FURTHER EDUCATION AND TRAINING PROFESSIONAL STANDARDS GRADING ASSESSMENT CRITERIA AND TRACKING
1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
1.1.1 Quickly and accurately discern their learners’
strengths and needs and are proactive in differentiating
and employing a range of effective intervention
strategies to secure appropriate progression for
individuals and groups, including those from
underperforming groups
1.1.2 Have an astute understanding of how effective
different teaching approaches are in relation to the
impact on learning and engagement of learners
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
1.2.1 Consistently adapt their teaching to meet
the needs of individual and groups of learners to
support progression in learning
REQUIRES IMPROVEMENT
1.2.2 Know how to secure progress for learners
and how to identify when groups and individuals
have made progress
1.1.3 Are able to use effective strategies to support the
learning and progress of all learners, including those
with additional learning requirements
1.2.3 Have a range of effective strategies that
they can apply to reduce barriers and respond to
the strengths and needs of their learners
1.2.4 Clearly recognise how to deal with any
potential barriers to learning through their
application of well-targeted interventions and the
appropriate deployment of available support staff
1.3.2 Are aware of a range of factors that are
potential barriers to achievement and understand
how experienced teachers use a range of
strategies to reduce these barriers
1.3.3 Show awareness of how learners develop
and take account of this in their teaching
Trainees demonstrate that they:
1.3.1 Know the learners well enough to recognise
the different needs and strengths of individuals and
groups and are beginning to adapt their teaching to
address those needs and strengths so that learners
are supported towards achieving their potential
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
1.4.1 Adapt their teaching to meet the
needs of the individual or groups of learners
to support progression
1.4.2 Recognise potential barriers to
learning or how to support with the
appropriate deployment of available support
staff
1.3.4 Have some understanding of the challenges
and opportunities of teaching in a diverse society
1.3.5 Have a developing understanding of the
needs of all learners and are able to articulate
distinctive teaching approaches and strategies
needed to engage and support learners with
particular needs, including EAL and SEND, and
learners from minority ethnic backgrounds
2. Evaluate and challenge your practice, values and beliefs
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
2.1.1 Are critically aware of the need to extend and
update their subject, curriculum and pedagogical
knowledge and have made excellent progress with
appropriate professional development strategies in their
early career
2.1.2 Are highly reflective in critically evaluating their
practice
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
2.2.1 Are critically aware of the need to extend
and update their subject, curriculum and
pedagogical knowledge and have made good
progress with appropriate professional
development strategies in their early career
2.2.2 Are reflective in evaluating their practice
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
2.3.1 Are aware of the need to extend and update
their subject, curriculum and pedagogical
knowledge and have started to employ appropriate
professional development strategies in their early
career
2.3.2 Demonstrate some skills in reflection but can
be descriptive in evaluating their own practice
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
2.4.1 Develop professional values and beliefs
2.4.2 Adequately reflect on their own
successes and failures in their teaching
practice
3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge
NOTE: This is a ‘Priority Standard'. If a trainee only achieves a 'Good' in this standard they can only achieve a Grade 2 overall.
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
3.1.1 Constantly motivate learners to participate and
contribute in an atmosphere highly conducive to learning
3.1.2 Consistently set high expectations which challenge
all learners in different training contexts
3.1.3 Show high levels of mutual respect between the
trainee and learners
3.1.4 Are very effective in promoting learners’ resilience,
confidence and independence when tackling challenging
activities
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
3.2.1 Are reliable in motivating learners to
participate and contribute in an atmosphere
conducive to learning
3.2.2 Have set appropriately high expectations,
believing that all learners have the potential to
make progress
3.2.3 Are well respected by learners and
effectively promote learners’ resilience,
confidence and independence when tackling
challenging activities. As a result of this most
learners are enthused and motivated to
participate
3.1.5 Generate very high levels of enthusiasm,
participation and commitment to learning
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
3.3.1 Are developing the ability to motivate learners
to participate and contribute in an atmosphere
conducive to learning
3.3.2 Sometimes set high expectations of learners
in their different training contexts
3.3.3 Are beginning to develop a rapport with a
range of individuals and groups. As a
consequence of this most learners are engaged in
their learning
3.3.4 Are developing the ability to demonstrate
professional behaviour, showing respect for
learners
3.3.5 Demonstrate enthusiasm for working with
young people and for teaching and learning
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
3.4.1 Encourage learners to participate and
contribute in an atmosphere conducive to
learning
3.4.2 Set appropriately high expectations to
allow all learners to reach their full potential
3.4.3 Develop a rapport with individuals and
groups. As a consequence of this most
learners are not fully engaged in their
learning
3.4.4 Demonstrate professional behaviour,
respect for learners, colleagues, parents
and carers and support the ethos of the
setting
3.4.5 Demonstrate enthusiasm for working
with children and young people and for
teaching and learning
4. Be creative and innovative in selecting and adapting strategies to help learners to learn
NOTE: This is a 'Priority Standard’. If a trainee only achieves a 'Good' in this standard they can only achieve a Grade 2 overall.
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
4.1.1 Plan lessons that often use well-chosen,
imaginative and creative strategies, and that match
individuals’ needs and interests
4.1.2 Take risks when trying to make teaching
interesting, are able to deal with the unexpected and
‘grab the moment’
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
4.2.1 Show a willingness to try out range of
approaches to teaching and learning, including
new technology
4.2.2 Know how to learn from both success and
‘failure’
4.1.3 Select and use new technology to effectively
support learning
4.1.4 Teach lessons that invariably capture the interest
of learners, are inclusive of all learners, and feature
debate between learners and between learners and the
teacher
4.2.3 Know when/who to ask for support both in
trying out new approaches and in evaluating how
well they work
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
4.3.1 Tend to have a limited, but adequate, range
of teaching and assessment strategies, but use
these competently and with confidence
4.3.2 Use new technology to enhance learning
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
4.4.1 Have a willingness to try out a range of
approaches to teaching and learning
4.4.2 Utilise new technology effectively
5. Value and promote social and cultural diversity, equality of opportunity and inclusion
NOTE: This is a 'Priority Standard’. If a trainee only achieves a 'Good' in this standard they can only achieve a Grade 2 overall.
Grade 1: OUTSTANDING - MEETING
STANDARDS AT A HIGH LEVEL
Trainees demonstrate that they:
5.1.1 Fully exploit possibilities to promote learners’
understanding and appreciation of social and cultural
diversity
5.1.2 Frequently employ effective and innovative
approaches to the integration of social and cultural
diversity
Grade 2: GOOD - MEETING STANDARDS AT
A GOOD LEVEL
Trainees demonstrate that they:
5.2.1 Make links with and explore possibilities to
develop learners’ understanding and appreciation
of social and cultural diversity
5.2.2 Employ a range of approaches to the
integration of social and cultural diversity
5.1.3 Are able to use effective strategies to support the
learning and progress of all learners, including those
with ‘Protected Characteristics’ as stated in the Equality
Act (2010)
5.1.4 Are highly skilled in meeting the learning
requirements of a wide range of learners
5.2.3 Ensure that all learners are included in all
learning activities
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
5.3.1 Are beginning to develop learners’ wider
understanding and appreciation of social and
cultural diversity
5.3.2 Have a developing understanding of the
needs of all learners and are able to articulate
distinctive teaching approaches and strategies
needed to engage and support all learners,
including those with ‘Protected Characteristics’ as
stated in the Equality Act (2010)
5.3.3 Are able to meet the needs of all learners
most of the time
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
5.4.1 Exploit opportunities to promote social
and cultural diversity, equality of opportunity
and inclusion
5.4.2 Employ a range of strategies to integrate
social and cultural diversity in their teaching
5.4.3 Meet individual learning requirements
6. Build positive and collaborative relationships with colleagues and learners
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
6.1.1 Build strong professional relationships and
demonstrate that they are able to work collaboratively
with colleagues and learners on a regular basis
6.1.2 Demonstrate an understanding of the range of
professionals that contribute to learners’ overall
development and their place in the ‘bigger picture’ – wellinformed discussion about individual/groups of learners
and particular needs
Grade 2: GOOD - MEETING STANDARDS AT A
GOOD LEVEL
Trainees demonstrate that they:
6.2.1 Are effective in building good professional
relationships with colleagues and learners and
demonstrate that they can work well collaboratively
when required to do so
6.2.2 Can give examples of working with a wider
range of professionals to secure the overall
development of learners
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
6.3.1 Are starting to build effective professional
relationships with various colleagues and
learners and have the skills required to work
collaboratively
6.3.2 In most cases, they know who they
should turn to for expert advice on particular
aspects of learners’ overall development,
specifically safeguarding issues
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
6.4.1 Build professional relationships with
colleagues and learners or work
collaboratively when required to do so
6.4.2 Understand the importance of
collaborative working
7. Maintain and update knowledge of your subject and/or vocational area
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
7.1.1 Consistently explore and exploit opportunities to
maintain and update knowledge of their own subject
specialism
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
7.2.1 Are proactive in maintaining and updating
knowledge of their own subject specialism
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
7.3.1 Are beginning to recognise the need to
maintain knowledge of their own subject specialism
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
7.4.1 Maintain and update knowledge of
their subject specialism
8. Maintain and update your knowledge of educational research to develop evidence-based practice
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
8.1.1 Consistently seek out opportunities to maintain
and update knowledge of educational research
8.1.2 Draw on their in-depth subject and curriculum
knowledge to plan confidently for progression and to
stimulate and capture learners’ interest
8.1.3 Consistently review their professional learning and
practice to successfully identify and employ strategies
for improvement
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
8.2.1 Have well-developed knowledge and
understanding of the relevant subject/curriculum
areas and subject specialism they are training to
teach and use this effectively to maintain and
develop learners’ interest
8.2.2 Apply detailed subject and curriculum
knowledge to plan for progression and to
stimulate and capture learners’ interest
8.2.3 Review their professional learning and
practice to successfully identify and employ
strategies for improvement
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
8.3.1 Have reasonably secure knowledge and
understanding of the relevant subject/curriculum
areas and subject specialism to teach effectively in
the age phase for which they are training to teach
8.3.2 In most situations, are able to apply subject
and curriculum knowledge to plan for progression
and to stimulate and capture learners’ interest
8.3.3 Review their professional learning and
practice to identify and employ strategies for
improvement, although this review sometimes
lacks depth
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
8.4.1 Have sufficient knowledge and
understanding of the relevant
subject/curriculum areas and subject
specialism they are training to teach
8.4.2 Apply subject and curriculum knowledge
to plan for progression and to stimulate and
capture learners’ interest
8.4.3 Review their professional learning and
practice to identify and employ strategies for
improvement
9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other
evidence
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
9.1.1 Use their in-depth and highly developed theoretical
understanding of effective practice in teaching, learning
and assessment and draw on research and other
evidence to employ highly effective teaching, learning
and assessment strategies
9.1.2 Successfully use understanding gained through
engaging with research to test out new approaches to
practice
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
9.2.1 Have a well-developed theoretical
understanding of effective practice in teaching,
learning and assessment and draw on research
and other evidence to employ effective teaching,
learning and assessment strategies
9.2.2 Use understanding gained through
engaging with research to test out new
approaches to practice
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
9.3.1 Are developing a level of secure theoretical
understanding of effective practice in teaching,
learning and assessment and are beginning to
draw on research and other evidence to inform
teaching, learning and assessment strategies
9.3.2 Are beginning to engage with research to test
out new approaches to practice
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
9.4.1 Have sufficient theoretical understanding
of effective practice in teaching, learning and
assessment drawing on research and other
evidence to employ effective teaching,
learning and assessment strategies
9.4.2 Use understanding gained through
engaging with research to test out new
approaches to practice
10. Evaluate your practice with others and assess its impact on learning
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
10.1.1 Can accurately judge the impact of their practice
on individual and groups of learners and can use their
evaluation to inform future planning, teaching and
learning
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
10.2.1 Know how to learn from both successful
and less effective lessons through their
systematic evaluation of the effectiveness of
their practice, including its impact on learners
REQUIRES IMPROVEMENT
10.1.2 Actively seek guidance and support from mentors
and other colleagues and use the feedback very
effectively to improve practice
10.1.3 Are highly reflective in critically evaluating their
practice
10.1.4 Can demonstrate high-quality self-evaluation with
clear focus on learners and setting challenging targets
for their own professional development
10.2.2 Seek guidance and support from mentors
and other colleagues and use the feedback
effectively to improve practice
10.2.3 Can provide clear evidence of
understanding the need to take responsibility for
their own professional development through
evaluating performance and setting challenging
targets
10.3.2 Seek guidance and support from mentors
and other colleagues and are beginning to use the
feedback to improve practice
10.3.3 Are developing an understanding of the
need to evaluate the effectiveness of their own
teaching and its learners and are beginning to link
this to their own professional development
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
Trainees demonstrate that they:
10.3.1 Are beginning to review and reflect on their
own planning and teaching to prepare future
activities and tasks that build on and sustain
progression in learners’ learning
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
10.4.1 Review and reflect on their planning and
teaching
10.4.2 Seek out guidance and support from
mentors and other colleagues or use the
feedback effectively to improve practice
11. Manage and promote positive learner behaviour
NOTE: This is a 'Priority Standard’. If a trainee only achieves a 'Good' in this standard they can only achieve a Grade 2 overall.
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
11.1.1 Rapidly adapt to the different circumstances in
which they train, working confidently within the
frameworks established in different settings and
applying rules and routines consistently and fairly
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
11.2.1 Work within the setting’s framework for
behaviour and apply rules and routines
consistently and fairly, including those related to
tackling bullying, including cyber and prejudicebased bullying
11.1.2 Consistently have high expectations and
understand a range of strategies that experienced
teachers use to promote positive behaviour and apply
these very effectively, including use of setting sanctions,
rewards, and use of praise, in order to create an
environment highly supportive of learning
11.1.3 Manage learner behaviour with ease so that
learners display very high levels of engagement,
courtesy, collaboration and co-operation
11.2.2 Always have high expectations and
understand a range of strategies that teachers
use to promote positive behaviour and apply
these effectively, including use of setting
sanctions, rewards, and use of praise, in order to
create an environment supportive of learning
11.2.3 Manage behaviour effectively so that
learners demonstrate positive attitudes towards
the teacher, their learning and each other
allowing lessons to flow smoothly so that
disruption is unusual
11.2.4 Actively seek additional support in
addressing the needs of learners where
significantly challenging behaviour is
demonstrated
11.1.4 Actively seek additional support in addressing the
needs of learners where significantly challenging
behaviour is demonstrated
11.1.5 Understand how to tackle bullying, including
cyber and prejudice-based bullying
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
11.3.1 Are developing the practice of working within
the setting’s framework for behaviour and are
learning how to apply rules and routines
consistently and fairly, including those related to
tackling bullying, including cyber and prejudicebased bullying
11.3.2 Usually have high expectations, are aware
of the range of strategies that experienced
teachers use to promote positive behaviour, but are
not yet consistently applying these
11.3.3 Are developing the skills to be able to apply
these appropriately, in the context of the settings
policy using sanctions and rewards, including
praise, in order to create an environment
supportive of learning
11.3.4 Understand when to seek additional support
in addressing the needs of learners where
significantly challenging behaviour is demonstrated
but do not always implement this
11.3.5 Recognise that planning appropriate lessons
that challenge learners, teaching using a variety of
strategies to address learners’ needs and
employing appropriate assessment strategies will
all contribute to successful behaviour management
but are not yet consistent in applying this
11.3.6 Show an understanding of how barriers to
learning can impact on learner behaviour and have
begun to apply strategies to address these,
working alongside experienced teachers and
support staff as appropriate
11.3.7 Understand that behaviour management is
context-dependent and are beginning to articulate
which factors may contribute to more challenging
behaviour being exhibited within their sessions
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
11.4.1 Work within the setting’s framework for
behaviour or apply rules and routines
11.4.2 Have high expectations or understand
the strategies that experienced teachers use
to promote positive behaviour
11.4.3 Manage behaviour effectively or
encourage learners to demonstrate positive
attitudes towards the teacher, their learning
and each other to allow lessons to flow
smoothly
11.4.4 Seek additional support in addressing
the needs of learners where significantly
challenging behaviour is demonstrated
12. Understand the teaching and professional role and your responsibilities
Grade 1: OUTSTANDING - MEETING STANDARDS
AT A HIGH LEVEL
Trainees demonstrate that they:
12.1.1 Are proactive in seeking out opportunities to
contribute in a significant way to the wider life and ethos
of the setting
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
12.2.1 Are proactive in seeking out opportunities
to contribute to the wider life and ethos of the
setting
12.1.2 Take responsibility for deploying support staff in
their lessons and for seeking advice from relevant
professionals in relation to learners with individual needs
12.2.2 Take responsibility for deploying support
staff in their lessons and for seeking advice from
relevant professionals in relation to learners with
individual needs
12.1.3 Deliberately seek out opportunities to develop
their own professional learning and respond positively to
all the feedback they receive
12.2.3 Are proactive in relation to their own
professional learning and value the feedback
they receive from more experienced colleagues,
using it to develop their own teaching further
12.1.4 Communicate very effectively, both verbally and
in writing, with parents, carers and other professionals in
relation to learners’ achievements and wellbeing when
required to do so formally, but are also proactive in
communicating in relation to individual learners’
emergent needs
12.2.4 Communicate effectively, both verbally
and in writing, with parents, carers and other
professionals in relation to learners’
achievements and well-being and assume some
responsibility for doing so in response to
individual learners’ emergent needs
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
12.3.1 Are beginning to understand and support
the ethos of the setting and show an inclination to
contribute to the wider life of the setting in
appropriate ways
12.3.2 Are developing communication with support
staff but appear to lack the confidence to always
direct any support staff deployed in their lessons, to
assist in supporting the progress and achievement
of individuals and of groups of learners
12.3.3 Understand when to ask for information and
advice from specialist staff about individual
learners with specific needs but do not always
action this
12.3.4 Are not yet always proactive in seeking out
and responding to advice from more experienced
colleagues
12.3.5 Are generally able to identify personal
professional development targets and identify
opportunities to address and meet these targets
12.3.6 Are developing the ability to communicate
effectively with parents, carers and other
professionals in supporting learners’ achievement
and monitoring learners’ well-being but are not yet
able to do this independently in response to
individual learners’ emergent needs
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
12.4.1 Seek opportunities to contribute to the
wider life and ethos of the setting
12.4.2 Deploy support staff in their lessons or
seek advice from relevant professionals in
relation to learners with individual needs
12.4.3 Proactively seek to enhance their own
professional learning or value the feedback
they receive from more experienced
colleagues
12.4.4 Communicate effectively at set points
in the setting year, including at open events,
parents’ evenings and through written reports
12.4.5 Communicate effectively with parents,
cares and other professionals in relation to
learners’ achievements and well-being
13. Motivate and inspire learners to promote achievement and develop their skills to enable progression
NOTE: This is a 'Priority Standard’. If a trainee only achieves a 'Good' in this standard they can only achieve a Grade 2 overall.
Grade 1: OUTSTANDING - MEETING
STANDARDS AT A HIGH LEVEL
Trainees demonstrate that they:
13.1.1 Assume a high level of responsibility for the
attainment progress and outcomes of all learners they
teach
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
13.2.1 Assume responsibility for the attainment,
progress and outcomes of the learners they
teach
13.1.2 Demonstrate confident judgement in planning
for learner progression both within individual lessons
and over time
13.1.3 Are able to articulate a clear and well-justified
rationale as to how they are building on prior
achievement
13.2.2 Demonstrate a sound understanding of
the need to develop learner learning over time
13.1.4 Actively promote engaging and effective
methods that support learners in reflecting on their
learning
13.2.4 Regularly provide learners with the
opportunity to reflect on their own learning and
use this, along with other forms of assessment,
to inform their future planning and teaching
13.2.5 Use their knowledge of effective teaching
strategies to encourage independent learning
and offer a rationale for choices made in the
context of practice
13.1.5 Are able to set appropriately challenging tasks,
drawing on a sound knowledge of the learners’ prior
attainment, which has been obtained through
systematic and accurate assessment
13.2.3 Short-term and medium-term planning
consistently takes into account the prior learning
of the learners
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
13.3.1 Support learners in reflecting on their
learning and identifying their progress and
emerging learning needs but do not always
demonstrate this consistently
13.3.2 Are beginning to devise suitable
opportunities for learners to evaluate and improve
their performance
13.3.3 Are able to demonstrate a limited range of
teaching strategies which are informed by an
understanding of how learners learn and offer a
rationale for choices made in the context of
practice
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
13.4.1 Assume responsibility for the
attainment, progress and outcomes of the
learners they teach
13.4.2 Have an understanding of the need to
develop learner learning over time
13.4.3 Take into account the prior learning of
the learners
13.4.4 Provide learners with the opportunity to
reflect on their own learning and use this,
along with other forms of assessment, to
inform their future planning and teaching
13.4.5 Encourage independent learning
14. Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment
NOTE: This is a 'Priority Standard’. If a trainee only achieves a 'Good' in this standard they can only achieve a Grade 2 overall.
Grade 1: OUTSTANDING - MEETING
STANDARDS AT A HIGH LEVEL
Trainees demonstrate that they:
14.1.1 Plan lessons that often use well-chosen,
imaginative and creative strategies that match
individuals’ needs and interests
14.1.2 Quickly and accurately discern their learners’
strengths and needs and are proactive in
differentiating and employing a range of effective
intervention strategies to secure appropriate
progression for individuals and groups, including those
from underperforming groups
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
14.2.1 Plan lessons that take account of the
needs of groups of learners and individuals,
through the setting of differentiated learning
outcomes, carefully matching teaching and
learning activities and resources to support
learners in achieving these intended learning
outcomes
14.2.2 Can make links with and explore
possibilities to develop learners’ understanding
and appreciation of social and cultural diversity
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
14.3.1 Generally maintain the pace of the learning,
are usually able to respond flexibly to what is
happening in the classroom and are developing the
confidence to adapt their teaching in order to
respond to the needs of the learners
14.3.2 Are beginning to develop learners’ wider
understanding and appreciation of social and
cultural diversity
14.1.3 Fully exploit possibilities to promote learners’
understanding and appreciation of social and cultural
diversity
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
14.4.1 Plan lessons that take account of the
needs of groups of learners and individuals
14.4.2 Secure appropriate learner progress
14.4.3 Challenge inappropriate behaviour
15. Promote the benefits of technology and support learners in its use
Grade 1: OUTSTANDING - MEETING
STANDARDS AT A HIGH LEVEL
Trainees demonstrate that they:
15.1.1 Select and use a wide range of new
technologies to maintain engagement and participation
15.1.2 Use new technology effectively to promote the
development of academic skills and autonomous
learning
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
15.2.1 Select and use a range of new
technologies to maintain engagement and
participation
15.2.2 Use new technology to promote the
development of academic skills and autonomous
learning
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
15.3.1 Are developing the use of new technology to
maintain engagement and participation and are
beginning to understand how technology can be
used effectively to promote learning
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
15.4.1 Use a range of new technologies to
maintain engagement and participation
15.4.2 Use new technology to promote the
development of academic skills or
autonomous learning
16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning
NOTE: This is a 'Priority Standard’. If a trainee only achieves a 'Good' in this standard they can only achieve a Grade 2 overall.
Grade 1: OUTSTANDING - MEETING
STANDARDS AT A HIGH LEVEL
Trainees demonstrate that they:
16.1.1 Successfully identify and exploit naturally
occurring opportunities to develop learners’ skills in
communication, reading, writing and mathematics (as
appropriate)
16.1.2 Draw on their very strong knowledge and
understanding of the principles and practices of
teaching mathematics and English to select and
employ highly effective teaching strategies (as
appropriate)
16.1.3 Can promote high standards of communication,
reading, writing and mathematical skills for all learners
(as appropriate)
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
16.2.1 Model good standards of written and
spoken communication, and mathematical skills,
in all professional activities and encourage and
support learners to develop these skills in their
lessons (as appropriate)
16.2.2 Have a very secure knowledge and
understanding of the principles and practices of
teaching mathematics and English and employ
effective teaching strategies (as appropriate)
REQUIRES IMPROVEMENT
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees demonstrate that they:
Trainees do not demonstrate that they:
16.3.1 Demonstrate an understanding of the need 16.4.1 Model good standards of written and
to promote high standards of communication,
spoken communication in all professional
reading, writing and mathematical skills for all
activities or encourage and support learners to
learners and are beginning to build this into lessons develop these skills in their lessons
(as appropriate)
16.3.2 Understand the principles and practices of
16.4.2 Know and understand the principles and
teaching and assessing mathematics and English, practices of teaching and assessing English
and are beginning to be able to apply these
and mathematics, and are unable to apply this
effectively (as appropriate)
effectively
16.2.3 Have an understanding of how to
overcome barriers to learning such as low levels
of literacy and numeracy (as appropriate)
17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge
Grade 1: OUTSTANDING - MEETING
STANDARDS AT A HIGH LEVEL
Trainees demonstrate that they:
17.1.1 Set learners challenging tasks and regularly
create opportunities for independent and autonomous
learning. As a result the majority of learners make very
good progress
17.1.2 Actively promote engaging and effective
methods that support learners in reflecting on their
learning
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
17.2.1 Set appropriately challenging tasks and
create opportunities that enable independent
learning. As a result the majority of learners
make good progress
17.2.2 Regularly provide learners with the
opportunity to reflect on their own learning and
use this, along with other forms of assessment,
to inform their future planning and teaching
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
17.3.1 Generally set tasks that challenge most
learners and encourage independent learning. As a
consequence all groups of learners make at least
satisfactory progress
17.3.2 Are beginning to support learners in
reflecting on their learning and identifying their
progress and emerging learning needs
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
17.4.1 Set appropriately challenging tasks that
enable learners to make progress. As a result
the majority of learners fail to make good
progress
17.4.2 Encourage independent and
autonomous learning. As a consequence,
learners do not make at least satisfactory
progress
17.4.3 Provide learners with the opportunity to
reflect on their own learning and use this,
along with other forms of assessment, to
inform their future planning and teaching
18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression
and achievement
NOTE: This is a 'Priority Standard’. If a trainee only achieves a 'Good' in this standard they can only achieve a Grade 2 overall.
Grade 1: OUTSTANDING - MEETING
STANDARDS AT A HIGH LEVEL
Trainees demonstrate that they:
18.1.1 Confidently and accurately assess learners’
attainment against national benchmarks or other
appropriate grading criteria
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
18.2.1 Are able to assess learners’ attainment
accurately against national benchmarks or other
appropriate grading criteria
18.1.2 Use a range of assessment strategies very
effectively in their day-to-day practice to monitor
progress and to inform future planning
18.2.2 Employ a range of appropriate formative
assessment strategies effectively and can adapt
their teaching within lessons in light of learners’
responses
18.2.3 Maintain accurate records of learners’
progress and use these to set appropriately
challenging targets
18.1.3 Systematically and effectively check learners’
understanding throughout lessons, anticipating where
intervention may be needed and do so with notable
impact on the quality of learning
18.1.4 Assess learners’ progress regularly and work
with them to accurately target further improvement and
secure appropriate progress
18.2.4 Assess learners’ progress regularly and
accurately and discuss assessments with them
so that learners know how well they have done
and what they need to do to improve
EHU Further Education and Training Professional Standards Grading Criteria 2015-16
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
18.3.1 Have a developing understanding of the
assessment requirements for the
subject/curriculum they are teaching and are able
to make broadly accurate assessments against
national benchmarks or other appropriate grading
criteria
18.3.2 Generally use of a range of formative and
summative assessment strategies, designed to
support learners in making progress
18.3.3 Are not yet consistently effective in
deploying these strategies in every lesson in order
to evaluate the impact of teaching on the progress
of learners and to use this as a basis for modifying
their teaching and classroom practice when
necessary
18.3.4 Are able, with guidance from experienced
teachers, to monitor learner progress and maintain
accurate records, and set new targets for
individuals and groups
18.3.5 Are developing the skills to mark learners’
work constructively and provide appropriate oral
feedback to learners to help them to make
progress
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
18.4.1 Have an understanding of the
assessment requirements for the
subject/curriculum they are teaching. They are
unable to make accurate assessment against
national benchmarks or other appropriate
grading criteria
18.4.2 Make use of formative and summative
assessment strategies in their planning to
support learners in making progress
18.4.3 Evaluate the impact of teaching on the
progress of learners and as a basis for
modifying their teaching and classroom
practice
18.4.4 Know how summative data are used to
set targets for groups and individuals
18.4.5 Monitor learner progress and maintain
accurate records, even with guidance from
experienced teachers
18.4.6 Mark learners’ work constructively and
provide appropriate oral feedback to learners
19. Maintain and update your teaching and training expertise and vocational skills through collaboration with employers
Grade 1: OUTSTANDING - MEETING
STANDARDS AT A HIGH LEVEL
Trainees demonstrate that they:
19.1.1 Build strong professional relationships and
demonstrate that they are able to work collaboratively
with employers (as appropriate)
19.1.2 Seek out and exploit opportunities to involve
themselves in the wider professional role via extracurricular activities and CPD activity
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
19.2.1 Are effective in building good professional
relationships with colleagues and demonstrate
that they can work well collaboratively when
required to do so
19.2.2 Regularly involve themselves in the wider
professional role via extra-curricular activities
and CPD activity
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
19.3.1 Are developing the skills to build effective
professional relationships with various colleagues
in order to work collaboratively
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
19.4.1 Build professional relationships with
colleagues or work collaboratively when
required to do so
19.3.2 Are starting to involve themselves in the
wider professional role via extra-curricular activities
and CPD activity
19.4.2 Involve themselves in the wider
professional role via extra-curricular activities
and CPD activity
20. Contribute to organisational development and quality improvement through collaboration with others
Grade 1: OUTSTANDING - MEETING
STANDARDS AT A HIGH LEVEL
Trainees demonstrate that they:
20.1.1 Are proactive in seeking out opportunities to
contribute in a significant way to the wider life and
ethos of the setting
20.1.2 Show initiative in contributing to curriculum
planning and developing and producing effective
learning resources in their placement settings
Grade 2: GOOD - MEETING STANDARDS
AT A GOOD LEVEL
Trainees demonstrate that they:
20.2.1 Seek out opportunities to contribute to the
wider life and ethos of the setting
REQUIRES IMPROVEMENT
Trainees demonstrate that they:
20.3.1 Are beginning to seek out opportunities to
contribute to the wider life and ethos of the setting
INADEQUATE - FAILING TO MEET THE
STANDARDS
Trainees do not demonstrate that they:
20.4.1 Seek opportunities to contribute to the
wider life and ethos of the setting
20.2.2 Make a positive contribution to the
development of curriculum and resources in their
placement settings
20.3.2 Are starting to work collaboratively with
more experienced colleagues to make a positive
contribution to the setting
20.4.2 Make positive contribution to the
development of curriculum and resources in
their practice settings
EHU Further Education and Training Professional Standards Grading Criteria 2015-16