ࡱ>  VXMNOPQRSTU[ bjbj ΐΐyS CC4h/ C'm-{J{J{J{JZK6KK%m'm'm'm'm'm'moZr'm9 MVKZK M M'mCC{J{J`mOOO MXC8{J{J%mO M%mOO1j{k{J,cMpjmvm0mk"sMT"s4k"sk,K0K"OL*LKKK'm'm'OdKKKm M M M M"sKKKKKKKKK : Form F0 Your Details NameMain School Additional Schools if applicableSchool context (e.g. phase and type) Your role(s) Your area of expertise for standard 10  Name of colleagues for the meetings with the assessor Form F1: Response sheet for task 1: Working with an individual learner 1. Your detailsNameYour area(s) of expertise for this task School Name of teacher for this task Date of task Where relevant in the following sections, the right-hand column is provided for you to record which Standards have been claimed. 2. Sources of evidence for this taskDocument reference no.Brief descriptionStd  3. ContextA brief, but anonymous, profile of the learner with whom you have been working:Std The nature of the activity: Summarise how you contributed to planning the work, what you planned to do and whyStd  Describe what happened when you carried out the workStd Describe any monitoring and/or assessment of the learner that you undertookStd  Evaluate your contribution to the activity, describing why it went well and what, if anything, you would do differently if you were repeating this workStd  Form F2: Response sheet for task 2: Working with a small group 1. Your detailsNameYour area(s) of expertise for this task School Name of teacher for this task Numbers of learners for this taskDate of task Where relevant in the following sections, the right-hand column is provided for you to record which Standards have been claimed. 2. Sources of evidence for this taskDocument reference no.Brief descriptionStd 3. ContextA brief, but anonymous, profile of the learner with whom you have been working:Std The nature of the activity: Summarise how you contributed to planning the work, what you planned to do and whyStd Describe what happened when you carried out the workStd Describe any monitoring and/or assessment of the learner that you undertookStd  Evaluate your contribution to the activity, describing why it went well and what, if anything, you would do differently if you were repeating this workStd Form F3: Response sheet for task 3: Working with a whole class 1. Your detailsNameYour area(s) of expertise for this task School Name of teacher for this task Numbers of learners for this taskDate of the task Was the assigned teacher present for this task? Yes  No Where relevant in the following sections, the right-hand column is provided for you to record which Standards have been claimed. 2. Sources of evidence for this taskDocument reference no.Brief descriptionStd 3. ContextA brief, but anonymous, profile of the learner with whom you have been working:Std The nature of the activity: Summarise how you contributed to planning the work, what you planned to do and whyStd   Describe what happened when you carried out the workStd Describe any monitoring and/or assessment of the learner that you undertookStd Evaluate your contribution to the activity, describing why it went well and what, if anything, you would do differently if you were repeating this workStd  Form F4: Response sheet for task 4: Situation 1 Your detailsNameSchoolDate of task Where relevant in the following sections, the right-hand column is provided for you to record which Standards have been claimed. Sources of evidence for this taskDocument reference no.Brief descriptionStd Brief description of situationStd Analysis: what you did, how and why, and with what consequences Std  What did you learn that would inform your future practice?Std  Form F5: Response sheet for task 4: Situation 2 Your detailsNameSchoolDate of task Where relevant in the following sections, the right-hand column is provided for you to record which Standards have been claimed. Sources of evidence for this taskDocument reference no.Brief descriptionStd Brief description of situationStandard Analysis: what you did, how and why, and with what consequences Std  What did you learn that would inform your future practice?Std  Form F6: Response sheet for task 4: Situation 3 Your detailsNameSchoolDate of task Where relevant in the following sections, the right-hand column is provided for you to record which Standards have been claimed. Sources of evidence for this taskDocument reference no.Brief descriptionStd Brief description of situationStd Analysis: what you did, how and why, and with what consequences Std What did you learn that would inform your future practice?Std Form F7: Response sheet for task 4: Situation 4 Your detailsNameSchoolDate of task Where relevant in the following sections, the right-hand column is provided for you to record which Standards have been claimed. Sources of evidence for this taskDocument reference no.Brief descriptionStd  Brief description of situationStd Analysis: what you did, how and why, and with what consequences Std  What did you learn that would inform your future practice?Std  Form F8: Response sheet for task 4: Situation 5 Your detailsNameSchoolDate of task Where relevant in the following sections, the right-hand column is provided for you to record which Standards have been claimed. Sources of evidence for this taskDocument reference no.Brief descriptionStd Brief description of situationStd Analysis: what you did, how and why, and with what consequences Std  What did you learn that would inform your future practice?Std  Form F9/10: Assessment grid Name of candidate Name of school Name of Assessor Candidates should fill in black parts, and leave blue parts clear for assessors StdTasksAssessor use onlyDoc. Ref. No.Sources of evidence Brief descriptionDuring the visit: evidence from meetings  Assessor use onlyFinal Yes or No (delete)1234Pre-visit12345( ?X1 High expectations of children and young people with a commitment to helping them fulfil their potential FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 2 Establish fair, respectful, trusting, supportive, constructive relationships with children and young people FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 3 Demonstrate the positive values, attitudes & behaviour they expect FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX   Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 4 Communicate effectively and sensitively with children, young people, colleagues, parents and carers FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX   Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  5 Recognise and respect the contribution of parents and carers to the development and well-being of children & young people FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 6 Demonstrate a commitment to collaborative and cooperative working with colleagues FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 7 Improve own knowledge and practice, including responding to advice and feedback FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 8 Understand key factors affecting learning and progress FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 9 Know how to contribute to effective personalised provision by taking practical account of diversity FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 10 Have sufficient understanding of area(s) of expertise to support development, learning and progress FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 11 See separate record form (F17)12 Know how to use ICT to support professional activities FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 13 Know how statutory and non-statutory frameworks for the curriculum relate to the age and ability ranges of learners FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 14 Understand the objectives, content & intended outcomes of the activities in which they are involved FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 15 Know how to support learners in accessing the curriculum in accordance with SEN code of practice & disabilities legislation FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 16 Know how other frameworks, that support development and well-being, impact upon their practice FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 17 Use their expertise to contribute to planning and preparation FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 18 Use their expertise to plan their role in learning activities FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 19 Devise clearly structured activities that interest & motivate learners FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 20 Plan how they will support the inclusion of children and young people in learning activities FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 21 Contribute to the selection & preparation of resources suitable for children and young peoples interests and abilities FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX   Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 22 Monitor learners responses to activities and modify accordingly FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 23 Monitor learners progress to provide focused support & feedback FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 24 Support evaluations of progress using a range of assessment techniques FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 25 Contribute to maintaining & analysing records of progress FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 26 Use effective strategies to promote positive behaviour FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX   Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 27 Recognise and respond to situations that challenge equality of opportunity FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 28 Use ICT skills to advance learning FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 29 Advance learning when working with individuals FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 30 Advance learning when working with small groups FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 31 Advance learning when working with whole classes without the presence of a teacher FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  Yes No FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX 32 Organise & manage learning activities in ways that keep learners safe FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX   Yes No 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