Know how to prepare pupils for assessment activity? Outcomes from assessments are fed back to learners allowing them to identify and address any areas of weakness Know the NC levels of attainment and use these appropriately and effectively to monitor progress and attainment and develop and extend learning? Reflective Documents Relate assessment to learning objectives, learning activities and learning Evaluations identify future learning targets based on assessment data outcomes? Lesson observations from mentors and tutors which identify that: Use a range of assessment strategies including self and peer assessment There is use of effective feedback at individual, small group and whole class effectively? level Give appropriate and timely oral and written feedback to motivate and Questioning builds on answers and pupils asked to build upon and reflect upon reinforce learning and help pupils to set targets to improve? their answers Know, understand and use available datasets to improve the quality of teaching Effective use is made AfL strategies including plenaries to identify pupil and learning and set appropriate targets for pupils? understanding Learners reflect on learning and set / review own targets Teaching is adapted based on formative assessments 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 Manage behaviour effectively to ensure a good and safe learning environment Guidance for Standard S7: Useful questions to ask when looking at the standards Where and how evidence may be demonstrated How well does the trainee: Evidence for this standard may be demonstrated by: Planning documentation which identifies that: Make use of the relevant school behaviour policy and be able to employ a range of effective strategies to secure appropriate learning behaviour, Seating plans and clear classroom routines are identified and independence so that all learners can make progress? Effective use is made of additional classroom support Planning showing consideration of clear behaviour management strategies
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 datasets to improve the quality of teaching and learning and set appropriate targets for pupils? Outcomes from assessments are fed back to learners allowing them to identify and address any areas of weakness Reflective Documents Evaluations identify future learning targets based on assessment data Lesson observations from mentors and tutors which identify that: There is 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 is made AfL strategies including plenaries to identify pupil understanding Learners reflect on learning and set / review own targets Teaching is adapted based on formative assessments 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 Guidance for Standard S7: Manage behaviour effectively to ensure a good and safe learning environment Useful questions to ask when looking at the standards Where and how evidence may be demonstrated How well does the trainee: Make use of the relevant school behaviour policy and be able to employ a range of effective strategies to secure appropriate learning behaviour, and independence so that all learners can make progress? Evidence for this standard may be demonstrated by: Planning documentation which identifies that: Seating plans and clear classroom routines are identified Effective use is made of additional classroom support Planning showing consideration of clear behaviour management strategies