Teacher Standard 4 states that teachers should plan and teach well-structured lessons. It is split into five sub-standards
a. Impart knowledge and develop understanding through effective use of lesson time
b. Promote a love of learning and children's intellectual curiosity
c. Set homework and plan other out -of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
d. Reflect systematically on the effectiveness of lessons and approaches to teaching
e. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
What this standard is assessing
You plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. You are highly reflective in critically evaluating their practice. You can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. You show initiative in contributing to curriculum planning, developing, and producing effective learning resources in their placement settings.
Examples of evidence to demonstrate progress meeting standard
Lessons demonstrate pace
Use of plenary sessions
Teacher offers children the opportunity to talk and give feedback
Asks questions e.g. "what do you enjoy about the lesson?"
Seeks out opportunities for pupils/students to further learning opportunities out of classroom, at home etc.
Promotes pupils/students intellectual curiosity
Sets open ended tasks
Facilitates talk with pupils/students at start of lessons, to engage and stimulate them
Homework is set and is appropriate to task and pupils/students
Where appropriate, trips outside classroom are arranged, lunchtime sessions NQT does not prioritise these over core timetable and classroom commitments. Clear instructions given to pupils/students
Homework marked, corrected where appropriate and feedback given
Class plans show evidence of review, e.g. annotated with changes
Attendance and participation in meetings
Participation in planning teams e.g. engagement with parallel teacher (primary)
Sources for evidence
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.