c demonstrate an Is able to demonstrate an Is unable to demonstrate an Consistently demonstrates a Demonstrates a good understanding of and take understanding of and take understanding of and take thorough understanding of understanding of how to responsibility for promoting responsibility for promoting high responsibility for promoting high how to teach reading, writing, develop the reading, writing, high standards of literacy, standards of literacy, articulacy standards of literacy, articulacy communication effectively communication skills of … … articulacy and the correct and the correct use of standard and the correct use of standard to enhance the progress of the pupils they teach. use of standard English, English, whatever the English, whatever the teacher’s teacher’s pupils they teach. Much of their teaching whatever the specialist subject. specialist subject. teacher’s specialist subject Consistently demonstrates an demonstrates an understanding of and takes understanding of and takes responsibility for promoting responsibility for promoting high standards of literacy, high standards of literacy, articulacy and the correct use articulacy and the correct of Standard English, whatever use of Standard English, the specialist. whatever the teacher’s teacher’s specialist subject. d if teaching early Is able to, if teaching early Is unable to, if teaching early Trainee can teach early Trainee can teach early reading, demonstrate a reading, demonstrate a clear reading, demonstrate a clear reading, systematic synthetic reading, systematic clear understanding of understanding of systematic understanding of systematic phonics, communication and synthetic phonics, systematic synthetic synthetic phonics. synthetic phonics. language development communication and … phonics confidently and competently language development … (primary) so that pupils make good or with increasing confidence better than expected and competence so that progress. pupils make at least expected progress. Consistently demonstrates a thorough understanding of the Demonstrates a good role of systematic synthetic understanding of the role of phonics in the teaching of systematic synthetic early reading. phonics in the teaching of early reading.
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 Consistently demonstrates a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of pupils they teach. Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist. Demonstrates a good understanding of how to develop the reading, writing, communication … skills of the pupils they teach. Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject. Is able to 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. Is unable to 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. d if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary) Trainee can teach early reading, systematic synthetic phonics, communication and language development … confidently and competently so that pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading. Trainee can teach early reading, systematic synthetic phonics, communication and language development … with increasing confidence and competence so that pupils make at least expected progress. Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading. Is able to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. Is unable to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.
Student-Teacher--Mentor-Handbook-18-19.docx