2. Promote good progress and outcomes by pupils be accountable for pupils’ attainment, progress and outcomes be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study. Standard sub-headings Outstanding (1): Good (2): Requires improvement Inadequate (4): (3) -meeting the Standard: The quality of trainees’ Much of the quality of Much of the quality of Trainees fail to meet the teaching over time requires trainees’ teaching over time trainees’ teaching over time minimum of practice. improvement as it is not is outstanding and never less is good; some is yet good. than consistently good. outstanding. Trainees need targeted advice to be good. a be accountable for pupils’ Is consistently accountable Is accountable for pupils’ Is able to take Is unable to take attainment, progress and for pupils’ attainment, attainment, progress and accountability for pupils’ accountability for pupils’ outcomes progress and outcomes. outcomes attainment, progress and attainment, progress and outcomes. outcomes. b be aware of pupils’ Has a detailed Has a good understanding Is aware of pupils’ Is unable to demonstrate understanding of the of the pupils’ capabilities capabilities and their capabilities and their prior an awareness of pupils’ pupils’ capabilities and and their prior knowledge. prior knowledge, and knowledge, and plans capabilities and their prior their prior knowledge. assess pupils’ plan teaching to build on teaching to build on these. knowledge, and is unable demonstrate through their achievement and plan and these to plan teaching to build on planning and teaching that lessons that enable these. their pupils, including those pupils, including those who are disabled and who are disabled and those who have special those who have special educational needs, make educational needs, to good progress. make at least expected progress. c guide pupils to reflect on Pupils are consistently Pupils are offered Is able to guide pupils to Is unable to guide pupils to the progress they have offered high quality intervention and feedback reflect on the progress they reflect on the progress made and their emerging intervention and feedback much of the time, have made and their they have made and their needs which enables them to enables them to identify the emerging needs. emerging needs. identify the progress they progress they have made
2. Promote good progress and outcomes by pupils be accountable for pupils’ attainment, progress and outcomes be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study. Standard sub-headings Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3) -meeting the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Trainees need targeted advice to be good. Inadequate (4): Trainees fail to meet the minimum of practice. a be accountable for pupils’ attainment, progress and outcomes Is consistently accountable for pupils’ attainment, progress and outcomes. Is accountable for pupils’ attainment, progress and outcomes Is able to take accountability for pupils’ attainment, progress and outcomes. Is unable to take accountability for pupils’ attainment, progress and outcomes. b be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these Has a detailed understanding of the pupils’ capabilities and their prior knowledge. demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress. Has a good understanding of the pupils’ capabilities and their prior knowledge. assess pupils’ achievement and plan and lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress. Is aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these. Is unable to demonstrate an awareness of pupils’ capabilities and their prior knowledge, and is unable to plan teaching to build on these. c guide pupils to reflect on the progress they have made and their emerging needs Pupils are consistently offered high quality intervention and feedback which enables them to identify the progress they Pupils are offered intervention and feedback much of the time, enables them to identify the progress they have made Is able to guide pupils to reflect on the progress they have made and their emerging needs. Is unable to guide pupils to reflect on the progress they have made and their emerging needs.
Secondary%20Teaching%20Profile%20PGCE-SD-SDS.docx