demonstrate a critical Planning and teaching demonstrates a commitment understanding of developments in to the Unique Child, Positive Relationships and an the subject and curriculum and Enabling Environment promote the value of scholarship New initiatives (eg. technology) are when working with young children and reviewed in Weekly Evaluations demonstrate an understanding of Adults high standards of English when speaking and take responsibility for to young children promoting high standards of Adults model accurate early literacy skills within the literacy, articulacy and the correct learning environment (eg. writing on the IWB) use of standard English, whatever the teacher’s specialist subject if teaching early reading, Planning demonstrates a use of systematic demonstrate a clear understanding synthetic phonics to develop early reading of systematic synthetic phonics Young children are regularly heard read and notes are made on their early progress if teaching early mathematics, Adults model accurate early mathematics skills within demonstrate a clear understanding the learning environment (eg. writing on the IWB) of appropriate teaching strategies. misconceptions are identified and addressed with young children in small groups and one to one 4. Plan and teach well-structured lessons impart knowledge and develop Adult-initiated activities promote progress and allow understanding through effective use time for children’s questions of lesson time activities start and end effectively promote a love of learning and The learning environment is set up to maximise children’s intellectual curiosity young children’s curiosity and motivation to learn Young children question and develop their curiosity based upon their own interests set homework and plan other Information provided by parents/carers is used to activities to consolidate and plan young children’s learning in the school / setting extend the knowledge and Parents/carers are involved to extend young understanding pupils have acquired children’s interest in learning at home reflect systematically on the Reflective annotations on activity plans and effectiveness of lessons and observations make reference to the EYOs and ELGs approaches to teaching Weekly Evaluations make reference to the CoEL and individual children’s progress contribute to the design and Resources and are contributed to placement provision of an engaging curriculum school / setting’s planning for the Foundation Stage within the relevant subject area(s). Observations are used to plan for young children’s learning in the Prime and Specific Areas 5. teaching to respond to the strengths and needs of all pupils know when and how to differentiate Questioning is appropriately differentiated and appropriately, using approaches challenging for individual children which enable pupils to be taught Adult-initiated activities make appropriate reference effectively to the EYOs and ELGs
demonstrate a critical understanding of developments in the subject and curriculum and promote the value of scholarship Planning and teaching demonstrates a commitment to the Unique Child, Positive Relationships and an Enabling Environment New initiatives (eg. technology) are when working with young children and reviewed in Weekly Evaluations 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 Adults high standards of English when speaking to young children Adults model accurate early literacy skills within the learning environment (eg. writing on the IWB) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics Planning demonstrates a use of systematic synthetic phonics to develop early reading Young children are regularly heard read and notes are made on their early progress if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Adults model accurate early mathematics skills within the learning environment (eg. writing on the IWB) misconceptions are identified and addressed with young children in small groups and one to one 4. Plan and teach well-structured lessons impart knowledge and develop understanding through effective use of lesson time Adult-initiated activities promote progress and allow time for children’s questions activities start and end effectively promote a love of learning and children’s intellectual curiosity The learning environment is set up to maximise young children’s curiosity and motivation to learn Young children question and develop their curiosity based upon their own interests set homework and plan other activities to consolidate and extend the knowledge and understanding pupils have acquired Information provided by parents/carers is used to plan young children’s learning in the school / setting Parents/carers are involved to extend young children’s interest in learning at home reflect systematically on the effectiveness of lessons and approaches to teaching Reflective annotations on activity plans and observations make reference to the EYOs and ELGs Weekly Evaluations make reference to the CoEL and individual children’s progress contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Resources and are contributed to placement school / setting’s planning for the Foundation Stage Observations are used to plan for young children’s learning in the Prime and Specific Areas 5. teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Questioning is appropriately differentiated and challenging for individual children Adult-initiated activities make appropriate reference to the EYOs and ELGs
11._Early_Years_Guidance_16-17.docx