How well does the Associate Teacher: Evidence for this standard may be demonstrated by: Planning documentation Take into account the key factors that contribute to the development and well-being of learners? Planning based upon prior assessments Understand the extent to which different backgrounds and Planning identifies clear differentiation strategies influences may have an impact on learning? Clear Assessment for Learning (AfL) strategies planned Know and understand the factors that can present barriers to Reflective Documents learning, progress and well-being and how these barriers might Awareness of social and emotional factors and cultural and linguistic factors that be overcome? influence performance children’s Interpret and use data to identify targets for learners? Activity/lesson observations from Mentors and tutors Know how to identify the needs of children and differentiate Observation identifies clear introduction and sequences of learning tasks, activities, resources effectively to support learners Questioning builds on answers and children asked to build upon and reflect upon including those with special educational needs, those with their answers disabilities, those for whom English is an additional language Effective use of plenaries to reflect upon learning, when appropriate and those form diverse social, cultural, ethnic, religious and Children are attentive at the start of episodes of learning linguistic backgrounds? Support staff employed appropriately Recognise differences in the rates of progress and attainment Child assessment records of children experiencing challenging circumstances? Assessment is undertaken regularly Record keeping is up to date and used formatively Use of data e.g. FSM, EAL, SEN(D) S5: Adapt education and care to respond to the strengths and needs of all children Standards Beginning AT Developing AT Good AT Outstanding AT 5.1 Have a secure Knows and is beginning to Demonstrates a developing Demonstrates a secure knowledge Demonstrates a thorough understanding of understand how a range of factors knowledge and understanding of and understanding of how a range knowledge and understanding of how a range of can inhibit ability to learn. how a range of factors can inhibit of factors can inhibit how a range of factors can inhibit children’s children’s factors can inhibit In context is developing knowledge learning and learning and development and how learning and children’s children’s learning and understanding how best to development and how best to best to address these. development and how best to children’s and development overcome these factors. address these. address these.
How well does the Associate Teacher: 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 data to identify targets for learners? Know how to identify the needs of children 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 children experiencing challenging circumstances? Evidence for this standard may be demonstrated by: 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 children’s performance Activity/lesson observations from Mentors and tutors Observation identifies clear introduction and sequences of learning Questioning builds on answers and children asked to build upon and reflect upon their answers Effective use of plenaries to reflect upon learning, when appropriate Children are attentive at the start of episodes of learning Support staff employed appropriately Child assessment records Assessment is undertaken regularly Record keeping is up to date and used formatively Use of data e.g. FSM, EAL, SEN(D) S5: Adapt education and care to respond to the strengths and needs of all children Standards Beginning AT Developing AT Good AT Outstanding AT 5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development Knows and is beginning to understand how a range of factors can inhibit children’s ability to learn. In context is developing knowledge and understanding how best to overcome these factors. Demonstrates a developing knowledge and understanding of how a range of factors can inhibit children’s learning and development and how best to address these. Demonstrates a secure knowledge and understanding of how a range of factors can inhibit children’s learning and development and how best to address these. Demonstrates a thorough knowledge and understanding of how a range of factors can inhibit children’s learning and development and how best to address these.