning of subsequent lessons. This may also include detailed discussions in relation to identified learners and their progress (LP3 & child profiles).

(Part 3) Discuss your impact on pupil progress, highlighting examples, utilising the results of formative and summative assessments of individuals and groups (recorded on LP3a).

Discuss ATs progress over the previous week.A key focus should be the AT’s progress on targets identified in the previous review of progress meeting and against the standards continuum. (Part 1 and Part 4 from the previous review)

(Part 2) The formal lesson observation will inevitably feed into this meeting, it should focus more widely on developments the AT has made over the entire week, and how the AT has impacted on pupils’ progress.

(Part 3) Another key focus will be AT impact on pupil learning and progress.

For Part 4 identify new targets to address in the forthcoming week. This should spring naturally out of progress made thus far and dialogue with your mentor on your evolving practice.

With your mentor, identify when, where and how you will meet new targets- create a new weekly activity plan for the forthcoming week (Weekly Activity Plan Part 5). This should include work for your experience log, observations of other colleagues, engagement in wider school activities e.g. extracurricular activities.

For Part 4 set new targets with the AT for the forthcoming week in light of current discussion.

For Part 5 identify on weekly activity plan where, when and how the AT can work towards new targets set (you may need to assist in arranging additional opportunities for the AT: e.g. observations of colleagues, extracurricular opportunities, work in other classes/Key Stages)

In addition to the Review of progress meeting In addition to the Review of progress meeting Reflect (highlight) recent progress on Standards

log: optional- annotate where supporting evidence could be located for use in discussion.

Ensure that any progression, demonstrating consistent practice, is confirmed via a discussion with your mentor in a review meeting and is effectively logged/documented.

Verify all progress made: Targets met, in review meeting. Progress in subject knowledge- audits/ progress

against S3. Progress along the standards continuum- AT progress

is discussed and documented in the review meeting notes. Any effective supporting evidence is reviewed.

Check AT files: Are all documents up to date? Are all lesson plans and evaluations completed? Does the experience log reflect SBL? Do subject knowledge audits reflect evolving practice

and progress to date? Check Child profiles are being completed/updated with

relevant additional information to support. Sign off on the review meeting weekly (on Abyasa)

AT’s record of attendance, including time spent in other Key stages/Age Phases.

Update your subject knowledge audits (in S3) to take account of new learning/ demonstration of secure subject knowledge/ teaching experiences.

Update your Experience Log to reflect new experiences over the week. Identify new opportunities with your mentor to gain a range of experiences e.g. observation of colleagues, extracurricular (add to weekly activity sheet)

Update the Child profiles

Ensure all applicable documents are updated / uploaded onto Abyasa

• Ensure all applicable documents are updated / uploaded onto Abyasa

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GuidanceReview of progress meetings are positioned to provide an opportunity for AT and Mentor / Coach to capture and review AT progress and should occur once a week.

REVIEW OF PROGRESS meetingAT Name: Date:

Class Teacher / Subject Mentor:GuidanceIn the meeting review your progress against targets from the previous review meeting. Has the target been met consistently? Annotate / shade Standards’ continuum showing progress and referencing evidence if necessary.

Part 1 - Review of targets from last mentor meeting

Standard Target to be reviewed Progress / Evidence

S

S

S

S

GuidanceThis section provides an opportunity for the AT to reflect on the SBL learning that has taken place during the week. The intention is for this to form the basis of a discussion with the Mentor as to how additional SBL and developmental activities have had an impact on AT practice.Part 2 – Review of School-based learning (AT led)

Review of School-based Learning undertaken since the last review of progress: For example:1. Observation of good

teaching e.g. AfL2. Personal reflection3. Professional

Development Action4. SBL task

Areas discussed:

Review from lesson observations of the AT:

Other areas of discussion:

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GuidanceThis section focuses on the impact the AT has had on pupil learning. ATs should discuss their impact on pupil progress highlighting examples and utilising the results of formative and summative assessments of individuals and groups (recorded on LP3a). This is also an opportunity to note and recognise any other aspects of practice progress which was not formalised as a target previously.Part 3 - Mentor and Associate Teacher discussion: how the AT impacted on pupil learning / progress.Additional discussion of progress against the standards’ and evidence.

GuidanceATs and Mentors should identify new targets to address in the forthcoming week. These should naturally result from progress made thus far and dialogue with your Mentor on your evolving practice. The target setting should inform and respond to the forthcoming Activity Plan (Part 5) and to include 3-4 SMART targets each week (some may be carried over from the previous review dependent on progress).

Part 4 –TARGET SETTINGS – Specific M – Measurable A – Achievable R – Realistic T – Timely

Standard Target (Objective)Do not rewrite the Standard

Action to be taken (realistic)

Success Criteria / Outcome

(specific, achievable)

Date to be reviewed

(time )

S

S

S

S

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GuidanceFollowing discussions between the AT and Mentor this section should record all activities to be undertaken in the forthcoming week including; teaching, observation of other colleagues, professional development activities, SBL tasks, INSET, meetings, extra-curricular activities, etc. The activities planned should be informed by, and inform, the target setting process (part 4), and should also include work for the Compliance Log (where applicable). All time within school should be accounted for and form part of a professional development plan or activity (it is useful to note the Standard(s) in each box).

Part 5- Associate Teacher Weekly Activity Plan Week beginning

Monday

Tuesday

Wednesday

Thursday

Friday

The AT is making satisfactory progress:

Yes / NoIf no, this Associate Teacher requires Intervention (1or 2) Please discuss with ULT.

Mentor: Date:

Associate Teacher: Date:

Remember to keep a hard copy and upload to Abyasa

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SCHOOL-BASED LEARNING REVIEW POINT DOCUMENTATIONASSOCIATE TEACHER (AT) :

SCHOOL/ESTABLISHMENT Primary / EY Base Class / Year Group for the AT:

PROFESSIONAL MENTORMENTOR (Subject or Class Teacher)

GuidanceThese documents evidence the formal assessment review points of the programme. They provide a formative snap shot of AT progress and a final summative judgement of AT attainment (Final Review / RP4). Please ensure that your Review Points are completed on Abyasa by the designated dates (which will be communicated separately).

PROGRAMME

PGCE SCHOOL DIRECT Secondary, Primary, or Primary-Early Years

RP1 RP2 RP3 RP4

PGCE CORE Secondary, Primary, or Primary-Early YearsSBLA

Interim SBLA Final SBLB Interim SBLB Final

BA QTS Primary or Early Years-PrimarySBL1

InterimSBL1 Final

SBL2 Interim

SBL2 Final

SBL3 Interim

SBL3 Final

PART ONE: SUMMARY GRADING: TEACHING

B – Beginning, D – Developing, G – Good, O – OutstandingTeachers’ Standards B D G OS1: Set high expectations which inspire, motivate and challenge pupils

S2: Promote good progress and outcomes by pupils

S3: Demonstrate good subject and curriculum knowledge

S3d *Primary and Early Years only (Phonics and Early Reading)

S3e *Primary and Early Years only ( Mathematics)

S4: Plan and teach well-structured lessons

S5: Adapt teaching to respond to strengths and needs

S5d: Special Educational Needs and/or disability

S6: Make accurate and productive use of assessment

S7: Manage behaviour effectively to ensure a good safe learning environment

S8: Fulfil wider professional responsibilities

PART TWO: SUMMARY GRADING: PERSONAL AND PROFESSIONAL CONDUCTB D G O

Respect for pupils, regard for the need to safeguard pupils’ well-being

Honesty, integrity, trust and due regard for fundamental British valuesProper and professional regard to school ethos, policies & practices including own attendance, punctuality, professional dress (i.e. as appropriate within the

setting / school) and use of professional language (i.e. modelling of appropriate English to pupils)

Understanding and acting within the statutory frameworks for professional duties and responsibilitiesOVERALL GRADE for PERSONAL AND PROFESSIONAL CONDUCT

OVERALL GRADING21

GuidanceFINAL GRADINGTo be recommended for QTS - ATs will normally be graded 'G' across all the Teachers’ Standards (including all parts of S3 and Part 2: Personal and Professional Conduct). This effectively means the AT is graded as good against what is expected by the 'end of the QTS programme' and is ready to be recommended for QTS. To achieve a Grade 'O', ATs must achieve a minimum of six grade O’s against the 8 Teachers’ Standards and Grade O for Personal and Professional Conduct.In the case of any AT not attaining ‘Good’ overall, an individual Case Review, concerning all parties, will be held.

BBeginning

DDeveloping

GGood

OOutstanding

SUMMARY REPORT ON ASSOCIATE TEACHER'S ABILITY TO:S1: Set high expectations which inspire, motivate and challenge pupilsAreas of Strength

Areas of Development for the next phase of teaching and Learning / progression

S2: Promote good progress and outcomes by pupilsAreas of Strength


S3: Demonstrate good subject and curriculum knowledgeAreas of Strength


S3d *Primary and Early Years only The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach Systematic Synthetic PhonicsAreas of Strength


S3e *Primary and Early Years only The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach mathematics (please specify which topics taught)Areas of Strength


S4: Plan and teach well-structured lessonsAreas of Strength


S5: Adapt teaching to respond to strengths and needsAreas of Strength


S5d: Special Educational Needs and/or disabilityAreas of Strength


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S6: Make accurate and productive use of assessmentAreas of Strength


S7: Manage behaviour effectively to ensure a good safe learning environmentAreas of Strength


S8: Fulfil wider professional responsibilitiesAreas of Strength


PART TWO: Personal and Professional Conduct.Areas of Strength


Mentor Comments:

Associate Teacher Comments:

University Link Tutor Comments:

Has the AT been identified as making satisfactory progress? Yes No

If No, please indicate intervention(s) undertaken

Intervention 1 Intervention 2 (C4C)

Other (please detail)

SIGNATURES: DATE

Class teacher /Subject/ Mentor:

Associate Teacher:

University Link Tutor:

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Keep a hard copy in your Teaching File

Section 3: Teachers’ Standards Assessment CriteriaGuidanceThe intention in this section is for Associate Teachers to have an on-going record of meeting and exceeding the Teachers’ Standards as they apply to Initial Teacher Training. In reference to each Standard (and in order to make judgements) – notes are provided in the form of: Questions – how well does the Associate Teacher? Evidence sources (these are indicative only and other evidence may be used if appropriate); Criteria which identify Associate Teacher progress from Beginning to Outstanding.

Before a Review Point meeting, the AT completes a self-monitoring exercise against the Teachers’ Standards. They shade the progress criteria (beginning to outstanding) to indicate where they are at that point. It is

acceptable to highlight parts of criteria, where applicable, and annotate evidence sources when applicable. In a reflective discussion with their mentor (documented in the weekly review meeting) ATs discuss recent

progress and can, when requested, present evidence and justify why it shows the progress they are claiming to have made.

NB- There is no expectation that an extra evidence file should be created.

During the meeting: The AT, mentor and ULT discuss the evidence and the progress and agree where the AT is on the continuum. If necessary, the shading on the continuum is amended, based on the evidence presented. The mentor confirms via discussion and documented in the weekly review meeting notes that they agree with

the criteria met, progress made and evidence presented (when applicable). indicate

This, alongside the Compliance Log, is then used to inform the dialogue around the Review Point Document.

As with other aspects of documentation it is the responsibility of the Associate Teachers to keep the Teachers’ Standards record up to date, and also annotating and recording evidence sources.

Ensure subject and curriculum coverage audits are completed / updated and housed after S3 (page 29).

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S1: Set high expectations which inspire, motivate and challenge pupilsAspects of Associate Teachers’ performance: Self-monitoring against the Teachers’ Standards

How well does the Associate Teacher:

Establish fair, respectful, trusting, supportive and constructive professional relationships with pupils?

Help learners to show respect and sensitivity in their relationships with one another and the teacher?

Demonstrate a purposeful and safe atmosphere characterised by respect and co-operation?

Encourage pupils to try hard, recognise their efforts and have pupils take pride in all aspects of their work?

Establish high expectations of pupils’ attitudes to learning? Succeed in teaching learners to co-operate, to collaborate and listen

to others? Plan work at a suitably high level for age and ability and to external

benchmarks such as NC level descriptors that stretch and challenge all pupils?

Maintain high expectations and personalise the learning taking account a range of diverse needs through an inclusive approach?

Understand and demonstrate the values and attitudes that they expect from pupils, respect for others, positive attitude towards learning, care for the environment and social responsibility?

Resolve conflicts and individual learner’s problems sensitively to protect their self-esteem?

Establish high expectation for learner’s behaviour? Demonstrate an understanding of the needs of all pupils and

minority groups?

Evidence for this standard may be demonstrated by:

Planning documentation Clear classroom risks, resources and routines identified Resources planned to engage and stimulate sensitive the needs of

pupils Activities planned that are challenging and engaging for all pupils

Reflective Documents Evaluations reflect upon the learning environment Evaluations identify different progress between pupils and groups of

pupilsLesson observations from mentors and tutors

Health and safety risks communicated to pupils Pupils aware of tasks and on task Expectations made clear to pupils Associate Teacher is courteous to all pupils and demonstrates

enthusiasm Associate Teacher challenges inappropriate behaviour including

sexist, racist, homophobic or other inappropriate personal commentsPupil assessment records

Assessment is undertaken regularly and pupil progress monitored in order plan future learning

Include appropriate targets in pupil books

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S1: Set high expectations which inspire, motivate and challenge pupils

Standards Beginning AT Developing AT Good AT Outstanding ATa) Establish a safe and stimulating environment for pupils, rooted in mutual respect.

With advice, is able to establish a safe and stimulating environment to engage and sustain most pupils’ interest and learning.

Routinely able to establish a safe and stimulating environment to engage and sustain most pupils’ interest and learning.

Able to adopt and adapt a range of approaches to establish a safe and stimulating environment to sustain pupils’ interest in learning.

Uses innovative and creative approaches to establish a safe and stimulating environment that sustains pupils’ interest in learning.

There is evidence of mutual respect in the classroom.

Sufficient (mutual) respect for most pupils to routinely accept and follow leadership and direction.

Mutual respect allows for a range of approaches to learning and classroom organization.

Highly respected which allows a wide range of approaches to learning and classroom organisation.

Increasingly demonstratessound understanding, presence and management skills to maintain a purposeful and safe learning environment

Routinely demonstrates the necessary, understanding, presence and management skills to maintain a purposeful and safe learning environment.

Increasingly utilises an extended range of strategies to maintain a purposeful and safe learning environment.

Able to demonstrate innovative and creative strategies to set up and maintain a purposeful, safe learning environment.

b) Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

With advice and support, is able to set goals that stretch and challenge pupils of various backgrounds, abilities and dispositions, including those with special educational needs and/or disabilities, according to school context.

Able to set goals that engage most pupils in their learning including those from all backgrounds and with special educational needs and/or disabilities.

Sets goals that motivate, enthuse and challenge most pupils.

Sets goals that challenge and generate high levels of enthusiasm for, participation in and commitment to learning in all pupils.

c) Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Uses acknowledged strategies to create and sustain a positive working climate. Sets a good example through personal conduct.

Consistently demonstrates the positive attitudes, values and behaviour expected of all pupils.

Consistently and effectively demonstrates the positive attitudes, values and behaviour expected of all pupils and these show an impact on the conduct and behaviour of all pupils.

Always effectively demonstrates the positive attitudes, values and behaviour expected of all pupils and these show a positive impact on the conduct and behaviour of all pupils.

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S2: Promote good progress and outcomes by pupilsAspects of Associate Teachers’ performance: Self-monitoring against the Teachers’ Standards


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? Develop pupils’ capacity to learn from mistakes? Engage learners in setting objectives for the development of their own

learning and development?


Planning documentation Assessment data is used to inform planning Planning of high order and diagnostic questions Linking learning sequences Lesson planning takes account of wider objectives linked to social and

personal skills Lesson plans promote independent and collaborative working Structure of lesson that reflects the needs of pupils and their learning e.g.

appropriate pace and resourcesReflective Documents Evaluations identify future learning targets Awareness of social, emotional, cultural and linguistic factors that influence

pupil performanceLesson observations from mentors and tutors Observation identifies clear introduction and sequences of learning Questioning builds on answers and pupils asked to build upon and reflect

upon their answers Effective use of plenaries to reflect upon learning Pupils are attentive at the start of episodes of learning Opportunities 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 provided to pupils Building in opportunities for pupils to reflect upon their progress and identify

areas for development

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S2: Promote good progress and outcomes by pupilsStandard Beginning AT Developing AT Good AT Outstanding AT

a) Be accountable for pupils’ attainment, progress and outcomes.

With advice shows some understanding of how to monitor pupil attainment, progress and outcomes.

Able to evaluate and communicate the impact of teaching on learning outcomes for groups of pupils, including those with special educational needs and/or disabilities.

Maintains and communicates well detailed and informed evaluation of the impact of teaching which highlights the attainment and progress of the pupils in most lessons.

Systematic, in-depth evaluation of the impact of teaching takes into account and informs the contributions of others acting in support and enables pupils to make progress in all areas of learning.

Demonstrates developing ability to evaluate the impact of teaching on learning outcomes for some groups of pupils, including those with special educational needs and/or disabilities, according to school context.

Aware of school policy and practice and is broadly in line with this

Follows school policy and practice Fully understands and is able to model school-level policy and practice and guide other professional colleagues such as teaching assistants.

Is developing awareness of school policy and practice.

Provides extensive, varied examples of how sustained progression for all groups of learners has been secured.

b) Plan teaching to build on pupils’ capabilities and prior knowledge

With advice plans teaching to build on pupils’ capabilities and prior knowledge.

Broadly accurate use of evidence gathered on pupils’ capabilities and prior knowledge in the planning of teaching and learning opportunities, so that all groups of learners make some progress.

Well informed about the pupils’ capabilities and prior learning, drawing on focused assessment.

Thorough and detailed understanding of the pupils’ capabilities and prior learning based upon systematic use of focused assessment.

Plans are annotated to support progression. Plans are differentiated/ personalised.c) Guide pupils to reflect on the progress they have made and their emerging needs.

Is developing knowledge of strategies that can be used to provide feedback and set targets.

Able to identify and communicate the progress made by pupils.

Developed a detailed understanding of the pupils’ progress and their emerging needs.

Identified the personal progress and learning needs of each pupil.

With advice and assistance involves pupils in reflecting on their progress and is able to help pupils to identify their own next steps in learning.

A range of strategies used to provide feedback and set targets to enable pupils to reflect on achievements and recognise next steps.

Provide frequent, consistent and clear feedback which enables pupils to recognise and explain what they need to do next.

Pupils receive systematic and developmental feedback which enables them to identify and quantify attainment and contribute to longer-term target-setting.

d) Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Developing a knowledge and understanding of how pupils learn and how to deal with barriers to learning.

Has a developing a knowledge and understanding of how pupils learn and how to deal with barriers to learning.

Has good knowledge and understanding of how pupils learn and a clear recognition of how to deal with barriers to learning.

Has detailed knowledge and understanding of how pupils learn and how to overcome potential barriers to learning.

Demonstrates developing knowledge and understanding of how pupils learn and how this impacts on teaching

Able to use targeted interventions to facilitate learning for all groups. Able to adapt teaching to respond to the strengths and needs of all pupils.

Able to use well targeted interventions to facilitate learning for all groups. Checks pupils’ understanding and routinely adapts teaching to respond to the strengths and needs of all pupils.

Consistently able to use well-targeted interventions to secure learning for all groups. Systematically and effectively checks learners’ understanding, anticipating and enacting where intervention is needed.

e) Encourage pupils to take a responsible and conscientious attitude to their own work and study.

With advice encourages pupils to take a responsible and conscientious attitude to their own work and studyIncreasingly sets high expectations for pupils.

Sets high expectations for most pupils leading to responsible and conscientious attitudes to work and study in most pupils’ responses.

Sets high and at times challenging expectations for responsible and conscientious attitudes to work and study which are consistently reflected in the pupils’ responses.

Pupils’ are strongly motivated to meet high and consistently challenging expectations for responsible and conscientious attitude to work and study.

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S3: Demonstrate good subject and curriculum knowledgeAspects of Associate Teachers’ performance: Self-monitoring against the Teachers’ Standards


Have secure pedagogical and subject/phase related knowledge and understanding?

Have knowledge of recent NC frameworks and developments including national strategies and initiatives and critically evaluate and reflect upon the use of these?

Plan and set subject/phase related targets for individuals and groups of learners?

Break down ideas and concepts and sequence them logically to support the development of learners’ knowledge and understanding?

Answer learners’ questions confidently and accurately? Construct and scaffold learning, know when to make effective

interventions and respond to learners’ common misconceptions and mistakes?

Support learners in using and developing literacy, numeracy and ICT skills in their subject area/phase?

Demonstrate depth of knowledge and understanding of early reading, and SSP and use a range of strategies for the teaching of early reading and SSP and critically evaluate and reflect upon these?

Demonstrate depth of knowledge and understanding of early mathematics and use a range of strategies for the teaching of early mathematics and critically evaluate and reflect upon these?


Planning documentation Subject knowledge, key concepts and principles identified Lesson plans, schemes of work and resources providing examples of

how pupil literacy is being developed Differentiated resources planned and utilised

Lesson observations from mentors and tutors Demonstration of clear subject knowledge and the ability to develop

pupil understanding Use of guided reading and development of appropriate subject specific

vocabulary Questioning builds on answers and pupils asked to build upon and

reflect upon their answersPupil assessment records

Assessment includes language and literacy learning Summative, formative and diagnostic assessment of pupil

understandingAdditional evidence

Subject knowledge audits must be included in this section Curriculum coverage audits must be included in this section Assignments

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S3: Demonstrate good subject and curriculum knowledge

Standards Beginning AT Developing AT Good AT Outstanding ATa) Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

Developing understanding and use of subject knowledge in relation to their specific subject area and its place in the wider curriculum

Appropriate subject knowledge in relation to their specific subject area and its place within the wider curriculum.

Competent level of subject knowledge related to both their specific subject area and to the wider curriculum.

Highly confident and competent level of subject knowledge related to their specific subject area and the wider curriculum.

Demonstrates developing ability to foster and maintain pupil interest in the subject by delivering effective teaching episodes, supporting learner progression and addressing misunderstandings.

Is able to foster and maintain pupil interest in the subject by delivering effective teaching episodes, supporting learner progression and addressing misunderstandings.

Is able to foster and maintain increasing pupil interest in their subject and the wider curriculum as well as addressing misunderstandings.

Is able to foster maintain increasing pupil interest in the subject by delivering engaging teaching episodes, 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

Is developing understanding and shows some awareness of developments and changes in the subject and curriculum area.

Demonstrates awareness of developments and changes in the subject and curriculum area.

Promotes scholarship and further study within their subject and curriculum area.

Demonstrates good awareness and critical understanding of developments and changes in both the subject and the curriculum area.

Promotes scholarship and further study to all pupils within their given subject and curriculum area.

Demonstrates a high level of awareness and critical understanding of developments in both the subject and curriculum area.

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

Demonstrates a developing use and understanding of strategies for promoting high standards of literacy, articulacy and the correct use of standard English, in the teacher’s specialist subject

Demonstrates the necessary understanding of strategies for promoting high standards in literacy, articulacy and the correct use of standard English and is able to put these into practice

Demonstrates an established 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 early reading, demonstrate a clear understanding of systematic synthetic phonics

Demonstrates a developing understanding of the role of systematic synthetic phonics in the teaching of early reading to develop pupils’ reading skills.

Demonstrates sufficient understanding of the role of systematic synthetic phonics in the teaching of early reading to develop pupils’ reading skills.

Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading to develop pupils’ reading skills.

Demonstrates a thorough understanding of the role systematic synthetic phonics in the teaching of early reading and applies this knowledge to provide engaging and challenging learning opportunities to develop pupils’ reading skills.

e) If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.NB For ‘Early maths’ read Early and Primary.

Demonstrates a developing understanding of strategies for the teaching of early mathematics.

Demonstrates sufficient understanding of strategies for the teaching of early mathematics.

Demonstrates a good understanding of strategies for the teaching of early mathematics

Demonstrates a thorough understanding of strategies for the teaching of early mathematics.

Increasingly applies this knowledge to devise appropriate learning opportunities to support pupils’ developing mathematical skills

Applies this knowledge to devise appropriate learning opportunities to support pupils’ developing mathematical skills.

Increasingly applies this knowledge 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 to develop pupils’ mathematical skills.

*Ensure subject and curriculum coverage audits are completed/updated and housed here.*

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S4: Plan and Teach well-structured LessonsAspects of Associate Teachers’ performance: Self-monitoring against the Teachers’ Standards


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 interest that can be completed independently or with appropriate support?

Use the feedback from more experiences 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?


Planning documentation Plans which show challenging learning objectives based upon prior learning Planning shows differentiation and effective use of time Homework that is suitably challenging and engaging Planning that demonstrates an understanding of school, national curriculum,

examination requirements Lesson planning takes account of wider objectives linked to social and

personal skills Documentation supporting out of class learning Lesson plans promote independent and collaborative working

Reflective Documents Accurate evaluations consistent with colleagues judgements Reflection activities that actively seeks to improve practice Evaluations and reflections that have led to improvements

Lesson observations from mentors and tutors Observation identifies enthusiasm for teaching Observations of out of class activities Lessons utilising appropriate teaching and learning strategies

Pupil assessment records Assessment of homework consistent with subject/ school policy Appropriate and timely feedback to learners

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S4: Plan and Teach well-structured Lessons

Standards Beginning AT Developing AT Good AT Outstanding ATa) Impart knowledge and develop understanding through effective use of lesson time.

Demonstrates a developing ability to maintain the pace of learning, and is increasingly able to respond to events; showing growing confidence to adapt their teaching in order to respond to the needs of pupils.

Maintains the pace of the learning, is able to respond flexibly to events and have the confidence to adapt their teaching in order to respond to the needs of pupils.

Lesson pace and learning is well maintained and shows constructive use of time.

Learning is evident through well-paced activities

b) Promote a love of learning and children’s intellectual curiosity.

Demonstrates developing understanding of how to employ teaching strategies and resources which support pupils in developing their knowledge, skills, understanding, interests, enthusiasm and intellectual curiosity.

Employs teaching strategies and resources which support pupils in developing their knowledge, skills, understanding, interests, enthusiasm and intellectual curiosity.

Interactions are carefully planned to allow learners to develop and apply knowledge, skills, understanding, interests and enthusiasm to a range of situations.

Consistently supports all learners to develop, enhance and apply new knowledge, skills and understanding in a range of circumstances and situations.

Willing to take risks to capture interest and make learning interesting.

Takes risks when making learning interesting.

Pupils can generally see the relevance of their learning and this often stimulates their intellectual curiosity.

Pupils see the relevance of their learning and this stimulates their intellectual curiosity.

c) Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

With guidance, plans and sets appropriate homework and/or other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Understands how and can sustain pupils’ progress and consolidate learning.

Plans homework that consolidates, extends and reinforces knowledge and understanding.

Plans focused homework and out of class learning that consolidates, reinforces and extends existing knowledge and understanding and helps pupils appreciate the need to revisit learning.

Can design and set appropriate tasks. Plans opportunities for out-of-class activities which are safe and generally relevant and suitable.

Plans opportunities for out-of-class activities which are safe, relevant and suitable.

d) Reflect systematically on the effectiveness of lessons and approaches to teaching

Evaluates the effectiveness of lessons and approaches to teaching.

Evaluates and reflects in order to improve on own practice.

Uses reflective practice in discussion with colleagues, accepts and acts upon advice and support.

Critically reflective in systematically evaluating their own practice, judging its impact on all groups of learners to inform future planning, teaching and learning.

Takes and acts upon advice and accept constructive criticism to improve practice.

Assesses the effectiveness of lessons and approaches to learning, seeking advice from colleagues on how to improve, and acts appropriately on feedback and targets.

Shows ability to learn from both success and ‘failure’ by systematically evaluating practice, including its impact on pupils.

Acts upon advice and guidance to develop their professional practice.

e) Contribute to the design and provision of an engaging curriculum within the relevant subject areas.

Is increasingly able to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Works collaboratively with colleagues, and is aware of recent curriculum developments when adapting and/or developing existing curriculum.

Collaborates with colleagues and has made contributions to curricular developments.

Has contributed to curricular initiatives or developments and accepts/assumes responsibility for developing an aspect of the curriculum.

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S5: Adapt teaching to respond to the strengths and needs of all pupilsAspects of Associate Teachers’ performance: Self-monitoring against the Teachers’ Standards


Take into account the key factors that contribute to the development and well-being of learners?

Understand the extent to which different backgrounds and influences may have an impact on learning?

Know and understand the factors that can present barriers to learning, progress and well-being and how these barriers might be overcome?

Interpret and use school level data to identify targets for learners?

Know how to identify the needs of pupils and differentiate tasks, activities, resources effectively to support learners including those with special educational needs, those with disabilities, those for whom English is an additional language and those form diverse social, cultural, ethnic, religious and linguistic backgrounds?

Recognise differences in the rates of progress and attainment of pupils experiencing challenging circumstances?


Planning documentation Planning based upon prior assessments Planning identifies clear differentiation strategies Clear Assessment for Learning (AfL) strategies planned

Reflective Documents Awareness of social and emotional factors and cultural and linguistic factors that

influence pupil performanceLesson observations from mentors and tutors

Observation identifies clear introduction and sequences of learning Questioning builds on answers and pupils asked to build upon and reflect upon their

answers Effective use of plenaries to reflect upon learning Pupils are attentive at the start of episodes of learning Support staff employed appropriately

Pupil assessment records Assessment is undertaken regularly Record keeping is up to date and used formatively Use of school data e.g. FSM, EAL, SEN

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S5: Adapt teaching to respond to the strengths and needs of all pupilsStandards Beginning AT Developing AT Good AT Outstanding AT

a) Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

With advice and guidance shows knowledge of when and how to differentiate appropriately and how to use approaches which enable pupils to be taught effectively.

Lessons show evidence of having considered some individual learning needs and employ differentiation strategies that address the learning needs of some pupils and thus remove some barriers to learning.

Lessons show evidence of having considered the individual learning needs and employ differentiation strategies that address the learning needs of pupils and thus remove many barriers to learning.

Lessons show consistently strong evidence of having considered the individual learning needs and employ differentiation strategies that address the learning needs of all pupils and thus remove barriers to learning.

Lessons begin to show evidence of having considered individual learning needs and of having employed some differentiation strategies that address the learning needs of some pupils.

b) Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

Knows and is beginning to understand how a range of factors can inhibit pupils’ ability to learn. In context is developing knowledge and understanding how best to overcome these factors.

Respects and accommodates individual differences between pupils and has an understanding of how a narrow range of factors can inhibit pupils’ ability to learn, and can adapt teaching to help overcome these.

Respects and accommodates individual differences between pupils and has an understanding of a range of factors that can inhibit pupils’ ability to learn and can adapt teaching to help overcome these.

Respects and accommodates individual differences between pupils and has a very good understanding of a range of factors that inhibit pupils’ ability to learn.

Understanding is shown of the challenges and opportunities of teaching in a diverse society.

Has an appropriate level of understanding of the challenges and opportunities of teaching in a diverse society.

Has a thorough understanding of the challenges and opportunities of teaching in a diverse society.

c) Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

Knows that raising pupils’ achievement must acknowledge physical, social and intellectual development of children, and is developing awareness of how to adapt teaching to support pupils’ education at different stages of development

Demonstrates awareness of how physical, social and intellectual development can influence pupils’ educational outcomes.

Demonstrates a sound awareness of how physical, social and intellectual development can influence pupils’ educational outcomes.

Demonstrates an excellent awareness of how physical, social and intellectual development can influence pupil outcomes

d) Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Shows some understanding of the diverse needs of pupils.

Demonstrates understanding of the diverse needs of pupils.

Demonstrates sound understanding of the diverse needs of most learners.

Demonstrates an excellent understanding of the diverse needs of all learners.

Is beginning to differentiate some teaching and personalises some provision to meet individual needs of pupils and is beginning to evaluate approaches.

Is able to adjust teaching, and evaluate it, to meet the different needs of pupils.

Is able to adapt teaching effectively, and evaluate it to meet the different needs of most learners.

Is able to adapt teaching effectively and evaluate it to meet the diverse needs of all learners.

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S6: Make accurate and productive use of assessmentAspects of Associate Teachers’ performance: Self-monitoring against the Teachers’ Standards

How well does the Associate Teacher: Know the assessment requirements and arrangements

for the subjects/phase including those for examinations?

Make effective use of the schools: monitoring, assessment and recording policy?

Know how to prepare pupils for assessment activity? Know the NC levels of attainment and use these

appropriately and effectively to monitor progress and attainment and develop and extend learning?

Relate assessment to learning objectives, learning activities and learning outcomes?

Use a range of assessment strategies including self and peer assessment effectively?

Give appropriate and timely oral and written feedback to motivate and reinforce learning and help pupils to set targets to improve?

Know, understand and use available data sets to improve the quality of teaching and learning and set appropriate targets for pupils?

Evidence for this standard may be demonstrated by:Planning documentation

Clear classroom routines identified Assessment data is used to inform planning Planning of high order and diagnostic questions Linking learning sequences Lesson planning takes account of wider objectives linked to social and

personal skills Lesson plans promote independent and collaborative working.

Reflective Documents Evaluations identify future learning targets

Lesson observations from mentors and tutors The use of effective feedback at individual, small group and whole class

level Questioning builds on answers and pupils asked to build upon and reflect

upon their answers Effective use of plenaries to identify pupil understanding Learners reflect on learning and set / review own targets Observes pupil activity and makes appropriate responses

Pupil assessment records Assessment is undertaken regularly Use of tests, mock examinations and controlled assessments to provide

appropriate feedback Record keeping is up to date and used formatively Pupils know how to progress to the next level

Additional evidence Assignments

S6: Make accurate and productive use of assessment

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Standards Beginning AT Developing AT Good AT Outstanding ATa) Know and understand how to assess the relevant subject andcurriculum areas, including statutory assessment requirements

Is aware of and has some knowledge of assessment expectations in the subject area curriculum and of relevant assessment frameworks.

Recognises opportunities for, and carries out, assessment of relevant subject knowledge of the pupils they teach.

Uses well developed subject knowledge and accurate assessment of pupils’ prior skills, knowledge and understanding to plan effectively and set challenging tasks.

Draws on excellent subject knowledge to plan and set challenging tasks based on accurate assessment of learner’s prior skills, knowledge and understanding.

Has developing knowledge of the statutory assessment requirements.

Demonstrates knowledge and understanding of the statutory assessment requirements and, with guidance, can make accurate assessments against benchmarks

Carries out assessment of relevant subject knowledge effectively, and demonstrates a good understanding of statutory assessment requirements and makes accurate assessments.

Assessment carried out effectively, and demonstrates an excellent knowledge of statutory assessment.

b) Make use of formative and summative assessment to secure pupils’ progress

Has developing knowledge of a range of formative and summative assessment strategies to secure pupil progress, including those with special educational needs/and or disabilities. Is beginning to apply some of these.

Uses appropriate opportunities for formative and summative assessment to secure pupil progress including those with special educational needs/and or disabilities.

Makes frequent use of a range of formative and summative assessment methods to secure individual pupils’ progress; can give examples of how they have secured progression for all groups of pupils, including those with special educational needs and/or disabilities.

Accommodates individual pupils’ differences in their use of a range of formative and summative assessment to secure progress; can give extensive and varied examples of how they have secured and sustained progression for all groups of pupils, including those with special educational needs/and or disabilities within a lesson and over a sequence of lessons.

c) Use relevant data to monitor progress, set targets, and plan subsequent lessons

Knows what assessment data is available for pupils in order to monitor progress, set targets and plan lessons.

Uses relevant data to monitor progress, set targets and plan subsequent lessons.

Uses a range of relevant data to monitor progress, set targets and plan subsequent lessons.

Uses a range of relevant data to monitor pupil progress and set targets.Lesson planning is informed by how well pupils meet targets.

Has developing knowledge of different kinds of assessment to secure and monitor progress, give feedback, set targets and plan subsequent lessons.

Records of pupil progress and attainment are maintained.

Records of pupil progress and attainment are kept up to date and used to inform future planning and target setting;

Records of pupil progress and attainment are up to date, detailed and used to inform future planning and target setting.

Broadly makes accurate use of assessment demonstrating secure knowledge of different kinds of assessment to secure and monitor progress, give feedback, set targets and plan subsequent lessons.

Assesses pupils’ progress regularly and accurately; discusses assessments with them so that learners know how well they have done and what they need to do to improve.

d) Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

With guidance, can give informed feedback and guidance for progress in a manner which encourages pupils to respond to the feedback

Recognises and uses appropriate opportunities to give pupils regular oral feedback and written comments.

Uses a range of methods to give pupils regular and constructive feedback.

Uses and analyses a range of methods to give pupils regular and constructive feedback.

Pupils are encouraged to respond to feedback. Pupils are encouraged and given time to respond to constructive feedback.

Pupils are encouraged and given time to respond to constructive feedback which is then reflected in their progress

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S7: Manage behaviour effectively to ensure a good and safe learning environmentAspects of Associate Teachers’ performance: Self-monitoring against the Teachers’ Standards


Make use of the relevant school behaviour policy and be able to employ a range of effective strategies to secure appropriate learning behaviour, self-control and independence so that all learners can make progress??

Ensure that pupils know the boundaries of acceptable behaviour and understand the consequences of their actions?

Minimise the impact of negative behaviour of some pupils on teaching and the learning of others?

Establish and maintain effective relationships in the classroom between teacher to pupil, other adult to pupil and pupil to pupil?

Understand the link between learners’ behaviour and their involvement and engagement with learning?


Planning documentation Seating plans and clear classroom routines identified Planning showing the effective use of additional classroom

support Planning showing consideration of clear behaviour

management strategiesReflective Documents Evaluations identify future learning targets Awareness of social and emotional factors and cultural

and linguistic factors that influence pupil performanceLesson observations from mentors and tutors High expectations and effective and appropriate behaviour

management strategies observed Variety of styles, variation of tone and language

appropriate to audience Effective relationships with pupils being developed School policies for behaviour used appropriatelyPupil assessment records Records of sanctions and disruptive pupils maintained

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S7: Manage behaviour effectively to ensure a good and safe learning environmentStandards Beginning AT Developing AT Good AT Outstanding AT

a) Have clear rules and routines for behaviour in the classroom, and take responsibility for promoting good and courteous behaviour in the classroom and around the school, in accordance with the school’s behaviour policy

Increasingly establishes rules and routines in accordance with the school’s behaviour policy

Clear rules and routines for behaviour in the classroom applied in accordance with the school’s behaviour policy.

Clear rules and routines for behaviour are well-established and implemented consistently in accordance with the school’s behaviour policy.

Pupils demonstrate a shared understanding of rules and routines for behaviour which are embedded and implemented consistently in accordance with the school’s behaviour policy.

Developing responsibility for promoting good and courteous behaviour in the classroom and around school.

Takes responsibility for promoting good and courteous behaviour in the classroom and is beginning to do so around the school.

Consistently reinforces good and courteous behaviour in the classroom and around the school

Actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and cooperation

b) Have high expectations of behaviour and establish a framework for discipline, consistently and fairly, with a range of strategies, using praise, sanctions and rewards consistently and fairly

Evidence of high expectations of behaviour. High expectations of behaviour are evident. Maintains high expectations of pupils’ behaviour. Sustains high expectations of behaviour which are integral to learning.

Increasingly manages behaviour in lessons in orderly & positive ways by using praise and sanctions.

Establishes a framework for discipline, deploying strategies, including the use of praise, sanctions and rewards applied consistently and fairly.

Establishes and maintains an effective framework for discipline, consistently and fairly incorporating the use of praise, sanctions and rewards.

Establishes and maintains a very effective framework for discipline, consistently and fairly, using a wide range of strategies.

c) Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

With advice they can manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Manages, involves and motivates classes effectively using approaches which are appropriate to most pupils’ needs.

Demonstrates a wide range of approaches in managing, involving and motivating classes in ways appropriate to pupils’ needs.

Manages a high level of pupil motivation, involvement and engagement throughout the lesson using a wide range of approaches appropriate to pupils’ needs.

d) Maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary

Developing ability to establish effective and appropriate relationships with pupils.

Maintains appropriate relationships with most pupils creating a supportive learning environment.

Makes timely and appropriate interventions to maintain good discipline.

Strong relationship with pupils ensures a productive and inspiring learning environment.

Is gaining confidence and interventions are increasingly effective.

Is able to exercise appropriate authority and act decisively when necessary.

Ensures that any matters relating to pupil behaviour are addressed immediate thus maximising their learning.

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S8: Fulfil Wider Professional Responsibilities Aspects of Associate Teachers’ performance: Self-monitoring against the Teachers’ Standards


Involve themselves in the wider role of the school through pastoral/form tutor work. PSHCE, assemblies, out of school learning, extracurricular activity, staff meetings and CPD activity?

Seek support and communicate effectively with other colleagues?

Recognise the value, expertise and benefits to learning of co-operative working?

Plan for, brief and deploy effectively other adults in and out of the classroom?

Review their professional learning and practice on a regular basis and identify strategies to improve?

Seek out guidance and support from mentors and other colleagues and use the feedback to improve practice?

Promote equality of opportunity and diversity in teaching and learning?

Demonstrate sensitivity to home background, ethnicity, culture and religion when communicating with parents and carers?

Acknowledge the contribution that parents and carers can make to the children’s learning and wellbeing despite home circumstances or experiences of education?


Planning documentation Participation in jointly planned activities Development and sharing of resources

Reflective Documents Effective use off feedback from mentors/tutors Identification of professional development (CPD) needs Evaluate and act upon advice and suggestions

Lesson observations from mentors and tutors Participation in wider school activities Taking of assemblies, form time, PSHCE Consultations with parents, pastoral staff, SENCO, other teachers to support

and plan for the pupils they teach Team teaching Understands and implements whole school policies e.g. dress code,

communication with parents, assessment and recording proceduresPupil assessment records

Parents consultation and general communication with parents in line with school policy and procedures

Additional evidence Assignments and audits

S8: Fulfil Wider Professional Responsibilities

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Standards Beginning AT Developing AT Good AT Outstanding ATa) Make a positive contribution to the wider life and ethos of the school

With advice is identifying opportunities where a positive contribution to the wider life and ethos of the school can be made

Beginning to contribute positively to the wider life and ethos of the school.

Proactive about making a positive contribution to the life and ethos of the school.

Are proactive and make a significant contribution to the wider life and ethos of their school.

Has knowledge of teachers’ legal responsibilities

Has an understanding of teachers’ legal responsibilities.

Has a good understanding of teachers’ legal responsibilities.

Has a clear understanding of teachers’ legal responsibilities.

b) Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Has an awareness of the roles and responsibilities of colleagues.

Understands the roles responsibilities of different colleagues.

Consults with the different colleagues as appropriate knowing when to draw on their help and advice.

Effectively consults with the different colleagues as appropriate knowing when to draw on their help and advice.

Increasingly utilises other colleagues’ expertise when necessary, including those with responsibility for special needs and disabilities.

Consults with and can utilise other colleagues’ expertise when necessary including those with responsibility for special needs and disabilities.

Effectively utilises the expertise of other colleagues when necessary including those with responsibility for special needs and disabilities.

c) Deploy support staff effectively

Is developing the ability to deploy support staff effectively to facilitate pupil learning.

Has some ability to deploy support staff effectively to facilitate pupil learning.

Able to deploy support staff effectively to facilitate pupil learning for all groups.

Clear evidence of effective professional relationships with support staff that demonstrate collaborative working and deployment of support staff to maximise the learning of all pupils.

With advice has consulted with support staff in planning and classroom delivery.

Evidence of consultation with support staff in planning and classroom delivery.

Evidence of collaborative work with support staff to facilitate pupils’ learning.

d) Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.

Is beginning to take responsibility for improving teaching through appropriate professional development, and takes and acts on advice to advance own professional development.

Engages with own professional development. Proactive with their own learning and professional development.

Proactive with their own learning and professional development in order to improve teaching.

Acts upon feedback from colleagues. Shows willingness to take advice and feedback from colleagues and engage in discussion about improvements and areas for development.

Shows willingness to take advice and act upon feedback from colleagues and engage in discussion about improvements and areas for development.

Are open to coaching and mentoring and respect the advice and guidance offered by colleagues; 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

With guidance and support is able to communicate with parents with regard to pupils’ achievements and well-being.

Communicates adequately with parents and carers about learners’ achievements and well-being.

Communicates well with parents and carers about learners’ achievements and well-being.

Communicates very effectively with parents and carers about learners’ achievements and well-being.

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Part 2 of Teachers’ StandardsPersonal and Professional Conduct

Standard Prompts Areas specific to this section will be exemplified by Associate Teacher teachers when they are: Teachers uphold public trust in the

profession and maintain high standards of ethics and behaviour, within and outside school, by treating pupils with dignity, building

relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach

Teachers must maintain high standards of attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

punctual and prepared for lessons following procedures for reporting their own absence or lateness, and making suggestions for cover work for their classes registering classes and coding absences helping children and young people to become confident and successful learners addressing the class in ways which demonstrate authority and mutual respect; e.g. learning pupil names and using them aware of relevant issues in the classes they teach and talking with support staff and pastoral staff about the needs of

pupils discussing any concerns about children with relevant colleagues e.g. notify the relevant member of staff relating to

academic and pastoral matters (usual class teacher/form tutor for emotionally distressed pupils) meeting with the SENCO and other support staff to ensure understanding of schools’ approach to SEN and disability sensitive to social background, ethnicity and religious beliefs when interacting with children. This may be evident in

lesson observations and/or their evaluations. clear which of their own personal beliefs may be sensitive and plan ways to respond to pupils if they arise within the

school situations taking responsibility for maintaining the quality of their teaching practice, upholding the values of the teaching profession

and working as part of a team and co-operate with other professional colleagues dealing appropriately with incidents of intolerance or prejudice when they arise in the classroom or elsewhere in the

school e.g. racism, homophobia, sexism, religious prejudice, personal appearance demonstrating an understanding of the child protection procedures in the school clear who to contact when issues arise e.g. know who the named child protection person is within the school and follow

policy relating to child protection knowledgeable about the relevant school policies and statutory regulatory frameworks in relation to promoting

values/ethos and able to explain how these policies inform their own planning and teaching e.g. in relation to EAL, SEN, literacy, behaviour; and promoting good relations between groups

aware of cyber bullying and prevention schemes aware of fire procedures, health and safety measures, first aiders etc. aware of their statutory professional responsibilities including the requirement to promote equal opportunities and to

provide reasonable adjustments for pupils with disabilities, as provided for in current Equalities legislation aware of any tensions or difficulties in the school as a whole or in the classes they teach, and know what to do about this putting the wellbeing, development and progress of children and young people first demonstrating respect for diversity and promote equality and striving to establish productive partnerships with parents

and carers demonstrating honesty and integrity and uphold public trust and confidence in the teaching profession

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Section 4: Teaching / School-based Learning FileGuidanceThe Teaching File(s) should be a working document which comprises lesson plans, medium-term plans, evaluations, records of assessments, resources and other materials that will need to be organised on a daily basis.

The File(s) should: Be clearly divided into sections; Updated daily and with the AT in school for inspection by your Professional Mentor, Class teacher and

University Tutor; Shared with your Class teacher at least once a week, especially with regard to your assessment and planning

The File is a professional document and therefore: Is shared only with those in the professional setting including the ULT; Is free of spelling and grammatical errors and can be word processed or be handwritten. (All handwriting

must be legible); Conforms to the principles set out in the Faculty Ethics Code referenced in your Programme Handbook.

Children must be referred to by their first name only. Photographs of children should only be taken under the direction of the Professional Mentor / classteacher,

and must remain the property of the school/setting. The AT must not use his / her own camera to take photographs of the children. Photographs of children participating in PE, games or swimming must not be taken under any circumstances.

Please NoteIt is essential that your initial planning is shared with your Professional Mentor / classteacher before teaching begins.

Planning:The following proformas are to be completed by the AT and can be used as evidence to support progress towards the Teachers’ Standards. Guidance is given for each form.

a) LP1 or EYLP 1 / 2 – Lesson Planb) LP2 or EYCI or EYAI – Lesson Planc) LP3a and LP3b – Assessment of Child / Pupil Learning and Evaluation of teachingd) LP4 – Planning with an additional adulte) MTP1 or EYMTP1 – Medium Term Planningf) LO1 – Lesson Observation (for observing other teachers / colleagues)g) CP1 – Child profile

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keep a hard copy in your Teaching File

LP1: LESSON PLAN

GuidanceThis should be completed by the AT for every lesson / group work that they take responsibility for teaching.

Name: Class: No: Date:

Commentary moving forward:Consider this section from your previous lesson evaluation, extract the key points that you reflected on and therefore informed/ impacted on your planning (and planned delivery) of this lesson and summarise here:

Learning Objectives:What will be learnt? (At least one)Content / Concepts

Learning Outcomes / Success Criteria:What learners need to do to demonstrate achievement of the learning objective

Key Vocabulary and Language

Assessment Opportunities:What will you do to obtain evidence to confirm learning outcomes have been achieved?

1 1

2 2

3 3

Specific needs (as indicated by prior learning and knowledge of the children): Teaching approaches, strategies and organisation (use as aide memoire and tick as appropriate):Active learningChild-centred learningCollaborative learningDemonstrationDirect instructionDiscussion

Drama/ role playExplanationsGuided learning (e.g. reading or writing)Independent learningKey questionsMini-plenaries



Resources (other than those standard to the teaching space) / Health and Safety:

MISCELLANEOUS: Cross curricular links etc.

Area of Learning / National Curriculum Reference (where applicable)

Teachers’ Standards

Focus

S

S

S

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keep a hard copy in your Teaching File

Early Years LP1 / 2 LESSON PLAN

Area of Learning and Development / CoL: Lesson / Theme / Activity title:

Name of adult and role:

Date:

Time:

Length of session:

Age phase and no of children:

Suggested Teaching Standards focus for the activity:S:S:

Teaching approaches, strategies and organisation (use as aide memoire and tick as appropriate)

Active learningChild-centred learningCollaborative learningDemonstrationDirect instructionDiscussion

Drama/ role playExplanationsGuided learning (e.g. reading or writing)Independent learningKey questionsMini-plenaries


Self-assessmentUse of additional adultsVerbal feedbackWritten feedbackOther (please specify)

Commentary moving forward (Anything you noticed through observation as part of previous learning / evaluation that will inform / support the children’s learning in this plan? This may be extracted from LP3 a / b)

Key Questions and language: (Think how you are enhancing the children’s vocabulary and understanding / think about the age appropriateness of what you say. Use of open-ended and high-challenge questioning; reflect on how your questioning has sup[ported learning)

Organisation (Who introduces the activity e.g. AT / class teacher / classroom assistant / other adult? How will the children be organised during activity e.g. directed / free choice / as individuals / in groups / whole class / in a base / outdoors? Also consider is this activity for the whole class / small group / following child’s interest?)

Differentiation (Consider SEN&D, EAL, PP, able children, equal opportunities here. Ask yourself how each activity allows for different learning preferences and what choices there are available to the children e.g. choosing whether to work independently or in a pair / choosing whether to work at a pc or writing in a conventional way / choosing where to work i.e. on the carpet or at a table)

Input/Modelling (This should be designed to catch the children’s attention. How will you introduce the session? What stimuli will be provided e.g. visual aid, story, objects, visit, visitor, song, poem)

Activity (How will you develop the stimuli? What is the learning? Think about your role, other adults’ role and the children’s role: possible adult roles - observe, interact or intervene? What will the children do? Directed play, activities, games etc)

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Continuous (enhanced) / possible extensions / developments (It is expected that most adult initiated activities will be followed by an opportunity for children to revisit in Enhanced Provision. Consider activities that you have modelled in a previous lesson / activity that can become CP/Enhanced activities and allow choice e.g. using a part of the role play area or playing a game as a group. Link with learning; a challenge you would like the children to attempt)

Assessment opportunities (AfL) (Who? What? How? When? Who will you observe? Consider areas you will focus on. How will you assess and how will you know if they have understood? Success Criteria. When will you assess? Answer each of these questions)

Personal Professional Reflection (this is to support the annotation you have made on the activity plan. WHAT went well and why? What are you ‘taking’ into your continued practice? Areas for further development/targets. Consider/reflect if what took place shows evidence towards other Teaching Standards that you did not identify for observation)

Overarching Principles:1: Unique Child 2: Positive Relationships 3: Enabling Environments 4: Learning and Development

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LP2: LESSON PLAN – Working Plan

GuidanceThis is the form used to deliver the lesson. It should show enough detail so that another adult can teach the lesson. It is suggested that bullet points (instructions) are used. There may be other forms of planning (e.g. PowerPoint presentation, handouts etc.) which may supplement or replace this form (however PowerPoints or other formats must also contain supplementary notes provided which clarify the points included on LP2)

This proforma should show continuity with LP1 in that this clearly indicates where during the lesson Learning Objectives and outcomes are covered / assessed. In this plan there should be specific detail to the types of strategies that are being used. The AT can annotate on these plans during the lesson or when evaluating the lesson so the AT can show where adaptations have been made whilst teaching.

Time (approx.)Learning Objectives (number)

Learner Activity:What are the learners doing? What is strategy for learning? What is the differentiation for the activity?Teacher Activity:Including class management, organisation, teaching points and questions (Note, this column may be split in 2 if this benefits the AT)

Role of additional adults(note activity, resources, vocabulary and key questions)(LP4 should be used at the beginning of training, and until agreed otherwise)

Learning outcomes addressed:

Assessment opportunities:Assessment of learning; How will evidence be recorded?

Homework set:

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Early Years Child Initiated (EYCI) Planning

GuidanceThis document can be used in place of LP2 if appropriate to the setting. You will still need to complete LP1.

Date: Time: Duration:

Context: (Number of children, area of setting, resources, relevant previous experience, adult in area etc).

What learning did the children show through their actions or communication? (Provide evidence of what you observed)

What enabled the children to experience new learning? (Resources, sensitive intervention by yourself, organisation, previous input etc.)

How did you support and/or extend this learning? (e.g. did you listen and respond / follow children’s suggestions / model your thinking to encourage their thinking / did you ask open that enable children to show their thinking?)

What needs to be provided to take this learning forward? (adult support, planning, resources, organisation etc)

Evaluation: How successful were you in supporting the children’s learning? (Did you differentiate the support according to individual needs? If you were to observe a similar child initiated activity how might you improve the way in which you provide support?). Please still complete LP3 a and LP3 b


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Early Years Adult Initiated (EYAI)

GuidanceThis document can be used in place of LP2 if appropriate to the setting. You will still need to complete LP1.

Name of child / children: Child-initiated / interest:

Or

Key person / teacher:

Date: Adult focus (LO supported by a link to phases of development)

Observation Next Steps Characteristics of effective learning

What learning did the children show through their actions or communication? (Provide evidence of what you observed)

What enabled the children to experience new learning? (Resources, sensitive intervention by yourself, organisation, previous input etc.)

What needs to be provided to take this learning forward? (adult support, planning, resources, organisation etc.)

How successful were you in supporting the children’s learning? (Did you differentiate the support according to individual needs? If you were to observe a similar child initiated activity how might you improve the way in which you provide support?)

How did you support and/or extend this learning? (eg did you listen and respond / follow children’s suggestions / model your thinking to encourage their thinking / did you ask open questions that enabled children to show their thinking?)

Playing and exploringActive learningCreative and thinking criticallyPrime areas Specific areasPersonal, social and emotional development

LiteracyReading

Making relationships

WritingMathematics

Self-confidence and self- awareness

Numbers

Managing feelings and behaviour

Shape, space and measures

Communication and language

Understanding the world

Listening and attention

People and communities

Understanding The worldSpeaking TechnologyPhysical development

Expressive arts and design

Moving and handling

Exploring and using media and materials

Health and self-care Being imaginative


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LP3a: Assessment of Child / Pupil Learning

GuidanceAn evaluation should be completed for every lesson / group work taught in order to ‘feed forward’ and inform future planning. Completing the evaluations are key to noting the finer details and reflections on the lesson. It is advised that the evaluations are written the same day. Evaluative comments / annotations can be made on lesson plans and referred to on LP3a. LP3b should provide the focus for the AT going into the next lesson in the cycle. (Key points are extracted and summarised on the subsequent LP1).

Assessment of individual learnersIndividual / Group /

ClassLO1 LO2 LO3 Commentary: to include specific comments relating to the learning that has been assessed, areas of difficulty and how this will be

addressed in the following lesson, and unintended learning and consequences.

Key: x - not meeting √ - exceeding

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LP3b: Evaluation of Teaching

Please reflect on Teachers’ Standards focus:(As a result of the responses from the learners and the experience during the lesson, do you need a change in the standards focus reflection here?)

Commentary on the lesson:Comments relating to what went well and what the emerging development areas are.To include reference to the lesson plan, the quality of my subject knowledge, the teaching strategies/approaches used, and assessment of the pupils’ learning.

Commentary moving forward:As a consequence of what you have learnt about your teaching, what are you taking forward into the next lesson? (Key points from this section will be extracted and summarised on the next lesson plan in the sequence)

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LP4: Planning with an Additional Adult

GuidanceThis form should be completed prior to every lesson that an additional adult is working in the classroom. This should give the additional adult clear focus and understanding of their role in the lesson. This needs to be discussed prior to the lesson, and completed with the additional adult afterwards as part of the evaluation process.

Planning with an Additional AdultDate Lesson / Focus

Objectives1

2

3

Activity (a brief account of the activity and the AA’s role in any whole class introduction, shared reading, mental and oral, etc.)

Resources needed

Key vocabulary to use

Key questions to use

For completion by the Additional Adult after group workNames(First name only)

LO Achieved or made good progress

Needs additional assistance

Notes / Targets

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

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MTP1: Medium Term Plan / Series (sequence) of lessons

GuidanceThe AT should be able to provide evidence that they can engage with the curriculum and plan for sustained teaching over the medium term. Please refer to specific programme guidance for the expected number of Medium Term Plans required per SBL.

There should be evidence of: engagement with the curriculum; planning for continuity and progression; a range of teaching strategies; differentiation; inclusion; assessment.

Programme of Learning ExperiencesLesson no.

LEARNING OBJECTIVES(to be refined in Lesson Plan)

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES & ASSESSMENT OPPORTUNITIES

POINTS TO NOTE(EG: key points, concepts; health & safety, literacy, numeracy, EAL. ICT, MISC.)

Pupils should learn to: Teachers should plan to: Pupils should demonstrate they can:

Teachers should consider how to:







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Early Years Medium Term Planning (EYMTP1):Medium Term Plan / Series (sequence) of lessons

GuidanceThe AT should be able to provide evidence that they can engage with the curriculum and plan for sustained teaching over the medium term. Please refer to specific programme guidance for the expected number of Medium Term Plans required per SBL.

There should be evidence of: engagement with the curriculum; planning for continuity and progression; a range of teaching strategies; differentiation; inclusion; assessment.

Class: FS1 / FS2 (Nursery / Reception) Age phase of children: Number of Children: Area of Learning: Adults: (teacher / TA / other)Characteristics of Effective Learning

Learning Intentions and Outcomes (which part)

Success criteria:Links to other Areas of Development: (Prime: PSED/ C&L/ PD and / or Specific: Literacy M / U of the W / Exp A&D)Playing and exploring

Active LearningCreative and thinking criticallyTeacher directed warm-up: Carpet time / small group – specify (rhymes / songs / conversations / dialogue / stimuli – hook)

Activity / Lesson session no

Learning Intentions and Outcomes (objective in your own words)

Content / key points Language for Adult-Directed Teaching (and opportunities for dialogue )

Activities (that support Learning Intentions / Outcomes and differentiation) Resources

Continuous (enhanced) Provision an opportunity to continue learning usually without the support of an adult extension activity / self-chosen or on-going previous adult modelled activity. Link with learning; a challenge you would like the children to attempt)

Points to note eg: indoor / outdoor / combination, particular use of resources, H&S, particular role of adults (observation)

1

2

3

4


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LO1: Colleague Observation

GuidanceThis form is used to make notes whilst observing colleagues in school. These observations are professional development activities and there should be an agreed, clear focus for each observation.

Observation with a focus of your choice- e.g. Teaching Strategies / Class Management / SEND / QuestioningYear: No of children:Lesson Objectives

Learning and Teaching Strategies(can be changed in line with focus)

Class Management and Behaviour Management of specific children or groups(can be changed in line with focus)

At the beginning of the lesson

During the lesson

At the end of the lesson

Teaching approaches, strategies and organisation(use as aide memoire and tick as appropriate):Active learningChild-centred learningCollaborative learningDemonstrationDirect instructionDiscussion

Drama / role playExplanationsGuided learning(e.g. reading or writing)Independent learningKey questionsMini-plenaries



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GuidanceAims: Enable Associate Teachers to gain a greater understanding of assessment, target setting and tracking of

children’s progress. Enable Associate Teachers to gain a greater understanding of factors that affect children’s attainment.

Outstanding ATs will: Demonstrate a degree of autonomy and initiative in addressing the above Liaise with the appropriate colleagues in school in support of the child’s learning.

Child profiles are NOT the same as pupil tracking exercises commonly undertaken at the beginning of a placement. Child profiles are best completed once you have familiarised yourself with your classes, taught some lessons and developed a relationship with the pupils you are teaching.

In selecting appropriate pupils for child profiles, it advised to consider the pupils who are frequently mentioned in your lesson evaluations. Why do they appear so often? Why have the efforts you have made so far, to address the issues, not been successful?The Child Profiles are your opportunity to: examine more closely the circumstances of these pupils; develop an understanding of the school data regarding them, which should in turn enable your own pedagogical decision-making, in relation to these children, more informed and evidence-based.

The proforma enclosed is a suggested starting point for documenting this process. Please note that you must complete at least TWO per placement.

The key questions to consider are:1. What appear to be the challenges these pupils face? (S5b)2. How exactly is this affecting their work and attainment? (S5b)3. What does attainment data over time suggest? (S6c)4. What do the pupils themselves say when you speak to them? Are they asking for any support directly, or

indirectly? (S2c)5. How far have other colleagues involved in the teaching or pastoral care of these pupils noticed similar

challenges? (S8b)6. Is there a coordinated whole school plan for supporting these pupils? (S5d)7. What research might relate to these issues and what does it recommend for practitioners facing these

difficulties? (S5b; S5d)8. Have you engaged the pupils in conversations to generate a more trusting relationship? (S1a)9. What are the implications for planning for this pupil? (S5b)10. Can I show the impact of this in my lesson planning and in improved outcomes for these pupils? (S2d)11. Is there scope and interest for a more developed focus on this as a case-study in a practitioner enquiry or

research investigation? (S3b)

Child Profiles – examples of possible additional content Records of pupil tracking Details of qualitative and quantitative targets (and assessment made in relation to these) Examples of summative and formative assessment that has been completed (e.g. using APP) Work samples (annotated to demonstrate relevance)

Where work samples are included, they should be annotated in an analytical way, with direct reference made to the child’s attainment and / or targets.

The evidence in the Child Profiles should enable ATs to provide a very detailed verbal or written report at the end of SBL which highlights the child’s strengths and weaknesses, progress towards targets and areas for development. ATs should be able to identify factors which have had an impact on the child’s learning and reflect on the impact of their teaching.

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Child Profile ProformaGuidanceThis is a suggested proforma. Please also make reference to, or enclose, additional supplementary documentation that relates to the child (e.g. annotated examples of his / her work; actions from any individual education plan; key quotations from relevant research etc)

Pupil’s identifier: (initials or alias)

Year group and date of birth: (younger or older in year group?)

Summarise what appears to be the difficulties this child faces from your experience.(Refer to your lesson evaluations if relevant)

How exactly is this affecting their attainment?(Refer to examples of pupil work if relevant)

What does attainment data the school holds imply in relation to the child?(Check in other subject areas or where there is available data)

What does the school know about the child that might be relevant?(Is there any SEND? Are there other relevant circumstances?)

What insights have you gathered from speaking with the child that might affect directly or indirectly the challenges they have?

What insights are there from other colleagues who teach the child?

What findings are there from relevant research into this area or these difficulties?

In dialogue with your mentor, how might you need to approach your teaching now?(Please annotate lesson plans to show your adjustments and record in your evaluations the impact it is having)

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Keep hard copy

Section 5: AppendicesGuidanceAT must complete and revisit subject and curriculum audits on a regular basis throughout the Programme.

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