S2a,b,c,d,e Be able to share, both in a Practise talking impact Use all the information gleaned to plan for successful written sense and verbally, with a friendly other within the progress and outcomes. the impact that my teaching department. has on pupil progress. Annotate lesson plans after evaluation. Why am I planning to teach a particular theme/skill in a particular way? S4a AND b Plan for well-paced and Be observed at ease with Lessons are well and transitions are clear. well-structured lessons pupils, using modelling Evaluations show evidence that I have been willing to take which demonstrate a approaches to develop their risks. approach. learning and understanding. ‘scaffolded’ S4b Develop understanding Start to use word bubbles, Pupils feel valued, they are enthusiastic about the work of relevance and how what I whiteboards, post it notes they are involved in with you, their skills and knowledge am doing with them is for short sharp evaluation. progress as is their eagerness to learn. significantly adding to their Ask the pupils for validation progression and ask them to evaluate their learning and your teaching. S5a Use a differentiated approach Lesson plans show detail of I plan lessons that are appropriately pitched and my in order to remove barriers to differentiation teaching shows evidence of my consideration of pupil’s learning individual learning needs. S5a, S5b, Be able to talk about the Reflect on this, both in Lesson plans, evaluation and reflection show evidence AND 5c that pupils achieve the learning outcomes I set and know practices I use to enable lesson evaluation and in what to do to support progress. pupil to learn. Link annotated lesson plan for learning outcomes to final this lesson and for future outcomes. lessons. S6b Understand and use Plan to use varied Observations show evidence of formative assessment. I formative assessment. assessment modes and can discuss and give examples of how I secure pupil promote formative progress. assessment within each teaching episode
S2a,b,c,d,e Be able to share, both in a written sense and verbally, the impact that my teaching has on pupil progress. Why am I planning to teach a particular theme/skill in a particular way? Practise talking impact with a friendly other within the department. Use all the information gleaned to plan for successful progress and outcomes. Annotate lesson plans after evaluation. S4a AND b Plan for well-paced and well-structured lessons which demonstrate a ‘scaffolded’ approach. Be observed at ease with pupils, using modelling approaches to develop their learning and understanding. Lessons are well and transitions are clear. Evaluations show evidence that I have been willing to take risks. S4b Develop understanding of relevance and how what I am doing with them is significantly adding to their progression Start to use word bubbles, whiteboards, post it notes for short sharp evaluation. Ask the pupils for validation and ask them to evaluate their learning and your teaching. Pupils feel valued, they are enthusiastic about the work they are involved in with you, their skills and knowledge progress as is their eagerness to learn. S5a Use a differentiated approach in order to remove barriers to learning Lesson plans show detail of differentiation I plan lessons that are appropriately pitched and my teaching shows evidence of my consideration of pupil’s individual learning needs. S5a, S5b, AND 5c Be able to talk about the practices I use to enable pupil to learn. Link learning outcomes to final outcomes. Reflect on this, both in lesson evaluation and in annotated lesson plan for this lesson and for future lessons. Lesson plans, evaluation and reflection show evidence that pupils achieve the learning outcomes I set and know what to do to support progress. S6b Understand and use formative assessment. Plan to use varied assessment modes and promote formative assessment within each teaching episode Observations show evidence of formative assessment. I can discuss and give examples of how I secure pupil progress.