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Q1 Have high expectations of children 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.

Relationships with pupils. Manner by which they conduct themselves in the school, eg maintaining school regulations and high standards. Setting appropriate and challenging learning objectives.

Extra curricular involvement, conduct around the school in carrying out duties.

Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young people.

Classroom management strategies, teacher as a role model, relationship with pupils.
Reflective journal/log includes reflections on inappropriate behaviour seen and dealt with. Evidence illustrating mutual respect and the enjoyment of working with learners.
Evidence that the teacher knows and understands school policies and their impact in the classroom and around the school. A reflective log completed on dealing with a difficult incident.
Awareness of the school's anti-racism policy.

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Q3(a) Be aware of the professional duties of teachers and the statutory framework within which they work.

Involvement in school meetings, working groups, and extra curricular activity. Evidence of completing duties around the school in line with policies. Evidence of understanding their role and responsibility within the organisation.
Understanding of roles and responsibilities through knowledge and understanding of school staff handbook, being involved in pupil off-site visits, an awareness of safeguarding children procedures.

Q3(b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.

Impact of Statutory frameworks such as Safeguarding children. Impact of Bristol Guide on practice.

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Q4 Communicate effectively with children, young people, colleagues, parents and carers.

Liaison with parents, eg parents evenings, communications with parents. Appropriate knowledge and understanding of pupils' background in relation to impact on learning, eg form tutor notes, IEPs where appropriate.
Responding appropriately to requests from colleagues. Written communication with parents-Training on report writing. Report and records of parent consultations. Examples of reports written for other agencies.
Communication with other agencies that support learners.

Q5 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.

Lesson plans and observations of the work of support staff in the classroom to support teaching & learning (eg LSA and technicians).
Understanding of the 5 principals of Every Child Matters and how these impact on student's learning. Evidence that trainees recognise the contribution by key agencies in supporting learning eg Traveller Education Service, Educational Psychologists, EWO, SenCo, EMAS.

Q6 Have a commitment to collaboration and co-operative working.

Reflection on courses, notes from meetings.
Mentor session records & minutes of meetings noting collaboration and co-operation. Lesson planning with colleagues.

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Q7(a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs.

Lesson self-evaluations, evaluations of others teaching, evaluations of visits to other schools.
Reading evidence and records and evaluations of in - service training Evidence reflecting trainee's ability to be reflective in evaluating and identifying their own needs for development. Annotated subject audits. Termly review of progress. CEDP.

Q7(b) Identify priorities for their early professional development in the context of induction.

Completion of CEDP relating to ongoing and relevant targets.

Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified.

Use of innovative strategies, eg cross curricular. Evidence that trainee 'risk takes', embraces change and is keen to try out new ideas.

Q9 Act upon advice and feedback and be open to coaching and mentoring.

Reflective logs. Lesson plans and evaluations illustrate ability to act on advice and develop over time. Mentor records. Evidence of targets set and achieved illustrating progress over time.

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Q10 Have a knowledge and understanding 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.

Lesson observations, classroom strategies to create a secure learning environment. Related teaching and learning tasks.
Research linked to practice (Teaching and learning assignment). Reflective logs.
Annotated evidence from teaching and learning courses. Deployment of teaching assistants to enhance learning opportunities. Knowledge and application of, eg learning styles, scaffolding the learning strategies.

Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications.

Lesson plans - links to NC levelsMarking and records linking to NC , GCSE, A level and vocational programme grades.
Monitoring and marking of coursework, Assignment portfolio to include examples of pupils' work assessed in relation to NC levels (GCSE standards etc.)

Q12 Know a range of approaches to assessment, including the importance of formative assessment.

Lesson observations. Knowledge of using in class assessment and plenary to review learning in the classroom effectively...
Lesson evaluations including evaluations of both learning and teaching. Mentor meetings. Team moderation meeting notes. School assessment policy in school(s). Impact of ARRA course.

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.

Lesson plans identify expectations, lesson evaluations, assessment, mentor meeting logs, examples of records of pupil attainment kept by trainee.

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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.

Lesson observations - Subject knowledge and understanding evident in teaching. External tutor visit form including back sheet Subject audits and progress against targets within.
Evidence of sustained teaching in this age group Planning and teaching of all areas of learning. Evidence from planning across ability sets and age range. Discussions with the co-ordinators of every subject about planning, teaching and learning.

Q15 Know and understand the relevant 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.

Lesson observations - Subject knowledge and understanding evident in planning/teaching. Assignment relating to progress in learning within subject(s). Evidence of planning meetings and scheme of work development if appropriate. Lesson plans denoting references to strategies and NC.
Evidence that the trainee has knowledge and understanding of the NNS and NLS (Primary) and has taught the strategies. Planning and teaching of all NC subjects. Knowledge of KS3 Strategy. (Secondary) evidenced in plans and lessons.
Lesson plans show that the trainee has knowledge and understanding of the relevant programmes of study and SoW. Evidence of in-service training provided by the subject specialists/coordinators within the school through mentoring and subject focused tutorials.

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Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT).

Letters of notification of success.

Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

Lesson plans identify use of ICT, literacy and numeracy in to enhance pupils' learning.

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Q18 Understand how children and young 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.

Lesson plans identify differentiation. IEPs Incorporating the Knowledge and understanding of how a range of support agencies can increase learning opportunities within planning and teaching.

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Q19 Know how to make effective 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 promote equality and inclusion in their teaching.

Training by EAL support team.Understanding of whole school literacy policy including for secondary the Key Stage 3 strategy for developing literacy. Evidence in lessons that trainee is applying the whole school literacy policy eg key words, writing frames.

Impact of research or tutored courses on supporting pupils for whom English is an additional language. Impact on understanding of a visit to another school in a different catchment area with higher numbers of pupils for whom English is an additional language. Impact on trainee understanding of discussions with teachers in school who plan for those pupils.

Q20 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.

Annotated staff list. Record of discussion with key colleagues, notes of meetings with representatives of support agencies.

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21(a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.

Annotated guidance, evidence of observing and understanding policy into practice, record of discussion with identified responsible members of staff.

21(b) Know how to identify and support children and young people whose process, development of well-being is affected by changes or difficulties in their personal circumstances and when to refer them to colleagues for specialist support.

Lesson planning and evaluation showing references through assignments, notes from mentor discussion, example of communication referring case to specialist support.

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Q22 Plan for progression across the age 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.

Lesson planning shows activities are sequenced to meet learning objectives. Indication of NC levels in planning and assessment. Assessment evidence informing next-lesson planningLesson evaluations and observations show response to pupils' ideas, misconceptions and questions.

Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.

References in lesson planning.

Q24 Plan homework or other out-of-class work to sustain learners' progress and to extend and consolidate their learning.

Knowledge and understanding of the school's homework policy, evidence in planning and through lesson observations that appropriate homework is set.

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Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they:

a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion.

b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives.

c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively.

(d) manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.

Lesson observations, lesson evaluations, lesson plans covering a sustained period Sustained teaching in the focused age range.
Evidence of use of clear learning objectives in planning and teaching. Lesson plans and teaching identifying differentiation and the 3 part lesson. Evaluations of pupils' learning by the teacher.
Application of the knowledge of school multi-cultural policy, SEN and Gifted and Talented policies.
Evidence of use of ICT and e learning in plans.
Evidence of using a variety of strategies that motivate and interest pupils and to encourage acquisition of independent learning..Planning identifies expected outcomes for individual and groups of pupils. Role of additional adults is noted with expectations of pupil attainment.
Evaluation links assessed outcomes with teaching & informs next steps.

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Q26(a) Make effective use of a range of assessment, monitoring and recording strategies.

Lesson plans - links to NC levelsMarking and records linking to NC , GCSE, A level and vocational programme grades.
Monitoring and marking of coursework, Assignment portfolio to include examples of pupils' work assessed in relation to NC levels (GCSE standards etc.)

Q26(b) Assess the learning needs of those they teach in order to set challenging learning objectives.

Differentiation in lesson planningLesson evaluations which include analysis of the progress of different ability groups within the class. Lesson observations. Use of in class assessment and plenary to review learning in the classroom.

Q27 Provide timely, accurate and constructive feedback on learners' attainment, progress and areas for development.

Lesson observations, marking and feedback to pupils in learning.
Assessing pupils in the class to ascertain progress in learning.
Target setting and diagnostic oral and written feedback.
Record and mark books. Record of pupils' work scrutiny. Pupils' marked work.

Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs.

Lesson observations, marking and feedback to pupils in learning.Assessing pupils in the class to ascertain progress in learning.
Target setting and diagnostic oral and written feedback. Evidence of planned collaborative learning to promote active thinking, independent learning and for pupils to think for themselves and to plan and manage their own learning.

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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.

Lesson observations. Knowledge of using in class assessment and plenary to review learning in the classroom effectively. Lesson evaluations including evaluations of both learning and teaching. Mentor meetings. Team moderation meeting notes.) Impact of ARRA course. Lesson evaluations and subsequent development in teaching based on above.

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Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts.

Lesson observations. Relationships established with pupils which enhances learning and motivation. Effective use of teaching environment.
Lesson plans and examples in portfolio of resources developed and used.
Reference to heath and safety issues eg in PE, Science, DT. Appropriate training and guidance in areas with particular H/S issues.

Q31 Establish a clear framework for classroom discipline to manage learners' behaviour constructively and promote their self-control and independence.

Lesson observations.
Training on classroom management and positive approaches to behaviour management.
Evidence that the teacher can apply school policies both in the classroom and around the school.
A reflective log completed on dealing with a difficult incident.
Awareness of the school's anti-racism policy.

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Possible area for evidence

Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them.

Notes of staff meetings and planning meetings.
Records of any development work as part of a team.
Lesson observations which include reference to the work of any support teachers within the class.

Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

Planning evidencing how trainees manage the work of other adults. Evidence of pupil progress in learning as a result of effective managed support.