sessions and over time and are able Teacher (EYT) and other Early Years Teacher (EYT) and to articulate a clear and professionals other professionals. rationale as to how they are building on prior achievement. 2.2 They demonstrate a high level of Use their understanding of child understanding of child development development and cannot express They are able to use their They demonstrate a sound and they recognise that children are understanding of child how children learn over time. understanding of child active learners from birth. They development and can express development and how to develop consistently demonstrate how the how children learn over time. child learning over time. They are characteristics of effective learning able to take into account the underpin learning and development different ways that children learn and develop 2.3 They are highly skilled in tuning Support warm interactions with into children and model warm and They are skilled in tuning into They can support warm children, modelling this to others responsive relationship promoting children and model warm and interactions with children, and do not show an good attachments. They have a responsive relationship modelling this to others and show understanding of attachment strong understanding of the promoting good attachments. an understanding of attachment theory. benefits of positive attachments They show a good understanding theory. based on a of attachment theory. theoretical grounding. They show high levels of interpersonal skills and emotional intelligence 2.4 They actively promote engaging They regularly provide children Support children in reflecting on and effective methods that support with the opportunity to reflect on They support children in their learning and identifying children in reflecting on their their own learning and use this, reflecting on their learning and their progress and emerging learning. They engage in sustained along with other forms of identifying their progress and learning needs. They do not shared thinking and high quality assessment, to inform their future emerging learning needs. They engage in sustained shared interactions with children planning and teaching. engage in sustained shared thinking with children and cannot thinking with children and can promote quality interactions. promote quality interactions.
sessions and over time and are able to articulate a clear and rationale as to how they are building on prior achievement. 2.2 They demonstrate a high level of understanding of child development and they recognise that children are active learners from birth. They consistently demonstrate how the characteristics of effective learning underpin learning and development 2.3 They are highly skilled in tuning into children and model warm and responsive relationship promoting good attachments. They have a strong understanding of the benefits of positive attachments based on a theoretical grounding. They show high levels of interpersonal skills and emotional intelligence 2.4 They actively promote engaging and effective methods that support children in reflecting on their learning. They engage in sustained shared thinking and high quality interactions with children They demonstrate a sound understanding of child development and how to develop child learning over time. They are able to take into account the different ways that children learn and develop They are skilled in tuning into children and model warm and responsive relationship promoting good attachments. They show a good understanding of attachment theory. They regularly provide children with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. Teacher (EYT) and other professionals They are able to use their understanding of child development and can express how children learn over time. They can support warm interactions with children, modelling this to others and show an understanding of attachment theory. They support children in reflecting on their learning and identifying their progress and emerging learning needs. They engage in sustained shared thinking with children and can promote quality interactions. Early Years Teacher (EYT) and other professionals. Use their understanding of child development and cannot express how children learn over time. Support warm interactions with children, modelling this to others and do not show an understanding of attachment theory. Support children in reflecting on their learning and identifying their progress and emerging learning needs. They do not engage in sustained shared thinking with children and cannot promote quality interactions.
EYTS-ITT-2015-Assessment-and-Grading-Criteria.docx