1.2.1 Demonstrate - Observes, discusses and - Learns names quickly; - Is aware of different - Applies knowledge of - Guiding students to gain knowledge and reflects upon how interacts with students in learning preferences and current research to understandings, form understanding of underpinning a variety of situations; makes allowances for inform teaching opinions and make educational theories takes an active interest them deductions through research into how strategies students learn and the explain how students in individual students implications for learn differently and seeks information - Organises the - Applies knowledge of learning. teaching about them; makes classroom environment research on how - Observes the class and him/herself available to to engage learners and students’ skills, interests recognises when assist the students; provide a dynamic, and achievements students are engaged or writes notes creative and safe space affect learning disengaged during a for learners lesson - Begins to understand - Provides students with why goal-setting is - Promotes in the a learning environment - Considers why effective essential for successful student a sense of that facilitates focussed, planning and teaching learning outcomes connectedness with innovative and inspired facilitates quality what is being taught to learning learning in the classroom - Explores ways to set aspects of their own lives goals for a range of - Recognises that learning outcomes students will learn more effectively when they - Is organised in trust and connect with approach to working their teacher with students and acknowledges the - Explores how and why importance of structure research into learning and forward planning as can determine an integral part of educational trends effective teaching 1.3.1 Demonstrate - Is introduced to the - Considers cultural and - Delivers lessons linking - Uses effective - Effective modelling of knowledge of teaching concept of diversity learning to previous questioning or other language to a diverse range strategies that are background of students student knowledge and techniques to engage of learners through responsive to the - Studies ways in which a and is aware of diversity their background students from diverse appropriate strategies (e.g. learning strengths and school setting can be set through varied planning backgrounds visual cues, handwriting, of students from up as an inclusive, and teaching - Applies strategies to stories) supportive environment out the best’ in diverse linguistic, - Plans for and respects cultural, religious and - Asks questions students who are the diversity of all socioeconomic - Explores the students and writes note considered to be from students within the backgrounds philosophies and beliefs diverse backgrounds classroom
1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching - Observes, discusses and reflects upon how underpinning educational theories explain how students learn differently - Observes the class and recognises when students are engaged or disengaged during a lesson - Considers why effective planning and teaching facilitates quality learning in the classroom - Recognises that students will learn more effectively when they trust and connect with their teacher - Explores how and why research into learning can determine educational trends - Learns names quickly; interacts with students in a variety of situations; takes an active interest in individual students and seeks information about them; makes him/herself available to assist the students; writes notes - Begins to understand why goal-setting is essential for successful learning outcomes - Explores ways to set goals for a range of learning outcomes - Is organised in approach to working with students and acknowledges the importance of structure and forward planning as an integral part of effective teaching - Is aware of different learning preferences and makes allowances for them - Organises the classroom environment to engage learners and provide a dynamic, creative and safe space for learners - Promotes in the student a sense of connectedness with what is being taught to aspects of their own lives - Applies knowledge of current research to inform teaching strategies - Applies knowledge of research on how students’ skills, interests and achievements affect learning - Provides students with a learning environment that facilitates focussed, innovative and inspired learning - Guiding students to gain understandings, form opinions and make deductions through learning. 1.3.1 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and of students from diverse linguistic, cultural, religious and socioeconomic backgrounds - Is introduced to the concept of diversity - Studies ways in which a school setting can be set up as an inclusive, supportive environment - Explores the philosophies and beliefs - Considers cultural and background of students and is aware of diversity through varied planning and teaching - Asks questions students and writes note - Delivers lessons linking learning to previous student knowledge and their background - Applies strategies to out the best’ in students who are considered to be from diverse backgrounds - Uses effective questioning or other techniques to engage students from diverse backgrounds - Plans for and respects the diversity of all students within the classroom - Effective modelling of language to a diverse range of learners through appropriate strategies (e.g. visual cues, handwriting, stories)