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TS3


Teacher Standard 3 states that teachers should demonstrate good subject and curriculum knowledge. It is split into three sub-standards if you are in secondary schools with a further two if you are in EYFS.

a. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils' interest in the subject, and address misunderstandings

b. Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

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

d. If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

e. If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies


What this standard is assessing

You draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest. You demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning. You are astutely aware of their own development needs in relation to extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. You model very high standards of written and spoken communication in all professional activities. You successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

Examples of evidence to demonstrate progress meeting standard

  • Short and medium term planning shows curriculum and subject knowledge

  • The NQT demonstrates their knowledge of the subject being taught (primary) and of the curriculum (secondary) in the classroom?

  • Pupils/students are seen to enjoy the lesson or activity

  • The NQT sets high expectations

  • Use of feedback loops to enhance learning e.g. bubble or block (primary)

  • NQT updates their own knowledge through the background reading, visits to other schools and accessing CPD opportunities etc.

  • Promote learning by their pupils/students

  • Foster work ethic in pupils/students, which can be observed through their effort and attainment

  • Use of reward systems to encourage learning

  • Recognising success at all levels and magnitude, praising pupil/ students and feeding back parents

  • Primary, early reading and mathematics. Gives clear instructions to children, in practical sessions makes appropriate use of equipment and props


Sources for evidence

• Lesson plans

• Observation in the classroom

Remember that the evidence in isolation isn’t enough, you will need to annotate it to signpost exactly where/how you are meeting the standard.




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