Form F9/10: Assessment grid
Name of candidateName of schoolName of Assessor
Candidates should fill in black parts and leave blueparts clear for assessors
Std / Tasks Candidates please to showwhere you are claiming each standard / Assessor use only / Doc.
Ref.
No. / Task Ref.
Eg F1- F8 / Sources of evidence - Brief description (no more than two) / During the visit: evidence from meetings - Assessor use only / Final Yes or No (delete)
F1 / F2 / F3 / F4 / F5 / F6 / F7 / F8 / Pre-visit
/ ? / X
1 / High expectations of children and young people with a commitment to helping them fulfil their potential / 1a
1b / Yes
No
1a
1b
2 / Establish fair, respectful, trusting, supportive, constructive relationships with children and young people / 2a
2b / Yes
No
2a
2b
3 / Demonstrate the positive values, attitudes and behaviours they expect from children and young people / 3a
3b / Yes
No
3a
3b
4 / Communicate effectively and sensitively with children, young people, colleagues, parents and carers / 4a
4b / Yes
No
4a
4b
5 / Recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people / 5a
5b / Yes
No
5a
5b
6 / Demonstrate a commitment to collaborative and cooperative working with colleagues / 6a
6b / Yes
No
6a
6b
7 / Improve their own knowledge and practice including responding to advice and feedback / 7a
7b / Yes
No
7a
7b
8 / Understand the key factors that affect children and young people's learning and progress / 8a
8b / Yes
No
8a
8b
9 / Know how to contribute to effective personalised provision by taking practical account of diversity / 9a
9b / Yes
No
9a
9b
10 / Have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people / 10a
10b / Yes
No
10a
10b
11 / See separate record form (F17)
12 / Know how to use ICT to support professional activities / 12a
12b / Yes
No
12a
12b
13 / Know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support / 13a
13b / Yes
No
13a
13b
14 / Understand the objectives, content and intended outcomes for the learning activities in which they are involved / 14a
14b / Yes
No
14a
14b
15 / Know how to support learners in accessing the curriculum in accordance with the special educational needs and disability (SEND) code of practice and disabilities legislation / 15a
15b / Yes
No
15a
15b
16 / Know how other frameworks, that support the development and well-being of children and young people, impact upon their practice / 16a
16b / Yes
No
16a
16b
17 / Use their area(s) of expertise to contribute to the planning and preparation of learning activities / 17a
17b / Yes
No
17a
17b
18 / Use their area(s) of expertise to plan their role in learning activities / 18a
18b / Yes
No
18a
18b
19 / Devise clearly structured activities that interest and motivate learners and advance their learning / 19a
19b / Yes
No
19a
19b
20 / Plan how they will support the inclusion of the children and young people in the learning activities / 20a
20b / Yes
No
20a
20b
21 / Contribute to the selection and preparation of resources suitable for children and young people' interests and abilities / 21a
21b / Yes
No
21a
21b
22 / Monitor learners' responses to activities and modify the approach accordingly / 22a
22b / Yes
No
22a
22b
23 / Monitor learners' progress in order to provide focused support and feedback / 23a
23b / Yes
No
23a
23b
24 / Support the evaluation of learners' progress using a range of assessment techniques / 24a
24b / Yes
No
24a
24b
25 / Contribute to maintaining and analysing records of learners' progress / 25a
25b / Yes
No
25a
25b
26 / Use effective strategies to promote positive behaviour / 26a
26b / Yes
No
26a
26b
27 / Recognise and respond appropriately to situations that challenge equality of opportunity / 27a
27b / Yes
No
27a
27b
28 / Use their ICT skills to advance learning / 28a
28b / Yes
No
28a
28b
29 / Advance learning when working with individuals / 29a
29b / Yes
No
29a
29b
30 / Advance learning when working with small groups / 20a
30b / Yes
No
30a
30b
31 / Advance learning when working with whole classes without the presence of the assigned teacher / 31a
31b / Yes
No
31a
31b
32 / Organise and manage learning activities in ways which keep learners safe / 32a
32b / Yes
No
32a
32b
33 / Direct the work, where relevant, of other adults in supporting learning / 33a
33b / Yes
No
33a
33b