Knowledge and Understanding

To what extent is the Trainee able to:

• present complex ideas in a pupil-friendly way?
• correct pupils' errors and misapprehensions?
• answer pupils' questions effectively?
• appear confident in subject knowledge?
• use ICT effectively in planning, assessment, evaluation, administration and management and to ensure pupil progress?
• use and customise the internet, email, ICT packages, NGfL and a variety of peripherals (e.g. interactive whiteboards, digital cameras, scanners) effectively?
• contribute meaningfully to seminars / workshops / discussions?
• indicate subject knowledge in planning?
• present evidence of subject knowledge in written assignments/on line audits/files/previous learning/personal research?
• demonstrate understanding of curriculum links across different key stages?
• show an understanding of the development of skills and conceptual development across different areas of learning?
• demonstrate understanding of the guidance and expectations of the National Curriculum?
• teach the core subjects, NLS and NNS competently and independently?
• prepare for the effective teaching of foundation subjects?
• take account of prior learning and provide continuity and progression for the pupils?
• indicate an understanding of the factors that influence an individual's ability to learn?
• plan and teach pupils who have differing needs and abilities and set challenging targets for individual pupils?
• show knowledge and appreciation of the legislative requirements related to SEN, disability, inclusion and the Code of Practice?
• know how to arrange support for children with special needs?
• show practical understanding of individual IEPs?
• provide relevant and appropriate resources to underpin learning in all subject areas?
• demonstrate the ability to take account of the physical, emotional and cognitive development of children from infancy to adolescence?
• show how an understanding of language acquisition impacts on quality teaching?
• analyse classroom management effectively?
• communicate clear expectations about what is required and why?
• be proactive/pre-emptive in minimising disruptive behaviour/avoiding confrontations?
• use behaviour strategies which do not interfere with a positive learning ethos?
• avoid unnecessary confrontations and defuse negative situations?
• adhere to the school's guidelines on behaviour management?
• seek help about behaviour management?
• criticise the behaviour, not the pupil?
• express concern rather than anger about certain behaviours?
• show evidence of having passed the QTS Skills tests in numeracy, literacy and ICT?