d have a clear Has a clear understanding Does not have a Consistently and effectively Much of the time evaluates evaluates and adapts and adapts teaching to understanding of the of the needs of all pupils, understanding of the teaching to meet the needs support all pupils, including needs of all pupils, including those with needs of all pupils, of all pupils, including those those with special including those with special educational including those with with special educational educational needs, high special educational needs; those of high special educational needs, high ability (including ability (including Gifted and needs; those of high ability; those with English needs; those of high Gifted and Talented), Talented), English as an ability; those with as an additional language; ability; those with English English as an additional additional language, English as an additional language, disabilities and disabilities and pupils those with disabilities; and as an additional pupils eligible for the pupil eligible for the pupil language; those with is able to use and language; those with (including Free (including Free premium premium disabilities; and be able evaluate distinctive disabilities; and is not School Meals). School Meals). to use and evaluate teaching approaches to able to use and evaluate understand how to challenge and motivate distinctive teaching engage and support them. distinctive teaching challenge and motivate pupils where attainment is approaches to engage approaches to engage pupils where attainment is low; and use effective and support them. and support them. low and use strategies to strategies to support support underperforming underperforming groups. groups. Consistently and effectively Much of the time uses and uses and evaluates evaluates distinctive distinctive teaching teaching approaches to approaches to engage and engage and support pupils. support pupils.
d have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals). challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups. Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils. Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals). understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils. Has a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is able to use and evaluate distinctive teaching approaches to engage and support them. Does not have a understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is not able to use and evaluate distinctive teaching approaches to engage and support them.
Secondary%20Teaching%20Profile%20PGCE-SD-SDS.docx