Teacher Standards

TS2a TS3e TS4a TS4d TS5a TS6c – Differentiated input

area of compound shapes lesson plan 22.6.16   My Year 2 placement school were the first in the area to implement a new strategy for differentiation. In addition to differentiating the main activity, the starter/input is also differentiated for all maths lessons and some literacy (as of yet). This allows for more targeted input for… Continue reading TS2a TS3e TS4a TS4d TS5a TS6c – Differentiated input

Teacher Standards

TS2c TS2e TS6c TS6d – Marking and feedback

The marking policy at my placement school has been updated following a visit from a school advisor who identified that the majority of written feedback consisted of phrases such as “Good work!”, “Well done”, and “You can …..(LO)” . While this reference to the lesson’s LO in the written feedback was part of the marking policy,… Continue reading TS2c TS2e TS6c TS6d – Marking and feedback

Teacher Standards

Formative Assessment (staff meeting) TS2a TS6b TS6d

TS2a be accountable for pupils’ attainment, progress and outcomes TS6b make use of formative and summative assessment to secure pupils’ progress TS6d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback During phase 2 professional practice my school was visited by an advisor who later led a staff… Continue reading Formative Assessment (staff meeting) TS2a TS6b TS6d

Teacher Standards

Subject Leadership (MFL) TS2a TS6a TS6b TS6c

TS2a. be accountable for pupils’ attainment, progress and outcomes TS6a. know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements TS6b. make use of formative and summative assessment to secure pupils’ progress TS6c. use relevant data to monitor progress, set targets, and plan subsequent lessons   The roles and responsibilities… Continue reading Subject Leadership (MFL) TS2a TS6a TS6b TS6c

Teacher Standards

Prior learning assessment TS2b TS6c

TS2b: be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these TS6c: use relevant data to monitor progress, set targets, and plan subsequent lessons    My professional practice 1b setting had a policy of providing “differentiated input” for Maths, informed by a prior learning assessment at the start of the week.… Continue reading Prior learning assessment TS2b TS6c

Teacher Standards

Marking and Next Steps TS6b TS6c

TS6b: make use of formative and summative assessment to secure pupils’ progress TS6c: use relevant data to monitor progress, set targets, and plan subsequent lessons During professional practice 1b I completed a tracking and monitoring sheet for a progression of literacy lessons focussed on formal letter writing. Making a note of the lesson outcomes during marking… Continue reading Marking and Next Steps TS6b TS6c