Demonstrates no awareness of Can demonstrate awareness of Demonstrates good awareness of Demonstrates a high level of awareness of b) Demonstrate a critical developments in the subject and curriculum developments and changes in subject and developments and changes in subject and developments in both subject and understanding of areas. curriculum areas. curriculum areas. curriculum areas. developments in the Unable to promote the of scholarship. Promotes scholarship amongst pupils within Promotes scholarship and further study to Promotes high levels of scholarship and the subject and curriculum subject and curriculum all pupils within subject and curriculum value of further study to all pupils within areas, and promote the value of scholarship areas. their subject and curriculum area. Has no understanding of strategies for Can demonstrate understanding of Demonstrates an understanding of Demonstrates a well established and c) Demonstrate an promoting literacy, articulacy and the strategies for promoting high standards in strategies for promoting high standards for thorough understanding of strategies for understanding of and take correct use of standard English and hence literacy, articulacy and the correct use of literacy, articulacy and the correct use of promoting high standards for literacy, responsibility for limited or no ability to put these into standard English. standard English and is able to use a range articulacy and the correct use of standard promoting high standards practice. of strategies to put these into practice. English and is able to use a wide range of of literacy, articulacy and the correct use of standard strategies to put these into practice. English, whatever the teacher’s specialist subject Has no understanding of the role of There is evidence of some subject Subject knowledge during teaching is secure The trainee demonstrates secure subject d) If teaching reading, systematic synthetic phonics in the teaching knowledge but this is inconsistent and and consistent and allows the trainee to plan, knowledge consistently both within discrete demonstrate a clear of early reading and hence limited or no support is required. teach and assess SSP with confidence. lessons and across the curriculum children understanding of success in doing this. are very aware of the purpose of phonics. systematic synthetic phonics
b) Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship Demonstrates no awareness of developments in the subject and curriculum areas. Unable to promote the of scholarship. Can demonstrate awareness of developments and changes in subject and curriculum areas. Promotes scholarship amongst pupils within subject and curriculum Demonstrates good awareness of developments and changes in subject and curriculum areas. Promotes scholarship and further study to all pupils within subject and curriculum areas. Demonstrates a high level of awareness of developments in both subject and curriculum areas. Promotes high levels of scholarship and the value of further study to all pupils within their subject and curriculum area. c) Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject Has no understanding of strategies for promoting literacy, articulacy and the correct use of standard English and hence limited or no ability to put these into practice. Can demonstrate understanding of strategies for promoting high standards in literacy, articulacy and the correct use of standard English. Demonstrates an understanding of strategies for promoting high standards for literacy, articulacy and the correct use of standard English and is able to use a range of strategies to put these into practice. Demonstrates a well established and thorough understanding of strategies for promoting high standards for literacy, articulacy and the correct use of standard English and is able to use a wide range of strategies to put these into practice. d) If teaching reading, demonstrate a clear understanding of systematic synthetic phonics Has no understanding of the role of systematic synthetic phonics in the teaching of early reading and hence limited or no success in doing this. There is evidence of some subject knowledge but this is inconsistent and support is required. Subject knowledge during teaching is secure and consistent and allows the trainee to plan, teach and assess SSP with confidence. The trainee demonstrates secure subject knowledge consistently both within discrete lessons and across the curriculum children are very aware of the purpose of phonics.
NWConsortiaTraineeTrackingDocument.docx