CheppingViewPrimary Academy SCITT
Examples of SMART targets for further advancement
PART ONE: TEACHING
TS1: Set high expectations which inspire, motivate and challenge pupils
A)Establish a safe and stimulating environment for pupils, rooted in mutual respect
By the following week, do a learning walk around the school during lunch, break or after school and take photos of stimulating displays and learning walls. Annotate the photos (plus ideas from Pinterest) to show why you think these displays inspire, motivate and challenge pupils.
By the following week, create a learning wall for English in your classroom. Refer to it in your lesson, so that it enables pupils to make progress in that subject. Take a photo and annotate how it is used to inspire, motivate and challenge pupils.
B)Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
Plan a maths lesson for date, which identifies which children in the class are underperforming. Look at, print out and understand the assessment data, to understand why they are identified as underperforming. On your plan identify strategies to support their learning and progress. Include these children in your questioning. Evidence good progress by these children through their self assessment at the end of the lesson and by progress shown in their books.
Teach a sequence of maths lessons. At the end of each lesson note which children have not made good progress through performance in class, work in books, self-assessment. Adapt your next lesson plan and incorporate strategies to support their learning and progress. Include these children in your questioning. Evidence good progress by these children through their self assessment at the end of the lesson and by progress shown in their books.
By ______mark a class set of writing, using the school’s marking policy. For each child identify whether they have achieved their Learning Objective and identify an area for improvement – next step marking, as well as pointing out something positive about their writing.
C)Demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
During your lessons, demonstrate awareness of the school’s behaviour code and values. At all times, demonstrate respect for pupils and give regular positive feedback to pupils in the class. Implement sanctions and rewards consistently. Evidence this through teacher feedback in lesson observation on date.
TS2: Promote good progress and outcomes by pupils
A) Be accountable for pupils’ attainment, progress and outcomes.
Meet with the SENCO this week to develop distinctive teaching approaches to support those pupils with English as an additional language or SEND in your class. Make notes and implement these approaches in your lesson planning. Reflect on the effectiveness of these approaches in securing pupil progress, in your lesson evaluation.
At the end of each lesson you teach this week, make time for a plenary to review learning. Plan your plenary for the lesson to include questions, which address any misconceptions, check for understanding and indicate where the learning is going next.
B) Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
At the beginning of each lesson you teach this week, plan some differentiated questions to ask the children during the input and include these on your lesson plan or SMART notebook plan. Write notes to reflect on what you found out about the pupils’ capabilities or prior knowledge through these questions. Reflect on how questioning can be used as a means of ‘Assessment for Learning’ or formative assessment.
C) Guide pupils to reflect on the progress they have made and their emerging needs
For each lesson you teach this week, come up with a set of success criteria for meeting the lesson objective. Share these success criteria clearly with the children and make sure that they are clearly visible to all children during the lesson. At the end of each lesson, give the children time to reflect on their progress by ticking or crossing each success criteria.
D) Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
By next week do some research on learning theories and pedagogies and reflect on how this pedagogical knowledge can inform your lesson planning.
During your lesson observations of other teachers next week, write reflections on effective teaching strategies, which enable pupils to make good progress in that lesson and how you could incorporate them into your teaching.
TS3: Demonstrate good subject and curriculum knowledge
A)Have a secure knowledge of the relevant subject(s) and curriculum area, foster and maintain pupils’ interest in the subject, and address misunderstandings
Over the next week, meet with the school’s subject co-ordinator for a core subject which you are finding challenging (English, Maths or Science). Use the discussions to clarify your understanding of areas of the subject and identify alternative resources and strategies which you can use in your teaching. If available, consult other teachers who are strong in that subject, either in or out of school to add to your evidence. Add relevant ideas to your planning for the following weeks. [After following through with any new ideas, reflect on how your confidence has changed]
B)Demonstrate a critical understanding of developments in the subject and promote the value of scholarship
Work through government and specialist web-sites to identify new thinking and best practice in teaching one of the core subjects (English, Maths or Science). Plan at least one activity, which uses your newfound knowledge to extend and enthuse children in one of your classes. Review how this affects the eagerness of the children to learn as well as your own enthusiasm for teaching in that lesson.
Trainee will do their own research to plan a science lesson for the unit ______in the curriculum. It will involve a practical task and excellent subject knowledge will be demonstrated, so that all children make progress and achieve the LO.
C)Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English
Identify a common error which children in your English class make in their spoken and/or written language compared to ‘Standard English’ (refer to the National Curriculum up to your current year group for guidance). Prepare and deliver a lesson which will address this misconception and help children to understand the difference between Standard English and other cultural variations of the language.
D)If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
Identify a phonics phase which you have not yet observed or taught. Make arrangements to observe another teacher to observe that phase being taught (in another year group or school if necessary). Research the contents of the new phase, plan a lesson and offer to teach that lesson the following week. (speak to Chepping View SCITT if you need assistance finding another school class who are working at that phase.
E)if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
Interview different children about their Maths learning, at least two in Key Stage 1 and at least one low attaining child in Key Stage 2. Find out what they find difficult about learning maths and what helps them the most. Meet with the Maths subject co-ordinator and/or a recommended teacher in Maths in lower Key Stage 1 to find out the best teaching strategies to use to help these children make better progress. Report back on examples of learning activities, resources and how differentiation can be used. In the following week, use at least one of these methods in your teaching of Maths, either for early learners in Key Stage 1 or low ability children in Key Stage 2 and reflect on the impact it has made.
TS4: Plan and teach well structured lessons
A)Impart knowledge and develop understanding through effective use of lesson time
Produce a lesson plan for _____, which shows progression from starter through main activity through pupil tasks through to plenary. The lesson should include thought through questioning and breakdown of time for each element of the lesson.
Plan a lesson to be observed which shows a high level of productivity and engagement amongst the pupils as evidenced in class, in their participation and in their books.
Plan a lesson on ______where the subject knowledge is ______and show through the use of the objective and success criteria and self-assessment that all children have understood and increased their knowledge as related to the objective and success criteria.
B)Promote a love of learning and children’s intellectual curiosity
Develop an interactive display where children answer questions or add their ideas.
Demonstrate in a lesson observation, that you have encouraged children’s questions and provided opportunities for them to share their ideas. That you have have used deep questioning to probe their ideas and aroused their curiosity.
Demonstrate in guided reading or English, that you have promoted a love of books and reading. Plan how you will do this and reflect on the outcome.
Help organise and be involved in an in school activity such as World Book Day or Stone age Day or Romans Day.
Research a topic and develop resources which stimulate the children to learn and allow the children to build on their ideas.
C)Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
As part of a sequence of lessons set a piece of homework which is relevant and helps the pupils to consolidate what they have been learning in class. Keep a record of the homework and some of your marking and feedback.
Help plan a trip or visit which takes place out of class and reflect on the appropriateness and benefits of such a trip on pupils’ learning.
D)Reflect systematically on the effectiveness of lessons and approaches to teaching
At the end of each lesson you teach this week, write reflections on your lesson plans to show which parts of the lesson were effective in terms of pupil progress and how you know that and which areas were less effective and what you could do differently. Why were they less effective?
Arrange to observe other teachers and complete the observation evaluation form reflecting on pupil progress in that lesson and which approaches to teaching were effective and why.
Arrange to observe another trainee and complete the observation evaluation form reflecting on pupil progress in that lesson and which approaches to teaching were effective and why.
Teach a sequence of lessons in _____ this week and annotate your planning to show what worked well and what did not in terms of pupil progress. Show how planning is adapted for the next lesson based on the outcomes of the previous lesson.
Agree what you are going to teach and why through a sequence of lessons. Identify what the pupils’ starting points are in relation to what is to be taught. Set out success criteria for pupils’ learning. Find out how groups and individuals work best, for example, what are they interested in an exited by? Plan a sequence of lessons building on the information gathered. Make assessments and respond to pupils’ needs within each lesson and over the sequence of lessons.
E)Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
Work with your teacher tutor and other year group teachers to develop a scheme of work. Annotate a medium term plan to show engaging ideas and progression in relation to the curriculum.
Adapt an existing scheme of work in a particular topic, adding new resources and ideas which engage the pupils.
Become involved in organising or designing an enrichment activity in school linked to a subject.
TS5: Adapt teaching to respond to the strengths and needs of all pupils
A)Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
In your lesson planning this week, identify clearly different groups of children, which need different levels of challenge and support in order to progress. Plan specific strategies for allowing these different groups of children to make progress and make these clear on your lesson plan. Reflect on what worked well and which children made progress.
B)Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
This week meet with the class teacher and/or SENDCo and make notes on any children in the class, which have physical, social, emotional, language, or any other special educational needs. Read any IEP or EHCP plans for children in your class and make notes. For each child, list the factors which can inhibit their ability to learn and strategies for overcoming these. If need be draw on the expertise of other staff in the school such as a Learning mentor or Inclusion Manager.
This week, read through the SEN plan for child X and develop differentiated activities for this child to be supported by a TA/SLA in all maths/English lessons next week using visual and kinaesthetic activities so that the child achieves maths objectives.
C)Demonstrate an awareness of the physical, social and intellectual development of children, and how to adapt teaching to support pupils’ education at different stages of development
Next week, work individually with specific children during different lessons led by the class teacher. Choose 3 children with different physical, social and intellectual needs and reflect on how they learn, what motivates them, what strategies enable them to make progress. (This could be part of the pupil profiles.
D)Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
For your ______lesson next week, create resources which show an awareness of the need for differentiation, so that your lesson in inclusive. Reflect on pupil progress as a result of using these resources.
TS6: Make accurate and productive use of assessment
A)Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
This week, spend time with your class teacher or year group leader and understand how continual assessment is carried out for maths and English for your year group against the National Curriculum Requirements. Take notes and collect 2 examples of work that indicate that those children have made progress in achieving steps in their assessment.
Do 1 or 2 sample papers for KS2 reading and mark them using the marking scheme provided, so that you understand the level that is required by the end of that key stage. Reflect on the skills required, which need to be taught with reference to those papers.
This week, attend a staff meeting on moderation of writing. Take some photocopies of children’s work and assess them using the statutory assessment requirements, using highlighters. Check with class teacher or other year group staff on accuracy of your assessment.
B)Make use of formative and summative assessment to secure pupils’ progress
Over the next 3 weeks, keep a record of progress of children in your guided reading group to indicate pupil progress.
Design or use an existing summative test. Use this with your class and mark it using a mark scheme. Identify where children have made progress and where there are gaps in learning.
C)Use relevant data to monitor progress, set targets and plan subsequent lessons
Demonstrate knowledge of how to analyse pupil data to inform planning. Collect data to show the average level of class and spread of levels within the class for writing. Be able to set targets for the relevant children and plan a sequence of lessons to achieve those targets
D)Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
Next week in your lessons, build in opportunities for peer and self assessment techniques and photocopy examples. Use these strategies to encourage learners to reflect on the learning process. Planning and lesson observation should ensure pupils know what success looks like.
TS7: Manage behaviour effectively to ensure a good and safe learning environment
A)Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy