QTS STANDARDS (017/2009)
S1: Professional values and practice
To gain QTS, trainees must show that they understand and
uphold the principles of the General Teaching Council for
Wales’s ‘Statement of Professional Values and Practice’ by
demonstrating all of the following:
S1.1
S1.2
S1.3
S1.4
S1.5
S1.6
S1.7
S1.8
Understanding everyone’s learning needs,
maximising potential and demonstrating
commitment
Consideration for learners and mutual respect
Inspiring learners
Communication with parents and carers
Promoting the school in the wider community
Working with others
Commitment to professional development
Working within the law
LESSON OBSERVATION REPORT POINTS
In addition to the specific Standards these are some of the issues that
could be referred to in the Lesson Observation Report.
Enthusiasm; interest in the work and the learners; attitude and conduct;
showing respect; punctuality; standard of preparation; organisation;
ability to co-operate; willingness to accept advice and feedback and act
upon it…
S2: Knowledge and understanding
To gain QTS, trainees must demonstrate all of the following:
S2.1
S2.2
S2.3
S2.4
S2.5
S2.6
S2.7
Subject knowledge
(a) Foundation Phase
(d) Key Stage 2
National Curriculum aims and guidelines
Progression between stages
How development affects learning
Using information and communications
technology (ICT)
Special Educational Needs (SEN)
Promoting good behaviour
Knowledge of the subject and topic; knowledge of the NC; answering
learners’ questions accurately; using ICT; ALN…
S3: TEACHING
S3.1 Planning, expectations and targets
To gain QTS, trainees must demonstrate all of the following:
S3.1.1
S3.1.2
S3.1.3
S3.1.4
S3.1.5
Setting objectives
Planning lessons
Using resources
Working in teams
Out-of-school learning
QUALITY OF THE LESSON PLAN
 has clear learning outcomes and success criteria
 uses previous assessment as a basis for planning
 assessment methods described
 refers to the National Curriculum
 places appropriate emphasis on skills development
 resources identified
 refers to safety (where appropriate)
 timing indicated
 work is appropriate for the learners’ needs
 includes a variety of activities and teaching methods
 provides opportunities for learners to participate and be actively
involved
 provide opportunities for learners to demonstrate knowledge,
understanding, progress
 describes what the learners will be learning
 describes what the learners will record/write(describes homework
to be set…)
S3.2 Monitoring and assessment
To gain QTS, trainees must demonstrate all of the following:
S3.2.1
S3.2.2
S3.2.3
S3.2.4
S3.2.5
S3.2.6
S3.2.7
Assessment strategies
Assessment to support learning
Assessment against national requirements
Meeting learners’ needs
English or Welsh as an additional language
Recording progress
Reporting to parents and others
LESSON OBSERVATION REPORT POINTS
In addition to the specific Standards these are some of the issues that
could be referred to in the Lesson Observation Report.
Assessment strategies used to evaluate learners’ work; use of formative
assessment; use of success criteria; effective questioning (challenging
questioning, extended answers etc); giving immediate and constructive
feedback; involving learners in reflecting on their own work ; supporting
all learners; setting targets on learners’ work (i.e. how to improve);
evidence that learners have achieved the learning outcomes / have made
progress in the lesson
QUALITY OF TRAINEE’S EVALUATIONS
Reference can be made to the analytical nature of the trainee’s
evaluations and the progress in the standard of the evaluations
S3.3 Teaching and class management
To gain QTS, trainees must demonstrate all of the following:
S3.3.1
S3.3.2
S3.3.3
S3.3.4
S3.3.5
S3.3.6
S3.3.7
S3.3.8
S3.3.9
S3.3.10
S3.3.11
S3.3.12
S3.3.13
S3.3.14
S3.3.15
High expectations
[Teaching specialist scope / age range]
Delivering effective lessons
Differentiating teaching
Supporting English or Welsh as an additional
language
Taking account of diversity
Time management
Using resources safely and effectively
Managing behaviour
Using ICT
Length and breadth of teaching experience
Providing homework
Working with others
Equal opportunities
Sustainable development and global citizenship
TEACHER-LEARNER RELATIONSHIP AND CLASS MANAGEMENT
 mutual respect; positive; friendly NOT friends; teacher uses praise
generously
 how do the learners come in to the class?; starting the lesson;
transition periods; organizing group/practical work
 dealing with ‘occurrences’
 handling transitions; ending the lesson
early in the course:
 timing, clear instructions and explanations, variety, good use of
resources, appropriate language level, breakdown of task to help
learners understand, structuring group work, work marked regularly with
supportive comments…
as the trainee develops give more attention to:
…differentiation, challenging questioning, encouraging extended
answers, opportunities for learners to learn independently, developing
learners’ essential skills, taking advantage of learning opportunities that
develop in the lesson, work that challenges the learners, the quality and
the amount of learning going on in the lesson….
Developing Skills
Trainee’s skills: correct use of terminology; correct spelling and grammar in handouts/ PowerPoint presentations / on board/ in teaching;
appropriate ‘register’ of language; speaking clearly; providing a good ‘model’; use of incidental Welsh; appropriate application of literacy
and numeracy within context; proficiency in use of ICT to support teaching(IWB etc)…
Supporting and developing learners’ skills:
Making explicit references to the skills being developed …
Literacy - explanation of key words/terms; spellings of key words and terms emphasised; opportunities for speaking, reading, writing;
correcting spellings, grammar, pronunciation…
Numeracy – inclusion of relevant and correct numeracy in lesson.
Opportunities to develop thinking skills (planning, developing, reflecting)
Opportunities to develop ICT skills
Opportunities to develop subject skills
See complete document in:
http://wales.gov.uk/docs/dcells/publications/090915becomingateacheren.pdf