GENERAL STANDARDS FOR THE AWARD OF QUALIFIED TEACHER STATUS IN SECONDARY AND PRIMARY

Knowledge and understanding

Secondary

Those to be awarded Qualified Teacher Status must, when assessed, demonstrate that they: * have a secure knowledge and understanding of the concepts and skills in their specialist subject at a standard equivalent to degree level * have, for their specialist subject, a detailed knowledge of the national curriculum programmes of study, level descriptions or end-of-key-stage descriptions

* for RE specialists, have a detailed knowledge of the model syllabuses for RE

* are familiar with the relevant key stage 4 and post-16 examination syllabuses and courses, including vocational courses * understand the framework of 14-19 qualifications and the routes of progression through it, where applicable * understand progression from the key stage 2 programmes of study, where applicable * know and can teach the key skills required for current qualifications * can cope securely with subject-related questions which pupils raise * are aware of, and know how to access, recent inspection evidence and classroom-relevant research evidence * know pupils’ most common misconceptions and mistakes * understand how pupils’ learning in the subject is affected by their physical, intellectual, emotional and social development * have a working knowledge of information technology (IT) to a standard equivalent to level 8 in the national curriculum * are familiar with health and safety requirements Primary * understand the purposes, scope, structure and balance of the national curriculum Orders plus religious education * are aware of the content of the national curriculum * understand how pupils’ learning is affected by their physical, intellectual emotional and social development

* have, where applicable, a detailed knowledge and understanding of the relevant national curriculum programmes of study * for RE specialists, have a detailed knowledge of the model syllabuses * cope securely with subject-related questions * understand the progression from the School Curriculum and Assessment Authority’s Desirable Outcomes for Children’s Learning on Entering Compulsory Education to key stage1, the progression from key stage1 to key stage 2, and from key stage2 to key stage 3 * are aware of inspection evidence and research * know pupils’ most common mistakes * have a knowledge of IT * are familiar with health and safety requirements * for English, maths and science, have a secure knowledge of the subject content specified in the ITT national curriculum for primary English, mathematics and science * have a secure knowledge of specialist subjects to A-level standard - in those aspects of the subject taught at key stage1 and key stage 2 * for any non-core, non-specialist subject, have a secure knowledge to at least level 7 of the national curriculum Planning, teaching and class management Primary and secondary for all subjects Planning

* plan their teaching to achieve progression in pupils’ learning through: - identifying clear teaching objectives and content - setting tasks for whole class and individual and group work, including homework, which challenge and interest pupils -setting appropriate and demanding expectations - setting clear targets for pupils’ learning, building on prior attainment - identifying pupils who: have special educational needs; are very able; are not yet fluent in English; and knowing where to get help provide clear structures for lessons, and for sequences of lessons * make effective use of assessment information * plan opportunities to cont-ribute to pupils’ personal, spiritual, moral, social and cultural development

Teaching and class management * ensure effective teaching of whole classes, and groups and individuals * monitor and intervene when teaching to ensure sound learning and discipline * establish a purposeful working atmosphere * set high expectations for pupils’ behaviour, maintaining a good standard of discipline through well focused teaching * establish a safe environment * use teaching methods which sustain the momentum of pupils’ work and keep all pupils engaged through: - stimulating intellectual curiosity, communicating enthusiasm for the subject being taught, fostering pupils’ enthusiasm - structuring information well, outlining content and aims, signalling transitions and summarising key points as thelesson progresses - clear presentation of content around a set of key ideas - clear instruction and demonstration, and accurate well-paced explanation - effective questioning which matches the pace and direction of the lesson and ensures that pupils take part - careful attention to pupils’ errors and misconceptions, and helping to remedy them

- listening carefully to pupils, analysing their responses and responding constructively in order to take pupils’ learning forward - selecting and making good use of textbooks, IT and other learning resources which enable teaching objectives to be met - providing opportunities for pupils to consolidate their knowledge and maximising opportunities to reinforce and develop what has been learnt - exploiting opportunities to improve pupils’ basic skills in literacy, numeracy and IT, and the study skills needed for effective learning - exploiting opportunities to contribute to the quality of pupils’ wider educational development, including their personal, spiritual, moral, social and cultural development

- setting high expectations for all pupils notwithstanding individual differences, including gender, and cultural or linguistic backgrounds - relating pupils’ learning to real and work-related examples * are familiar with the code of practice on special educational needs * ensure that pupils acquire and consolidate knowledge, skills and understanding in the subject * evaluate their own teaching critically