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 learners’ 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 pupils’ interest.
They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ 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 pupils’ 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 learners’ skills, in communication, reading and writing. |
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