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How to have high yet realistic expectations; taking account of pupils’ backgrounds; treating learners with respect and consistency; being a model of good learning; effective communication with all stakeholders; contributing to the corporate life of schools; learning from a range of parties; self-evaluation. g. knowledge of the subject they are to teach; understanding of the National Curriculum that they are to teach: its aims and values, contents and programmes of study, general teaching requirements, teaching arrangements in their key stages, understanding of how learning takes place and the factors that affect it, use of ICT in teaching and learning, understanding the Special Educational Needs Code of Practice; understanding of a range of strategies for promoting positive behaviour.

Q15 Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained. Literacy, numeracy and ICT Q16 Have passed the professional skills tests in numeracy, literacy and information and communications technology (ICT). Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

Of course, it is not possible to use assessment strategies effectively in practice if you don’t have the necessary knowledge about assessment! Some of the standards try to address too many concepts, which makes them unnecessarily diverse and therefore difficult to assess appropriately: Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential.

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