mapping by sandeshbhat

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									QTS Standards: Mapping of ‘New’ and ‘Old’
No. Q1 ‘New’ Standard (2007) No. Related ‘Old’ Standard(s) (2002) Have high expectations of all pupils; respect their social, cultural, linguistic, religious and ethnic backgrounds; and are committed to raising their educational achievement. Treat pupils consistently, with respect and consideration, and are concerned for their development as learners. Have high expectations of pupils and build successful relationships, centred on teaching and learning. They establish a purposeful learning environment where diversity is valued and where pupils feel secure and confident. Demonstrate and promote the positive values, attitudes and behaviour that they expect from their pupils. Are aware of, and work within, the statutory frameworks relating to teachers’ responsibilities. Can contribute to, and share responsibility in, the corporate life of schools. Can communicate sensitively and effectively with parents and carers, recognising their roles in pupils’ learning, and their rights, responsibilities and interests in this. Understand the contribution that support staff and other professionals make to teaching and learning.

Have high expectations of children 1.1 and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them. 1.2

3.3.1

Demonstrate the positive values, attitudes and behaviour they expect from children and young people. Q3 (a) Be aware of the professional duties of teachers and the statutory framework within which they work. Q3 (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation. Q4 Communicate effectively with children, young people, colleagues, parents and carers.

Q2

1.3

1.8

1.5

1.4

Q5

Q6

Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people and to raising their levels of attainment. Have a commitment to collaboration and co-operative working.

1.6

1.5

Can contribute to, and share responsibility in, the corporate life of schools.

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3.1.4

Q7

(a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs

1.7

Q8

Q9

(b) Identify priorities for their early professional development in the context of induction. Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified Act upon advice and feedback and 1.7 be open to coaching and mentoring.

They take part in, and contribute to, teaching teams, as appropriate to the school. Where applicable, they plan for the deployment of additional adults who support pupils’ learning Are able to improve their own teaching by evaluating it, learning from the effective practice of others and from evidence. They are motivated and able to take increasing responsibility for their own professional development.

Q10

Q11

Have a knowledge and understanding 2.7 of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential. Know the assessment requirements 3.2.3 and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications.

Are able to improve their own teaching by evaluating it, learning from the effective practice of others and from evidence. They are motivated and able to take increasing responsibility for their own professional development. Know a range of strategies to promote good behaviour and establish a purposeful learning environment.

Q12

Know a range of approaches to 3.2.1 assessment, including the importance of formative assessment.

Are able to assess pupils’ progress accurately using, as relevant, the Early Learning Goals, National Curriculum level descriptions, criteria from national qualifications, the requirements of Awarding Bodies, National Curriculum and Foundation Stage assessment frameworks or objectives from the national strategies. They may have guidance from an experienced teacher where appropriate. Make appropriate use of a range of monitoring and assessment strategies to evaluate pupils’ progress towards planned learning objectives, and use this information to improve their own planning and teaching.

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Q13

Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

3.1.1

Set challenging teaching and learning objectives which are relevant to all pupils in their classes. They base these on their knowledge of : the pupils evidence of their past and current achievement the expected standards for pupils of the relevant age range the range and content of work relevant to pupils in that age range. Make appropriate use of a range of monitoring and assessment strategies to evaluate pupils’ progress towards planned learning objectives, and use this information to improve their own planning and teaching. Have secure knowledge and understanding of the subject they are trained to teach. For those qualifying to teach secondary pupils, this knowledge and understanding should be at a standard equivalent to degree level. Can teach the required or expected knowledge, understanding and skills relevant to the curriculum for pupils in the age range for which they are trained. Those qualifying to teach Key Stage 3 pupils teach their specialist subject competently and independently using the National Curriculum Programmes of Study for Key Stage 3 and the relevant national frameworks and schemes of work. Those qualifying to teach the core subjects or ICT at Key Stage 3 use the relevant frameworks, methods and expectations set out in the National Strategy for Key Stage 3. All those qualifying to teach a subject at Key Stage 3 must be able to use the crosscurricular elements, such as literacy and numeracy, set out in the National Strategy for Key Stage 3, in their teaching, as appropriate to their specialist subject.

3.2.1

Q14

Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained.

2.1

3.3.2

3.3.2c

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Q15

Know and understand the relevant 2.1c statutory and non-statutory curricula, frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained.

For Key Stage 3, know and understand the relevant National Curriculum Programme(s) of study, and for those qualifying to teach one or more of the core subjects, the relevant frameworks, methods and expectations set out in the National Strategy for Key Stage 3. All those qualifying to teach a subject at Key Stage 3 know and understand the cross-curricular expectations of the National Curriculum and are familiar with the guidance set out in the National Strategy for Key Stage 3. For Key Stage 4 and post 16, are aware of the pathways for progression through the 14 –19 phase in school, college and work based settings. They are familiar with the Key Skills as specified by the QCA and the national qualifications framework, and they know the progression within and from their own subject and the range of qualifications to which their subject contributes. They understand how courses are combined in students’ curricula. Know and understand the Values, Aims and Purposes and the General Teaching Requirements set out in the National Curriculum Handbook. As relevant to the age range they are trained to teach, they are familiar with the Programme of Study for Citizenship and the National Curriculum Framework for Personal, Social and Health Education. Have passed the Qualified Teacher Status skills tests in numeracy, literacy and ICT. Know how to use ICT effectively, both to teach their subject and to support their wider, professional role. Understand how pupils’ learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development.

2.1d

2.2

Q16

Q17

Q18

Have passed the professional skills 2.8 tests in numeracy, literacy and information and communication technology (ICT). Know how to use skills in literacy, 2.5 numeracy and ICT to support their teaching and wider professional activities. Understand how children and young 2.4 people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. 4

Q19

Know how to make effective 2.6 personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and 3.2.5 promote equality and inclusion in (related) their teaching.

Understand their responsibilities under the SEN Code of practice, and know how to seek advice from specialists on less common types of special educational needs. With the help of an experienced teacher, can identify the levels of attainment of pupils learning English as an additional language. They begin to analyse the language demands and learning activities in order to provide cognitive challenge as well as language support. Recognise and respond effectively to equal opportunities issues as they arise in the classroom, including by challenging stereotyped views, and by challenging bullying or harassment, following relevant policies and procedures. Are able to support those who are learning English as an additional language, with the help of an experienced teacher where appropriate. Understand the contribution that support staff and other professionals make to teaching and learning.

3.3.14

3.3.5

Q20

Q21 (a)

1.6 Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Be aware of current legal 1.8 requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people. 2.4 Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support.

Are aware of, and work within, the statutory frameworks relating to teachers’ responsibilities. Understand how pupils’ learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development. Understand their responsibilities under the SEN Code of practice, and know how to seek advice from specialists on less common types of special educational needs.

(b)

2.6

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Q22

Plan for progression across the age 3.1.1 and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge.

Set challenging teaching and learning objectives which are relevant to all pupils in their classes. They base these on their knowledge of : the pupils evidence of their past and current achievement the expected standards for pupils of the relevant age range the range and content of work relevant to pupils in that age range. Use these teaching and learning objectives to plan lessons, and sequences of lessons, showing how they will assess pupils’ learning. They take account of and support pupils’ varying needs so that girls and boys, from all ethnic groups can make good progress. Use ICT effectively in their teaching.

3.1.2

Q23

Q24

Design opportunities for learners to develop their literacy, numeracy and ICT skills. Plan homework or other out-of-class work to sustain learners’ progress and to extend and consolidate their learning.

3.3.10

3.3.12

Can provide homework and other outof-class work which consolidates and extends work carried out in the class and encourages pupils to learn independently. As relevant to the age range they are trained to teach, are able to plan opportunities for pupils to learn in outof-school contexts, such as school visits, museums, theatres, field-work and employment-based settings, with the help of other staff where appropriate.

3.1.5

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Q25 (a)

Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion;

3.3.3

Teach clearly structured lessons or sequences of work which interest and motivate pupils and which: • make learning objectives clear to pupils • employ interactive teaching methods and collaborative group work • promote active and independent learning that enables pupils to think for themselves, and to plan and manage their own learning. Take account of the varying interests, experiences and achievements of boys and girls, and pupils from different cultural and ethnic groups, to help pupils make good progress. Organise and manage the physical teaching space, tools, materials, texts and other resources safely and effectively with the help of support staff where appropriate. Select and prepare resources, and plan for their safe and effective organisation, taking account of pupils’ interests and their language and cultural backgrounds, with the help of support staff where appropriate. Teach clearly structured lessons or sequences of work which interest and motivate pupils and which: • make learning objectives clear to pupils • employ interactive teaching methods and collaborative group work • promote active and independent learning that enables pupils to think for themselves, and to plan and manage their own learning.

3.3.6

3.3.8

3.1.3

Q25 (b)

Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives;

3.3.3

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3.3.6 They take account of the varying interests, experiences and achievements of boys and girls, and pupils from different cultural and ethnic groups, to help pupils make good progress. 3.3.2c Those qualifying to teach Key Stage 3 pupils, teach their specialist subject competently and independently using the National Curriculum Programmes of Study for Key Stage 3 and the relevant national frameworks and schemes of work. Those qualifying to teach the core subjects or ICT at Key Stage 3 use the relevant frameworks, methods and expectations set out in the National Strategy for Key Stage 3. All those qualifying to teach a subject at Key Stage 3 must be able to use the cross-curricular elements, such as literacy and numeracy, set out in the National Strategy for Key Stage 3, in their teaching, as appropriate to their specialist subject. Can take responsibility for teaching a class or classes over a sustained and substantial period of time. They are able to teach across the age and ability range for which they are trained. Take account of the varying interests, experiences and achievements of boys and girls, and pupils from different cultural and ethnic groups, to help pupils make good progress.

Q25 (c)

Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively;

3.3.11

3.3.6

3.3.4

Differentiate their teaching to meet the needs of pupils, including the more able and those with special educational needs. They may have guidance from an experienced teacher where appropriate.

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Q25 (d)

Teach lessons and sequences of 3.3.11 lessons across the age and ability range for which they are trained in which they: manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson. 3.3.7 Make effective use of a range of assessment, monitoring and recording strategies. 3.2.1

Can take responsibility for teaching a class or classes over a sustained and substantial period of time. They are able to teach across the age and ability range for which they are trained. Organise and manage teaching and learning time effectively. Make appropriate use of a range of monitoring and assessment strategies to evaluate pupils’ progress towards planned learning objectives, and use this information to improve their own planning and teaching. Are able to use records as a basis for reporting on pupils’ attainment and progress orally and in writing, concisely, informatively and accurately for parents, carers, other professionals and pupils. Make appropriate use of a range of monitoring and assessment strategies to evaluate pupils’ progress towards planned learning objectives, and use this information to improve their own planning and teaching. Record pupils’ progress and achievements systematically to provide evidence of the range of their work, progress and attainment over time. They use this to help pupils review their own progress and to inform planning. Monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance. Monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance.

Q26 (a)

3.2.7

Q26 (b)

Assess the learning needs of those 3.2.1 they teach in order to set challenging learning objectives.

3.2.6

Q27

Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.

3.2.2

Q28

Support and guide learners to reflect 3.2.2 on their learning, identify the progress they have made and identify their emerging learning needs.

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Q29

Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary.

3.2.1

Make appropriate use of a range of monitoring and assessment strategies to evaluate pupils’ progress towards planned learning objectives, and use this information to improve their own planning and teaching. Record pupils’ progress and achievements systematically to provide evidence of the range of their work, progress and attainment over time. They use this to help pupils review their own progress and to inform planning. Have high expectations of pupils and build successful relationships, centred on teaching and learning. They establish a purposeful learning environment where diversity is valued and where pupils feel secure and confident. Set high expectations for pupils’ behaviour and establish a clear framework for classroom discipline to anticipate and manage pupils’ behaviour constructively, and promote self-control and independence. Work collaboratively with specialist teachers and other colleagues and, with the help of an experienced teacher as appropriate, manage the work of teaching assistants or other adults to enhance pupils’ learning. Work collaboratively with specialist teachers and other colleagues and, with the help of an experienced teacher as appropriate, manage the work of teaching assistants or other adults to enhance pupils’ learning.

3.2.6

Q30

Establish a purposeful and safe 3.3.1 learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts.

Q31

Establish a clear framework for 3.3.9 classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence. Work as a team member and identify 3.3.13 opportunities for working with colleagues, sharing the development of effective practice with them.

Q32

Q33

Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

3.3.13

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