Standard / TLR / Cur / Res / RAR
AS 1 / All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning. / CDIP / WPP
AS 2 / Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability. / TPP / CDIP / WPP / CPPD
AS 3 / Equality, diversity and inclusion in relation to learners, the workforce, and the community. / ELA
TPP / CDIP / WPP / CPPD
AS 4 / Reflection and evaluation of their own practice and their continuing professional development as teachers. / ELA
TPP / CDIP / WPP / CPPD
AS 5 / Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners. / ELA / CDIP / WPP
AS 6 / The application of agreed codes of practice and the maintenance of a safe environment. / TPP / CDIP / WPP / CPPD
AS 7 / Improving the quality of their practice. / TPP / WPP / CPPD
AK 1.1
AP 1.1 / What motivates learners to learn and the importance of learners’ experience and aspirations.
Encourage the development and progression of all learners through recognising, valuing and responding to individual motivation, experience and aspirations. / TPP
PEL / CDIP / WPP
WPP
AK 2.1
AP 2.1 / Ways in which learning has the potentialto change lives.
Use opportunities to highlight thepotential for learning to positivelytransform lives and contribute toeffective citizenship. / TPP
TPP / CPPD
AK 2.2
AP 2.2 / Ways in which learning promotes theemotional, intellectual, social and economic well being of individuals and the population as a whole.
Encourage learners to recognise and reflect on ways in which learning can empower them as individuals and make a difference in their communities. / TPP / CDIP / WPP / CPPD
AK 3.1
AP 3.1 / Issues of equality, diversity and inclusion.
Apply principles to evaluate and develop own practice in promoting equality and inclusive learning and engaging with diversity. / P/ PEL /TPP
PEL /ELA / CDIP / WPP
WPP / CPPD
AK 4.1
AP 4.1 / Principles, frameworks and theories which underpin good practice in learning and teaching.
Use relevant theories of learning to support the development of practice in learning and teaching. / TPP
TPP / CDIP
CDIP / WPP
WPP / CPPD
AK 4.2
AP 4.2 / The impact of own practice onindividuals and their learning.
Reflect on and demonstratecommitment to improvement of ownpersonal and teaching skills throughregular evaluation and use of feedback. / PEL /TPP
PEL / WPP
WPP / CPPD
AK 4.3
AP 4.3 / Ways to reflect, evaluate and useresearch to develop own practice, andto share good practice with others.
Share good practice with others andengage in continuing professional
development through reflection,evaluation and the appropriate use ofresearch. / TPP / CDIP / WPP
WPP / CPPD
CPPD
AK 5.1
AP 5.1 / Ways to communicate and collaboratewith colleagues and/or others toenhance learners’ experience.
Communicate and collaborate withcolleagues and/or others, within andoutside the organisation, to enhancelearners’ experience. / TPP / CDIP / WPP
WPP
AK 5.2
AP 5.2 / The need for confidentiality, respect andtrust in communicating with others aboutlearners.
Communicate information and feedbackabout learners to others with alegitimate interest, appropriately and ina manner which encourages trustbetween those communicating andrespects confidentiality wherenecessary. / TPP / WPP
AK 6.1
AP 6.1 / Relevant statutory requirements andcodes of practice.
Conform to statutory requirements andapply codes of practice. / P / TPP / CDIP / CPPD
AK 6.2
AP 6.2 / Ways to apply relevant statutoryrequirements and the underpinningprinciples.
Demonstrate good practice throughmaintaining a learning environmentwhich conforms to statutoryrequirements and promotes equality,including appropriate consideration ofthe needs of children, young people andvulnerable adults. / TPP / CDIP / WPP / CPPD
AK 7.1
AP 7.1 / Organisational systems and processesfor recording learner information.
Keep accurate records which contributeto organisational procedures. / P /ELA / WPP
AK 7.2
AP 7.2 / Own role in the quality cycle.
Evaluate own contribution to theorganisation’s quality cycle. / P / ELA/ TPP / CDIP / WPP / CPPD
AK 7.3
AP 7.3 / Ways to implement improvementsbased on feedback received.
Use feedback to develop own practicewithin the organisation’s systems. / ELA
ELA / CDIP
CDIP / WPP
WPP
Standards Mapping Document – Learning and Teaching
Standard / TLR / Cur / Res / RAR
BS 1 / Maintaining an inclusive, equitable and motivating learning environment. / TPP / CDIP / CPPD
BS 2 / Applying and developing own professional skills to enable learners to achieve their goals. / CPPD
BS 3 / Communicating effectively and appropriately with learners to enhance learning. / TPP / WPP
BS 4 / Collaboration with colleagues to support the needs of learners. / CDIP / WPP
BS 5 / Using a range of learning resources to support learners. / P / CDIP
BK 1.1
BP 1.1 / Ways to maintain a learning environment in which learners feel safe and supported.
Establish a purposeful learning environment where learners feel safe, secure, confident and valued. / PEL
TPP
PEL / CDIP / CPPD
BK 1.2
BP 1.2 / Ways to develop and manage behaviours which promote respect for and between others and create anequitable and inclusive learning environment.
Establish and maintain procedures with learners which promote and maintain appropriate behaviour, communication and respect for others, while challenging discriminatory behaviour and attitudes. / PEL
TPP
P
PEL / CPPD
BK 1.3
BP 1.3 / Ways of creating a motivating learning environment.
Create a motivating environment which encourages learners to reflect on, evaluate and make decisions about their learning. / TPP / CDIP / CPPD
BK 2.1
BP 2.1 / Principles of learning and ways toprovide learning activities to meetcurriculum requirements and the needsof all learners.
Provide learning activities which meetcurriculum requirements and the needs
of all learners. / PEL
TPP
PEL / CDIP
CDIP / WPP
BK 2.2
BP 2.2 / Ways to engage, motivate and encourage active participation of learners and learner independence.
Use a range of effective and appropriate teaching and learning techniques to engage and motivate learners and encourage independence. / PEL
TPP
P
PEL / CDIP
CDIP
BK 2.3
BP 2.3 / The relevance of learning approaches,preferences and skills to learnerprogress.
Implement learning activities whichdevelop the skills and approaches of all
learners and promote learner autonomy. / PEL /TPP
PEL / CDIP
BK 2.4
BP 2.4 / Flexible delivery of learning, includingopen-, distance & on-linelearning.
Apply flexible and varied deliverymethods as appropriate to teaching and
learning practice. / PEL
PEL / CDIP
BK 2.5
BP 2.5 / Ways of using learners’ ownexperiences as a foundation forlearning.
Encourage learners to use their own lifeexperiences as a foundation for their
development. / PEL/TPP
PEL
BK 2.6
BP 2.6 / Ways to evaluate own practice in termsof efficiency and effectiveness.
Evaluate the efficiency andeffectiveness of own teaching, includingconsideration of learner feedback andlearning theories. / P / PEL
P
PEL / CDIP / WPP
WPP / CPPD
CPPD
BK 2.7
BP 2.7 / Ways in which mentoring and/orcoaching can support the developmentof professional skills and knowledge.
Use mentoring and/or coaching tosupport own and others’ professional
development, as appropriate. / TPP / CPPD
CPPD
BK 3.1
BP 3.1 / Effective and appropriate use ofdifferent forms of communicationinformed by relevant theories andprinciples.
Communicate effectively andappropriately using different forms oflanguage and media, including written,oral and non-verbal communication, andnew and emerging technologies toenhance learning. / TPP
P
PEL / WPP
WPP / CPPD
BK 3.2
BP 3.2 / A range of listening and questioningtechniques to support learning.
Use listening and questioningtechniques appropriately and effectivelyin a range of learning contexts. / PEL/TPP
P
PEL
BK 3.3
BP 3.3 / Ways to structure and present information and ideas clearly andeffectively to learners.
Structure and present informationclearly and effectively. / TPP
PEL
BK 3.4
BP 3.4 / Barriers and aids to effectivecommunication.
Evaluate and improve owncommunication skills to maximiseeffective communication and overcomeidentifiable barriers to communication. / PEL/TPP
PEL
BK 3.5 BP 3.5 / Systems for communication within own organisation
Identify and use appropriate organisational systems for communicating with learners and colleagues. / PEL
PEL / WPP
BK 4. 1 BP 4.1 / Good practice in meeting the needs of learners in collaboration with colleagues
Collaborate with colleagues to encourage learner progress. / PEL
PEL / CDIP / WPP
BK 5.1 BP 5.1 / The impact of resources on effective learning.
Select and develop a range of effective resources, including appropriate use of new and emerging technologies. / PEL/TPP
PEL / CDIP
BK 5.2
BP 5.2 / Ways to ensure that resources used are inclusive, promote equality and support diversity.
Select,develop and evaluate resources to ensure they are inclusive, promote equality and engage with diversity. / PEL
TPP
PEL / CDIP
Standards Mapping Document – Specialist Learning and Teaching
Standard / TLR / Cur / Res / RAR
CS 1 / Understanding and keeping up to date with current knowledge in respect of own specialist area. / TPP / CPPD
CS 2 / Enthusing and motivating learners in own specialist area. / CDIP
CS 3 / Fulfilling the statutory responsibilities associated with own specialist area of teaching. / TPP / CDIP / CPPD
CS 4 / Developing good practice in teaching own specialist area. / CDIP / WPP / CPPD
CK 1.1
CP 1.1 / Own specialist area including currentdevelopments.
Ensure that knowledge of own specialistarea is current and appropriate to the
teaching context. / PEL
PEL / CDIP / CPPD
CK 1.2
CP 1.2 / Ways in which own specialism relates tothe wider social, economic and
environmental context.
Provide opportunities for learners tounderstand how the specialist area
relates to the wider social, economicand environmental context. / TPP
TPP / CDIP
CDIP / CPPD
CK 2.1
CP 2.1 / Ways to convey enthusiasm for ownspecialist area to learners.
Implement appropriate and innovativeways to enthuse and motivate learners
about own specialist area. / PEL/TPP
PEL
CK 3.1
CP 3.1 / Teaching and learning theories andstrategies relevant to own specialistarea.
Apply appropriate strategies andtheories of teaching and learning to own
specialist area. / P / PEL TPP
PEL/ ELA / CDIP
CDIP / WPP / CPPD
CK 3.2
CP 3.2 / Ways to identify individual learningneeds and potential barriers to learningin own specialist area.
Work with learners to address particularindividual learning needs and overcome
identified barriers to learning. / PEL
TPP
PEL / CDIP
CK 3.3
CP 3.3 / The different ways in which language,literacy and numeracy skills are integral
to learners’ achievement in ownspecialist area.
Work with colleagues with relevantlearner expertise to identify and address
literacy, language and numeracydevelopment in own specialist area. / P / TPP
PEL
PEL / CDIP
CDIP / CPPD
CK 3.4
CP 3.4 / The language, literacy and numeracyskills required to support own specialist
teaching.
Ensure own personal skills in literacy,language and numeracy are appropriate
for the effective support of learners / PEL
TPP
PEL/ELA/
TPP / WPP
WPP / CPPD
CPPD
CK 3.5
CP 3.5 / Ways to support learners in the use ofnew and emerging technologies in own
specialist area.
Make appropriate use of, and promotethe benefits of new and emerging
technologies. / TPP
TPP / CDIP / CPPD
CK 4.1
CP 4.1 / Ways to keep up to date withdevelopments in teaching in own
specialist area.
Access sources for professionaldevelopment in own specialist area. / TPP
TPP / WPP
WPP / CPPD
CPPD
CK 4.2
CP 4.2 / Potential transferable skills and employment opportunities relating to own specialist area.
Work with learners to identify the transferable skills they are developing, and how these might relate to employment opportunities / TPP
Standards Mapping Document – Planning for Learning
Standard / TLR / Cur / Res / RAR
DS 1 / Planning to promote equality, support diversity and to meet the aims and learning needs of learners. / ELA
TPP / CDIP / WPP / CPPD
DS 2 / Learner participation in the planning of learning. / PEL / CDIP / WPP
DS 3 / Evaluation of own effectiveness in planning learning. / ELA / WPP / CPPD
DK 1.1
DP 1.1 / How to plan appropriate, effective,coherent and inclusive learningprogrammes that promote equality andengage with diversity.
Plan coherent and inclusive learningprogrammes that meet learners’ needs
and curriculum requirements, promoteequality and engage with diversity
effectively. / PEL
TPP
PEL
TPP / CDIP
CDIP / WPP
DK 1.2
DP 1.2 / How to plan a teaching session.
Plan teaching sessions which meet theaims and needs of individual learners
and groups, using a variety ofresources, including new and emerging
technologies. / P / PEL
P
PEL
DK 1.3
DP 1.3 / Strategies for flexibility in planning anddelivery.
Prepare flexible session plans to adjustto the individual needs of learners. / TPP
PEL
DK 2.1
DP 2.1 / The importance of including learners inthe planning process.
Plan for opportunities for learnerfeedback to inform planning andpractice. / PEL /ELA
TPP
PEL /ELA / CDIP / WPP
WPP
DK 2.2
DP 2.2 / Ways to negotiate appropriate individualgoals with learners.
Negotiate and record appropriatelearning goals and strategies withlearners. / PEL
PEL
DK 3.1
DP 3.1 / Ways to evaluate own role andperformance in planning learning.
Evaluate the success of plannedlearning activities. / ELA/TPP
P / ELA
TPP / WPP / CPPD
CPPD
DK 3.2
DP 3.2 / Ways to evaluate own role andperformance as a member of a team in
planning learning.
Evaluate the effectiveness of owncontributions to planning as a memberof a team. / ELA
TPP
ELA
TPP / CDIP / WPP / CPPD
CPPD
Standards Mapping Document – Learning and Teaching
Standard / TLR / Cur / Res / RAR
ES 1 / Designing and using assessment as a tool for learning and progression. / ELA / CDIP / WPP / CPPD
ES 2 / Assessing the work of learners in a fair and equitable manner. / ELA
ES 3 / Learner involvement and shared responsibility in the assessment process. / ELA / CDIP
ES 4 / Using feedback as a tool for learning and progression. / ELA / WPP
ES 5 / Working within the systems and quality requirements of the organisation in relation toassessment and monitoring of learner progress. / ELA / CDIP
EK 1.1
EP1.1 / Theories and principles of assessmentand the application of different forms of
assessment, including initial, formativeand summative assessment in teaching
and learning.
Use appropriate forms of assessmentand evaluate their effectiveness in
producing information useful to theteacher and the learner. / PEL
ELA
TPP
P
PEL/ELA / CDIP / WPP / CPPD
EK 1.2
EP 1.2 / Ways to devise, select, use andappraise assessment tools, including,where appropriate, those which exploitnew and emerging technologies.
Devise, select, use and appraiseassessment tools, including where
appropriate, those which exploit newand emerging technologies. / ELA
TPP
P / ELA / CDIP / WPP / CPPD
EK 1.3
EP 1.3 / Ways to develop, establish and promotepeer- and self-assessment.
Develop, establish and promote peerandself-assessment as a tool for
learning and progression. / ELA
ELA / CDIP / CPPD
EK 2.1
EP 2.1 / Issues of equality and diversity inassessment.
Apply appropriate methods ofassessment fairly and effectively. / ELA
ELA / CDIP / WPP / CPPD
EK 2.2
EP 2.2 / Concepts of validity, reliability andsufficiency in assessment.
Apply appropriate assessment methodsto produce valid, reliable and sufficient
evidence. / ELA
ELA / WPP
WPP
EK 2.3
EP 2.3 / The principles of assessment design inrelation to own specialist area.
Design appropriate assessmentactivities for own specialist area. / ELA/TPP
ELA / CDIP
EK 2.4
EP 2.4 / How to work as part of a team toestablish equitable assessmentprocesses.
Collaborate with others, as appropriate,to promote equity and consistency in
assessment processes. / ELA
ELA / CDIP
EK 3.1
EP 3.1 / Ways to establish learner involvement inand personal responsibility forassessment of their learning.
Ensure that learners understand, areinvolved and share in responsibility for
assessment of their learning. / ELA
TPP
ELA / CDIP
EK 3.2
EK 3.2 / Ways to ensure access to assessmentwithin a learning programme.
Ensure that access to assessment isappropriate to learner need. / ELA
ELA / CDIP
EK 4.1
EP 4.1 / The role of feedback and questioning inassessment for learning.
Use assessment information to promotelearning through questioning and
constructive feedback, and involvelearners in feedback activities. / P / ELA
P
ELA / CDIP / WPP
EK 4.2
EP 4.2 / The role of feedback in effectiveevaluation and improvement of own
assessment skills.
Use feedback to evaluate and improveown skills in assessment. / ELA
ELA / WPP
EK 5.1
EP 5.1 / The role of assessment and associatedorganisational procedures in relation to
the quality cycle.
Contribute to the organisation’s qualitycycle by producing accurate andstandardised assessment information,and keeping appropriate records of
assessment decisions and learners’progress. / P/ ELA
TPP
ELA / CDIP / WPP / CPPD
EK 5.2
EP 5.2 / The assessment requirements ofindividual learning programmes and
procedures for conducting andrecording internal and/or externalassessments.
Conduct and record assessments whichadhere to the particular requirements of
individual learning programmes and,where appropriate, external bodies. / ELA
P
ELA / CDIP
EK 5.3
EP 5.3 / The necessary/ appropriate assessmentinformation to communicate to others
who have a legitimate interest in learnerachievement.
Communicate relevant assessmentinformation to those with a legitimate
interest in learner achievement, asnecessary/ appropriate. / ELA
ELA
Standards Mapping Document – Access and Progression
Standard / TLR / Cur / Res / RAR
FS 1 / Encouraging learners to seek initial and further learning opportunities and to use services within the organisation. / PEL / CDIP / CPPD
FS 2 / Providing support for learners within the boundaries of the teacher role. / TPP / WPP / CPPD
FS 3 / Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area. / ELA / CPPD
FS 4 / A multi-agency approach to supporting development and progression opportunities for learners. / TPP / CDIP / CPPD
FK 1.1
FP 1.1 / Sources of information, advice, guidanceand support to which learners might be
referred.
Refer learners to information onpotential current and future learningopportunities and appropriatespecialist support services. / P
PEL
PEL / CPPD
FK 1.2
FP 1.2 / Internal services which learners mightaccess.
Provide learners with appropriateinformation about the organisationand its facilities, and encouragelearners to use the organisation’s services, as appropriate. / PEL / CPPD
FK 2.1
FP 2.1 / Boundaries of own role in supportinglearners.
Provide effective learning support,within the boundaries of theteaching role. / P / TPP / WPP
WPP / CPPD
FK 3.1
FP 3.1 / Progression and career opportunities withinown specialist area.
Provide general and currentinformation about potentialeducation, training and/or careeropportunities in relation to ownspecialist area. / PEL/TPP / CDIP / CPPD
FK 4.1
FP 4.1 / Professional specialist services available tolearners and how to access them.
Provide general and currentinformation about a range ofrelevant external services. / TPP / PEL / CPPD
FK 4.2
FP 4.2 / Processes for liaison with colleagues andother professionals to provide effective
guidance and support for learners.
Work with colleagues to provideguidance and support for learners. / PEL/ELA
PEL/ELA / WPP / CPPD
Key: P=PTLLS PEL= Planning & Enabling Learning ELA= Enabling Learning and Assessment TPP= Theories & Principles for PEL
CPPD= Continuing Personal & Professional Development WPP= Wider Professional Practice
CDIP= Curriculum Development for Inclusive Practice Coverage within current PGCE