Identify and address the Make notes on your own planning Note this on 3 retrospectively and indicate the next steps contextual children’s misconceptions in needed as appropriate. information forms for inputs, group work and observed lessons and noted on planning plenaries. 3 Be able to address Read around the topic in advance of Note this on common misconceptions teaching and consciously plan to elicit and contextual address misconceptions. information forms for in core subjects. observed lessons, and note anticipated misconceptions on all planning 6 Analyse possible next Identify appropriately differentiated All lesson plans steps for pupils who activities for those children in your short annotated with notes exceed or do not meet term planning if they need a different on specific children challenge to the three broad ability groups. and next steps file Learning Objectives and – adapt planning. How are you going to challenge the children in section V. exceeding the objective? How are you breaking down the learning so those not meeting the objective can access the learning? 1/6 With support set targets Choose subjects or areas of learning for Examples of marking which you have a strong knowledge of pupil and work to be for individuals and groups. attainment. shared with mentors as part of weekly meeting to discuss pupil progress. 6 Mark the work of the Examples of marking class you have taught, and work to be shared with mentors using the school marking policy. as part of weekly meeting to discuss pupil progress.
3 Identify and address the children’s misconceptions in inputs, group work and plenaries. Make notes on your own planning retrospectively and indicate the next steps needed as appropriate. Note this on contextual information forms for observed lessons and noted on planning 3 Be able to address common misconceptions in core subjects. Read around the topic in advance of teaching and consciously plan to elicit and address misconceptions. Note this on contextual information forms for observed lessons, and note anticipated misconceptions on all planning 6 Analyse possible next steps for pupils who exceed or do not meet Learning Objectives and adapt planning. Identify appropriately differentiated activities for those children in your short term planning if they need a different challenge to the three broad ability groups. How are you going to challenge the children exceeding the objective? How are you breaking down the learning so those not meeting the objective can access the learning? All lesson plans annotated with notes on specific children and next steps – file in section V. 1/6 With support set targets for individuals and groups. Choose subjects or areas of learning for which you have a strong knowledge of pupil attainment. Examples of marking and work to be shared with mentors as part of weekly meeting to discuss pupil progress. 6 Mark the work of the class you have taught, using the school marking policy. Examples of marking and work to be shared with mentors as part of weekly meeting to discuss pupil progress.