and uploaded to mahara know when and how to Identify a new differentiation Evaluate the effectiveness the differentiate appropriately, strategy, produce a resource resource. Discuss differentiation using approaches and use in a lesson. strategies that do not require which enable pupils to be additional resources. taught effectively demonstrate an awareness Assignment 1. the critical incidents, key of the physical, social and research evidence and intellectual conclusions from assignment 1. development of children, and Identify influences of know how to adapt teaching to support conclusions on current practice. pupils’ education at different stages of development have a understanding of Undertake a pupil trail over half Develop an action plan to the needs of all pupils, a day for one identified support improved engagement including those pupils. Audit the teaching of a case-study pupil in one of with special educational approaches used to support the trainee taught groups. needs; those of high ability; those with them. English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. S6 Pre-activity task Mentor and Trainee co-activity Date completed and uploaded to mahara know and understand how Complete marking of a GCSE Standardise marking of GCSE to assess the relevant level interim assessment. assessment either in subject and departmental meeting or curriculum areas, including mentor meeting through double statutory assessment requirements marking and discussion of a sample. make use of formative and Complete an audit of AfL Identify a new AfL strategy and summative assessment to strategies used to date on co-plan the use of it in an secure pupils’ training course. upcoming lesson. progress use relevant data to monitor Collect and collate data from Enter data on departmental progress, set targets, and interim assessments. tracking systems and evaluate plan progress of pupils. subsequent lessons give pupils regular feedback, Collect copies of marking Discuss aspects of good both orally and through feedback from class teachers. practice in the marking and accurate feedback of trainee and subject marking, and encourage teachers in school. pupils to respond to the feedback.
and uploaded to mahara know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Identify a new differentiation strategy, produce a resource and use in a lesson. Evaluate the effectiveness the resource. Discuss differentiation strategies that do not require additional resources. demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development Assignment 1. the critical incidents, key research evidence and conclusions from assignment 1. Identify influences of conclusions on current practice. 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 be able to use and evaluate distinctive teaching approaches to engage and support them. Undertake a pupil trail over half a day for one identified pupils. Audit the teaching approaches used to support them. Develop an action plan to support improved engagement of a case-study pupil in one of the trainee taught groups. S6 Pre-activity task Mentor and Trainee co-activity Date completed and uploaded to mahara know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Complete marking of a GCSE level interim assessment. Standardise marking of GCSE assessment either in departmental meeting or mentor meeting through double marking and discussion of a sample. make use of formative and summative assessment to secure pupils’ progress Complete an audit of AfL strategies used to date on training course. Identify a new AfL strategy and co-plan the use of it in an upcoming lesson. use relevant data to monitor progress, set targets, and plan subsequent lessons Collect and collate data from interim assessments. Enter data on departmental tracking systems and evaluate progress of pupils. give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Collect copies of marking feedback from class teachers. Discuss aspects of good practice in the marking and feedback of trainee and subject teachers in school.
developing-practice-in-the-challenging-teacher-standards.docx