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Standard 3: Demonstrate good subject and curriculum knowledge
  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupilsí interest in the subject, and address misunderstandings
  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacherís specialist subject
Minimum Good High
  In addition to the criteria for minimum In addition to the criteria for good

They have sufficiently secure knowledge and understanding of the relevant subject/curriculum areas to teach effectively in the age phase for which they are training to teach.

They know how learning progresses within and across the subject/curriculum age phases they are training to teach, in relation to the development of key concepts and of learnersí common misconceptions.

They are able to respond appropriately to subject-specific questions learners ask and they use subject-specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject.

They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so.

They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons.

They have well-developed knowledge and understanding of the relevant subject/curriculum areas they are training to teach and use this effectively to maintain and develop pupilsí interest.

They make good use of their secure curriculum and pedagogical subject knowledge to deepen learnersí knowledge and understanding, addressing common errors and misconceptions effectively in their teaching.

They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career.

They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons.

They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupilsí interest.

They demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning.

They 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.

They model very high standards of written and spoken communication in all professional activities.

They successfully identify and exploit opportunities to develop learnersí skills, in communication, reading and writing.

Note: words in red are the key driver words for this standard | indicates a video resource
Questions to drive mentor / trainee conversations
  • Has the trainee completed subject knowledge audits, identified targets and acted on them?
  • Does the trainee have secure subject knowledge and how effectively does the trainee use this to provide clear explanations in the classroom?
  • Is the trainee aware of key misconceptions in their area and tackle these in students?
  • How does the trainee use curriculum/ examination specifications/guidance to inform their planning & teaching?
  • How does the trainee encouage a "love of learning" in their subject and foster creativity
  • How does the trainee use pedagogic knowlege in the subject (or wider) to inform their teaching?
  • Does the trainee give opportunites for extended learning and sustained enquiry?
  • Is the trainee aware of, and use, standard English forms in their teaching when this is appropriate?
  • How does the trainee respond the the language demands?
  • How well does the (non-English subject) trainee link literacy needs (reading, writing and oracy) into their subjects teacher

Core subject knowledge will be the purview of the different subject areas some places that will give you are start on these are:

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This page last updated Jan 20th, 2013