S4a AND b Plan for well-paced and Be observed at ease with Lessons are well paced and transitions are clear. Evaluations lessons which pupils, using modelling show evidence that I have been willing to take risks. demonstrate a approaches to develop their ‘scaffolded’ approach. learning and understanding. S4b Develop understanding of Start to use word bubbles, Pupils feel valued, they are enthusiastic about the work they are relevance and how what I am whiteboards, post it notes for involved in with you, their skills and knowledge progress as is doing with them is significantly short sharp evaluation. Ask the their eagerness to learn. adding to their progression pupils for validation and ask them to evaluate their learning and your teaching. S5a Use a differentiated approach in Lesson plans show detail of I plan lessons that are appropriately pitched and my teaching to remove barriers to differentiation shows evidence of my consideration of pupil’s individual learning learning needs. Be able to talk the Reflect on this, both in S5a, S5b, Lesson plans, evaluation and reflection show evidence that AND 5c pupils achieve the learning outcomes I set and know what to do practices I use to enable lesson evaluation and in 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 formative Plan to use varied assessment Observations show evidence of formative assessment. I can assessment. modes and promote formative discuss and give examples of how I secure progress. assessment within each teaching episode S6b, S6d Develop confidence in More practice using department Effective marking against assessment criteria, written and verbal assessment. and examination criteria in feedback to pupils, use of assessment grades to justify the planning, delivery and marking feedback I give. Share comments with pupils which are assessment developmental in order to aid pupil progression and also allow progression in planning for future lessons. S7c, S7d Manage classes effectively Observe good practice with Pupils understand my expectations, and the work sequences I regard to behaviour management plan and deliver engage pupils. This will be evidenced in pupil and through that develop my own evaluations, my own lesson evaluations and annotated lesson practice. plans and in others’ observations of me.
S4a AND b Plan for well-paced and lessons which demonstrate a ‘scaffolded’ approach. Be observed at ease with pupils, using modelling approaches to develop their learning and understanding. Lessons are well paced 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 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 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 progress. S6b, S6d Develop confidence in assessment. More practice using department and examination criteria in planning, delivery and marking assessment Effective marking against assessment criteria, written and verbal feedback to pupils, use of assessment grades to justify the feedback I give. Share comments with pupils which are developmental in order to aid pupil progression and also allow progression in planning for future lessons. S7c, S7d Manage classes effectively Observe good practice with regard to behaviour management and through that develop my own practice. Pupils understand my expectations, and the work sequences I plan and deliver engage pupils. This will be evidenced in pupil evaluations, my own lesson evaluations and annotated lesson plans and in others’ observations of me.