How well does the trainee: Evidence for this standard may be demonstrated by: Have a secure understanding of how learners learn? Planning documentation which evidences that: Assessment data is used to inform planning Take account of prior learning in planning and teaching? Planning of high order and diagnostic questions promotes learning Construct and scaffold learning and analyse progress and make learner’s accurate assessments of their learning and achievements? Learning sequences are planned which promote sustained progress Monitor and assess progress and give feedback so that all pupils make good Lesson planning takes account of wider objectives linked to social and personal progress in their learning? skills Plan for continuity and progression across the key stage(s) building on Lesson plans promote independent and collaborative working pupils’ prior knowledge and attainment? The structure of lessons reflect the needs of pupils and their learning e.g. Devise opportunities for individuals, groups and whole classes to recall, review appropriate pace and resources and draw conclusions about what they have achieved and guide and support Reflective Documents them in what they need to do next to improve? Evaluations which identify future learning targets Encourage pupils to take pride in their work and achievements? Awareness of social, emotional, cultural and linguistic factors that influence Engage learners in setting objectives for the development of their own learning pupil performance and development? Lesson observations from mentors and tutors which identify that: Lessons and sequences of learning promote good progress and outcomes Questioning builds on answers and pupils are asked to build upon and reflect upon their answers Effective use is made of plenaries including requiring learners to reflect upon learning Pupils are attentive at the start of episodes of learning, enabling them to make good progress Opportunities are built into lessons to celebrate success Pupil assessment records Summative and formative assessment is undertaken regularly Record keeping is up to date and used formatively Constructive verbal and written feedback is provided to pupils There are opportunities for pupils to reflect upon their progress and identify areas for development Guidance for Standard S3: Demonstrate good subject and curriculum knowledge Useful questions to ask when looking at the standards Where and how evidence may be demonstrated
How well does the trainee: Have a secure understanding of how learners learn? Take account of prior learning in planning and teaching? Construct and scaffold learning and analyse learner’s progress and make accurate assessments of their learning and achievements? Monitor and assess progress and give feedback so that all pupils make good progress in their learning? Plan for continuity and progression across the key stage(s) building on pupils’ prior knowledge and attainment? Devise opportunities for individuals, groups and whole classes to recall, review and draw conclusions about what they have achieved and guide and support them in what they need to do next to improve? Encourage pupils to take pride in their work and achievements? Engage learners in setting objectives for the development of their own learning and development? Evidence for this standard may be demonstrated by: Planning documentation which evidences that: Assessment data is used to inform planning Planning of high order and diagnostic questions promotes learning Learning sequences are planned which promote sustained progress Lesson planning takes account of wider objectives linked to social and personal skills Lesson plans promote independent and collaborative working The structure of lessons reflect the needs of pupils and their learning e.g. appropriate pace and resources Reflective Documents Evaluations which identify future learning targets Awareness of social, emotional, cultural and linguistic factors that influence pupil performance Lesson observations from mentors and tutors which identify that: Lessons and sequences of learning promote good progress and outcomes Questioning builds on answers and pupils are asked to build upon and reflect upon their answers Effective use is made of plenaries including requiring learners to reflect upon learning Pupils are attentive at the start of episodes of learning, enabling them to make good progress Opportunities are built into lessons to celebrate success Pupil assessment records Summative and formative assessment is undertaken regularly Record keeping is up to date and used formatively Constructive verbal and written feedback is provided to pupils There are opportunities for pupils to reflect upon their progress and identify areas for development Guidance for Standard S3: Demonstrate good subject and curriculum knowledge Useful questions to ask when looking at the standards Where and how evidence may be demonstrated