Teacher Standard 5 states that teachers should adapt teaching to respond to the strengths and needs of all pupils. It is split into four sub-standards
a. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
b. Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these
c. 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
d. Have a clear 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
What this standard is assessing
You quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. You have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners.
Examples of evidence to demonstrate progress meeting standard
Uses knowledge of the pupils/students
Use of guided groups for stretching pupil/student or offering additional support
Lesson plans show differentiation
Use of questioning in classroom
Uses knowledge of the pupils/students to identify barriers to learning
Can work with difficult pupils/students
Shows an awareness of school systems and policies,uses them to support pupils/students where appropriate
Evidence may be available if NQT has tutor group or delivers PSHE
NQT can offer examples of how they work with or respond to pupils/students with different needs
Other staff offer evidence from discussions with NQT
Uses CPD opportunities to learn or update knowledge about specific issues affecting pupils/students and how they learn
Knows where to seek support and expert knowledge and will do so when required
Sources for evidence
Lesson plans
Observation in the classroom
Review sessions with the induction Tutor
Observation in the wider school environment
Feedback from other teachers
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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