understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for
this with guidance from the usual class teacher or other professional
short and medium term
planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement.
They support pupils in reflecting on their learning and identifying their progress and emerging learning needs.
When planning lessons they devise suitable opportunities for learners to evaluate and improve their
They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice.
They plan teaching and learning activities that encourage independent and autonomous learning.
As a consequence all groups of pupils make at least satisfactory progress.
They assume responsibility for the attainment, progress and outcomes of the pupils they teach.
They demonstrate a sound understanding of the need to develop pupil learning over time.
Their short and medium term planning consistently takes into account the prior learning of the pupils.
They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching
They use their knowledge of effective teaching strategies to encourage independent learning, and they set appropriately challenging tasks that enable the learners to make progress.
As a result the majority of pupils make good progress.
They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach.
They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement.
They actively promote engaging and effective methods that support pupils in reflecting on their learning.
They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment.
They regularly create opportunities for independent and autonomous learning.
As a result the majority of pupils make very good progress.