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Standard 4: Plan and teach well structured lessons
  • impart knowledge and develop understanding through effective use of lesson time
  • promote a love of learning and children’s intellectual curiosity
  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
  • reflect systematically on the effectiveness of lessons and approaches to teaching
  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
Minimum Good High
  In addition to the criteria for minimum In addition to the criteria for good

They employ a range of teaching strategies and resources.

They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes.

When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners.

They can create an environment in which the learners are usually engaged.

They understand how homework or other out-of-class work can sustain learners’ progress and consolidate learning, and can design and set appropriate tasks.

They review and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils’ learning.

They work collaboratively with more experienced colleagues, where appropriate, to adapt and/or develop the school’s medium-term plans, schemes of work and curriculum frameworks.

They show a willingness to try out a range of new approaches to teaching and learning.

They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes.

They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners.

They make a positive contribution to the development of curriculum and resources in their placement settings.

They plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests.

They are highly reflective in critically evaluating their practice.

They 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.

They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings.

Note: words in red are the key driver words for this standard | indicates a video resource
Questions to drive mentor / trainee conversations
  • Can the trainee ensure pupils make progress in understanding key concepts and skills in the subject area being taught? Do they understand progression? Can they sequence activities to secure progression?
  • Is the trainee able to plan and justify a sequence of lessons / medium term plan?
  • To what extent is the trainee able to ensure pupils are engaged in activities?
  • Is the trainee able to explain key content clearly and accessibly?
  • How does the trainee communicate enthusiasm / passion for what is being learned?
  • Does the trainee use a variety of teaching and learning strategies to stimulate learning?
  • Does the trainee plan homework as an integral part of their medium term planning? Is the homework appropriate to the needs and abilities of the pupils? Does the trainee follow up and use the homework?
  • Has the trainee had opportunities to extend classroom learning with out of school learning? If not, can they suggest ways in which this might happen in relation to their own teaching?
  • Does the trainee routinely evaluate their teaching? What strengths and areas for development has this process identified? How has this informed subsequent planning?
  • Has the trainee had the opportunity to contribute to departmental level curriculum planning? If so, how has the contribution supported developments? If not, how can they be encouraged to become involved?
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This page last updated Jan 20th, 2013