• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them -maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

They work within the school’s framework for behaviour and can apply rules and routines consistently and fairly.

They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning.

They understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

They recognise that planning appropriate lessons that challenge learners, teaching using a variety of strategies that address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management.

They show understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate.

They understand that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes.

They work within the school’s framework for behaviour and apply rules and routines consistently and fairly.

They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment supportive of learning.

They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual.

They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly.

They consistently have high expectations and apply a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning.

They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation.

They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.