TS 5- Adapt teaching to respond to the strengths and needs of all pupils
Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
Planning
- Children’s work, provision of resources
- Pupil progress meetings
- Decision making processes with support staff, deployment of additional adults
- Appropriate learning outcomes
- Use of Bloom’s Taxonomy/ thinking skills
- Lesson observations, assessment records. All make progress over time
- Differentiated questioning informed by data
- Seating plans; appropriate groupings, provision maps, IEPs
- Student voice and pupil conferencing
Have a secure understanding of how a range of factors can inhibit
pupils’ ability to learn, and how best to overcome these
Planning /differentiation – shows understanding of child development
- Children’s work
- Pupil progress meetings and conferencing
- Resources
- Learning styles
- Observations
- Use of Pupil Profile SEN information + strategies
- Use of opportunities to promote Literacy, Numeracy, ICT
- Appropriate use of TAs, provision maps, decisions with support staff
- Diary notes of meetings with SENCo
- Training records
- Use of referral to internal and external agencies
- Knowledge of and application of up to date teaching pedagogies
Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
Application of appropriate strategies
- Training records – ability to articulate why children need a particular type of approach
- Lesson plans show understanding of next steps based on children’s needs
- Meetings with SENCo, IEP, pupil progress meetings all show personalisation
Have a clear understanding of the needs of all pupils, including those
with special educational needs; those of high ability; those with
English as an additional language; those with disabilities; and be able
to use and evaluate distinctive teaching approaches to engage and
support them.
Lesson plans show explicit differentiation
- In observation, resources created show awareness of need for differentiation, delivery is inclusive
- Written feedback and pupil/ parent meetings show understanding of different needs
- Appropriate methods of assessment and next steps
- G&T opportunities promoted throughout