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Q1 Have high expectations of children and young people including a commitmentto ensuring that they can achieve their full educational potential and toestablishing fair, respectful, trusting, supportive and constructive relationshipswith them.

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

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

(a) Be aware of the policies and practices of the workplace and share incollective responsibility for their implementation.

Evidence a)

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Evidence b)

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Q4 Communicate effectively with children, young people, colleagues, parents andcarers.

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Q5 Recognise and respect the contribution that colleagues, parents and carerscan make to the development and well-being of children and young peopleand to raising their levels of attainment.

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

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

(b)Identify priorities for their early professional development in the context ofinduction.

Evidence a)

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Evidence b)

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

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

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Q10 Have a knowledge and understanding of a range of teaching, learning andbehaviour management strategies and know how to use and adapt them, includinghow to personalise learning and provide opportunities for all learners to achieve theirpotential.

Evidence

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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.

Evidence

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

Evidence

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Q13 Know how to use local and national statistical information to evaluate theeffectiveness of their teaching, to monitor the progress of those they teach and toraise the levels of attainment.

Evidence

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Q14 Have a secure knowledge and understanding of their subjects/curriculumareas and related pedagogy to enable them to teach effectively across theage and ability range for which they are trained.

Evidence

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Q15 Know and understand the relevant statutory and non-statutory curricula

frameworks, including those provided through the National strategies, for theirsubjects/curriculum areas, and other relevant initiatives applicable to the ageand ability range for which they are trained.

Evidence

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

Evidence

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Q 18 Understand how children and young people develop and that the progressand well-being of learners are affected by a range of developmental, social,religious, ethnic, cultural and linguistic influences.

Evidence

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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 to take practical account ofdiversity and promote equality and inclusion in their teaching.

Evidence

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Q20 Know and understand the roles of colleagues with specific responsibilities,including those with responsibility for learners with special educational needs anddisabilities and other individual learning needs.

Evidence

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Q21 (a) Be aware of current legal requirements, national policies and guidance onthe safeguarding and promotion of the well-being of children and youngpeople.

(b) Know how to identify and support children and young people whoseprogress, development or well-being is affected by changes or difficulties intheir personal circumstances, and when to refer them to colleagues forspecialist support.

Evidence a)

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Evidence b)

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Q22 Plan for progression across the age and ability range for which they aretrained, designing effective learning sequences within lessons and across a series oflessons and demonstrating secure subject/curriculum knowledge.

Evidence

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