Subject knowledge and Pedagogical Tracking Tool –
record of learning, linking the three sites of learning
(centre based, school based and independent
learning)
The UWE teacher of
reading
The transformational professional
2012 entry
Different picture needed – students in school
C
1
The UWE transformational professional
Training to be a teacher at the University of the West Of England is about making a
commitment to and an understanding of, the principles of the UWE transformational
professional. There are three sites of learning to your training: centre based learning;
school based learning and independent learning. All three will work together to develop
you as an outstanding professional. The idea of the transformation professional underpins
all of your teaching and learning.
The transformational professional is one who exemplifies the following characteristics:
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An outstanding educator – consistently striving for continuous improvement
Motivated by a sense of moral purpose – based on an understanding that
educational experiences can transform lives
Dedicated to transforming the life chances of all learners – setting high
expectations, overcoming barriers to learning and helping everyone to achieve
their maximum potential
Committed to transforming their own practice through critical reflective practice
Willing to open their practice up to scrutiny, support and challenge
Able to transform the practices of others through participation in professional
learning communities
Passionate about co-construction of innovative solutions to enduring challenges
and resilient and resourceful in pursuit of those ends
Ethically aware at all times, demonstrating honesty and integrity
Emotionally intelligent, able to create transformational relationships build on
reciprocity and respect.
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Contents
Page 2
The UWE transformation profession
Page 3
Contents
Page 4
Introduction
Page 5
Curriculum
Page 6
Principles
Page 7
Applying the principles - overview of learning
Page 8
Year 1 learning and assessment
Page 10
Year 1 end of year reflective summary
Page 12
Year 2 learning and assessment
Page15
Year 2 end of year reflective summary
Page 17
Year 3 learning and assessment
Page 19
Year 3 end of year reflective summary
Page 21
Lesson observation and feedback support for
Year 1
Page 22
Lesson observation and feedback support for
Year 2
Page 23
Lesson observation and feedback support for
Year 3
Page 25
Guidance on the school based training reading
grade
3
Introduction
Learning to read is a vital foundation to becoming a
literate, educated person. Reading offers opportunities
for enjoyment, for increasing our knowledge of the
world and for enhancing our imagination and creativity.
It also gives people access to improved life chances –
success or failure in becoming a reader is a strong
indicator of future progress in school and beyond’
Lewis and Ellis, 2006:1
UWE is committed to ensuring all children become readers and so is committed to
developing outstanding teachers of reading who have excellent subject and pedagogical
knowledge. This ‘Subject knowledge and pedagogical tracking tool’ outlines learning
over the course of the ‘Initial Teacher Education’ programme and provides a record of
developing confidence and competence in the key aspects of learning.
Student trainee teachers are required to keep the tracking tool up to date and have it
ready to present at key points across the training both in school and in the university
setting. Teachers, school based mentors, university tutors and students have a
responsibility to use the tool to evidence learning in this key aspect of becoming a UWE
transformational teacher.
The tool will enable a student trainee teacher to monitor their own skills, knowledge and
understanding and the application of these in practice in conjunction with the assessed
portfolio of tasks and English file.
The tool will also provide evidence against many of the ‘Teacher’s Standards’ but
will, in particular provide detailed evidence to support Standard 3:
Demonstrate good subject and curriculum knowledge
 have a secure knowledge of the relevant subject(s) and curriculum areas,
foster and maintain pupils’ interest in the subject, and address
misunderstandings
 demonstrate a critical understanding of developments in the subject and
curriculum areas, and promote the value of scholarship
 demonstrate an understanding of and take responsibility for promoting high
standards of literacy, articulacy and the correct use of standard English,
whatever the teacher’s specialist subject
 if teaching early reading, demonstrate a clear understanding of systematic
synthetic phonics
4
Curriculum
The tool provides evidence of knowledge and understanding with reference to the
aims of the Early Years Foundation Stage (2012) Communication and Language
requirements and the Literacy aims.
Communication and language
Listening and attention: children listen attentively in a range of situations. They listen to
stories, accurately anticipating key events and respond to what they hear with relevant
comments, questions or actions. They give their attention to what others say and respond
appropriately, while engaged in another activity.
Understanding: children follow instructions involving several ideas or actions. They answer
‘how’ and ‘why’ questions about their experiences and in response to stories or events. 8
Speaking: children express themselves effectively, showing awareness of listeners’ needs.
They use past, present and future forms accurately when talking about events that have
happened or are to happen in the future. They develop their own narratives and
explanations by connecting ideas or events.
Literacy
Reading: children read and understand simple sentences. They use phonic knowledge to
decode regular words and read them aloud accurately. They also read some common
irregular words. They demonstrate understanding when talking with others about what they
have read.
Writing: children use their phonic knowledge to write words in ways which match their
spoken sounds. They also write some irregular common words. They write simple
sentences which can be read by themselves and others. Some words are spelt correctly
and others are phonetically plausible.
The tool provides evidence of knowledge and understanding with reference to the
National Curriculum for English (currently in draft, 2012) to ensure all pupils:
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Read easily, fluently and with good understanding
Develop the habit of reading widely and often for both pleasure and information
Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic
conventions for reading, writing and spoken language
Appreciate our rich and varied literary heritage
Write clearly, accurately and coherently, adopting their language and style in and for a
range of contexts, purposes and audiences
Use discussion in order to learn; they should be able to elaborate and explain clearly their
understanding and ideas
Are competent in the arts of speaking and listening, making formal presentations,
demonstrating to others and participating in debate.
5
The principles of the UWE transformational teacher
of reading
The UWE teacher of reading is aware of the complexity of the reading process but
is equipped with the skills, knowledge and understanding to be a confident and
competent teacher of early and developing reading.
The three sites of learning; centre based, school based and independent learning
will enable the UWE teacher of reading to develop readers who:
1. Have a developing and extensive receptive and oral vocabulary that enables
effective communication
2. Do read – reading for pleasure and purpose
3. Can read, using systematic synthetic phonics as a key strategy for learning
Underpinning the UWE approach to teaching and learning are the overlapping and
integrated principles that are embedded implicitly and explicitly in the three sites of
learning.
The principles
Principle 1
The role of children’s literature in order to develop reading for pleasure and
purpose (Standard 1)
Principle 2
The role of the language rich curriculum including creating effective learning
environments (Standard 1)
Principle 3
High levels of subject knowledge that support teaching and learning
(Standard 3)
Principle 4
A wide repertoire of pedagogical approaches that meet the needs of all
learners (Standard 3 and 4)
Principle 5
Formative and summative assessment practice that informs planning and
teaching (Standard 6)
Principle 6
Promoting and developing the home/school/community partnership
(Standard 8)
6
Overview of the three years of learning (2012 entry)
Year 1 – Beginning
Term 1
 Beginning to develop knowledge of
children literature and the role of the
language rich literate environment
 Introduction to learning to read and to
systematic synthetic phonics
 Beginning knowledge of phonics
programmes
 Introduction to school based learning
Term 2
 Systematic synthetic phonics: subject
knowledge and pedagogical
knowledge and skills
 Approaches to teaching
comprehension
Term 3
 Beginning assessment of the reader
practice
 School based learning – developing
skills and knowledge through the
application of teaching and learning
phonics and comprehension
Term 2
 Developing reading with children
working below age related
expectations:
1. Developing 1:1 teaching of
reading: being a ‘Better
Reading Partner’
2. Developing 1:1 phonics and
application of phonics
3. Developing comprehension
4. School based 1:1 teaching
Term 3
 School based learning – meeting the
needs of all learners through
developing skills and knowledge
through the application of teaching
and learning phonics and
comprehension
 Developing knowledge of range of
phonics schemes
Term 2
 School based learning – extending
knowledge of application of phonics
skills and knowledge across the
curriculum
 Extending knowledge of phonics
schemes
Term 3
 Independent research based activity
Year 2 – Developing
Term 1
 Developing knowledge of children
literature through exploration of genre
– reading for pleasure and purpose
 Developing the role of the language
rich literate environment to support
writing
 Developing phonics skills and
knowledge to support early writing and
spelling
 Developing a reader and writer case
study in school based learning
Year 3 – Extending
Term 1
 Extending knowledge of children
literature through exploration of poetry
 Extending the role of the language rich
literate environment to support
comprehension
 Extending phonics skills through
application across the curriculum and
phonics in KS2
 Revise, review and revisit – student
built workshops
7
Year 1
Centre based activity
Term 1
School based activity
Lecture
Introduction to ‘learning to read’
Principle 1:
Lecture and seminar
Beginning to develop knowledge of
children’s literature.
Principle 2:
Lecture and seminar
Understanding the role of the language
rich, literate environment and
Principle 6:
Beginning to investigate home literacy
practices
Principle 3:
Lecture and seminar
Introduction to the Simple View of
Reading, the Independent Review of the
teaching of reading and systematic
synthetic phonics (SSP)
Principle 3:
Lecture and seminar
Introduction to the alphabetic code and
articulation of sounds
Principle 4:
Phonic focus day and publishers fair
Approaches to teaching SSP; lesson
structures and SSP schemes
Assessment – confidence and
competence
Core Curriculum Portfolio:
Begin to use the ‘I know and understand’
confidence record – to be updated
through the year
Core Curriculum Portfolio:
Begin log of children’s literature – to be
added to through the year.
School based training – introduction and
orientation (see practice handbook for
details):
 How is reading taught here?
 Observation of a phonics lesson
 Reflect on the role of the literate
environment
 Reading aloud for pleasure
Core Curriculum Portfolio:
Linking theory and practice essay:
Discuss and analyse the role of talk in
children’s learning in English (reading
focus), mathematics and science
Hand in date, end of module (see module
handbook)
Core Curriculum Portfolio:
500 word summary of ‘The Independent
Review of the Teaching of Early Reading’
(2006)
Core Curriculum Portfolio:
500 word reflection on the centre based
‘Phonics Focus Day’: describe one lesson;
reflect on how the scheme supports the
principles of SSP
8
Centre based activity
Principle 3:
Ruth Miskin Literacy training – subject
knowledge and teaching Phases 2 to 5
Principle 3 and 4:
Lecture and seminar
Three day phonics school based training
 Introductory lecture
 School based observation
 Seminar reflection and planning for
SSP teaching
 School based SSP teaching
Principle 4:
Lecture and seminar
Approaches to teaching comprehension –
shared and guided reading
Principle 3:
Subject knowledge audit – phonic focus
Term 2
School based activity
Four day phonics school based training
 Introductory lecture
 School based observation
 Seminar reflection and planning for
SSP teaching
 School based SSP teaching
Assessment – confidence and
competence
Core Curriculum Portfolio:
4 day phonics focus school based training
evidence:
 Phonics lesson observation
 Phonics lesson plan
 Evaluation of phonics lesson taught
including peer evaluation
comments
Core Curriculum Portfolio:
Comprehension focus: Guided reading or
shared reading lesson plan
Core Curriculum Portfolio:
Phonics subject knowledge audit
Term 3
Principle 5:
Lecture and seminar
Assessment (including APP) and reading
Phonics assessment (the screening
check)
The child as a reader: habits, attitudes
and preferences
Principle 3:
Subject knowledge audit
School based training – (see practice
handbook for details):
 Teaching of an age appropriate
sequence of phonics lessons
 Teaching comprehension – guided
and/or shared reading
 How are children assessed as
readers?
9
School based assessment:
reading observation (see page 20 for
guidance)
Core Curriculum Portfolio:
Subject knowledge audit
Pre final Year 1 practice summary – University based learning. To support the discussion with your tutor
Complete your ‘I know and understand sheet’ to support your reflections on your learning.
Identify 5 key aspects of your own learning about the teaching of reading and SSP in particular.
1.
2. .
3. .
4. .
In response to formative feedback of your portfolio tasks identify three targets
1. .
2. .
3. .
Identify two key questions about the teaching of reading you have for your school based training
1. .
2. .
10
Pre final Year 1 practice summary – School based learning. To support the discussion with your tutor
Based on your phonics focus school based training identify 3 strengths in your teaching
1. .
2. .
3. .
Based on your phonics focus school based training identify 3 areas for development in your teaching
1. .
2. .
3. .
Further comments
11
Year 2
Centre based activity
Lecture
Introduction to Year 2. Seminar sessions
to begin with a student led phonics starter
activity in term 1
Principle 1:
Lecture and seminar
Developing knowledge of children’s
literature though understanding of genre
range.
Reading for a purpose
Principle 2:
Lecture and seminar
Understanding the role of the language
rich, literate environment in developing
writers. How reading informs writing.
Principle 3:
Lecture and seminar
Phase 5 and 6 – how phonics supports
early writing and spelling
Principle 5:
Lecture and seminar
Developing assessment practice
(including APP) and reading
Term 1
School based activity
School based training –(see practice
handbook for details):
 How is reading taught here?
 Observation of a phonics lesson
(reflect on differences in schemes)
 KS1 and Foundation Stage
placements – take responsibility for
the teaching of SSP and literacy
learning by the 3rd week
 KS2 placements – take
responsibility for the teaching of
literacy learning including the
teaching of spelling (SSP skills
focus) and where appropriate
support a child working below age
related expectations in reading
(SSP)
 Gather evidence to support the
writing of a case study of one
child’s core curriculum skills and
knowledge (including making a
level judgment)
Assessment – confidence and
competence
Core Curriculum Portfolio:
Begin to use the Year 2 ‘I know and
understand’ confidence record – to be
updated through the year
Core Curriculum Portfolio:
Log of children’s literature (non-fiction
focus) – to be added to through the year.
School based assessment:
reading observation (see page 21 for
guidance)
School based assessment:
End of school based training reading
grade (see page 23 for guidance)
Core Curriculum Portfolio:
500 word summary of relevant document
e.g. Reading by Six (2010)
Core Curriculum Portfolio:
Linking theory and practice essay:
Case study of one child’s learning in the
core subject areas (to include an
appendices to evidence judgments made
and identification of child’s strengths,
areas for development and attitudes)
12
Centre based activity
Term 2
School based activity
Principle 3:
Ruth Miskin Literacy training – subject
knowledge and revising teaching of
Phases 5 and 6. 1:1 phonics support.
Core Curriculum Portfolio:
500 word summary of key learning from
RML training in 1:1 phonics and BRP
training
Principle 4 and 5
Better Reading Partner training –
assessing reading and teaching children
working below age related expectations
including comprehension
Principle 3, 4 and 5
Seminars
Reviewing 1:1 reading in schools –
meeting the needs of all learners
Assessment – confidence and
competence
10 weeks, one afternoon a week in school
 1:1 teaching of reading with a
child/children working below age
related expectations
 Consider the language rich
environment (with a focus on the
needs of children learning English
as an additional language)
Core Curriculum Portfolio:
Profile at the start of BRP (500 words) of
one BRP focus child (age, reading habits,
attitudes, interests, current skills and
knowledge and areas for development)
Weekly reflective log of learning (BRP
focus child and trainee’s learning – this
may include the running records; praise
and prompts used; comprehension
development)
End of BRP summary – 200 words
identifying the main areas of development
(if any) and next steps in learning
Principle 3:
Subject knowledge audit
Core Curriculum Portfolio:
Subject knowledge audit
13
Term 3
School based training – maybe an
alternative placement –(see practice
handbook for details):
 How is reading taught here?
 Observation of a phonics lesson
(reflect on differences in schemes if
appropriate)
 KS1 and Foundation Stage
placements – take responsibility for
the teaching of SSP and literacy
learning where appropriate
 KS2 placements – take
responsibility for the teaching of
literacy learning including the
teaching of spelling (SSP skills
focus) and where appropriate
support a child working below age
related expectations in reading
(SSP) If appropriate
14
Core Curriculum Portfolio:
Example of sequence of two lesson plans
reading comprehension focus (2 or more
lessons – could be small group or whole
class) Note: this must be completed
before school based training
Pre final Year 2 practice summary – University based learning. To support the discussion with your tutor
Complete your ‘I know and understand sheet’ to support your reflections on your learning.
Identify 5 key aspects of your own learning about the teaching of reading, SSP and comprehension in particular.
1.
2. .
3. .
4. .
5.
In response to formative feedback of your portfolio tasks identify three targets
1. .
2. .
3. .
Identify two key questions about the teaching of reading you have for your school based training
1. .
2. .
15
Pre final Year 2 practice summary – School based learning. To support the discussion with your tutor
Based on your phonics focus school based training identify 3 strengths in your teaching
1. .
2. .
3. .
Based on your phonics focus school based training identify 3 areas for development in your teaching
1. .
2. .
3. .
Further comments
16
Year 3
Centre based activity
Term 1
School based activity
Lecture
Introduction to Year 3. Seminar sessions
to begin with a student led phonics ICT
starter activity in term 1
Principle 3:
Ruth Miskin literacy training – review,
revise and revisit. Focus on the
application of SSP across the curriculum
Principle 4:
Seminar activities
Phonics micro teach: phase not yet taught
in school
Student led presentations on different
phonics schemes used in school
Assessment – confidence and
competence
Core Curriculum Portfolio:
Begin to use the Year 3 ‘I know and
understand’ confidence record – to be
updated through the year
Core Curriculum Portfolio:
500 word summary of most recent Ofsted
or government report/guidance e.g.
Moving English Forward (2012)
Core Curriculum Portfolio:
Phonics micro teach lesson plan and
evaluation: selecting a phonics phase not
previously taught
Core Curriculum Portfolio:
Reflections on student led session:
presentations of different phonic schemes
and programmes used on previous school
based learning experience
Core Curriculum Portfolio:
Log of children’s literature (poetry focus) –
to be added to through the year.
Principle 1:
Lecture and seminar
Developing knowledge of children’s
literature though poetry
Principle 4:
Lecture and seminar
Creative approaches to teaching
comprehension
Creative approaches with ICT
Core Curriculum Portfolio:
Linking theory and practice essay:
How does technology support, enhance
and develop children’s learning across the
core subjects/EYFS?
17
Centre based activity
Student determined workshops based on
student needs.
Principle 3:
Subject knowledge audit
Term 2 and 3
School based activity
School based training – bringing it all
together (see practice handbook for
details)
 How is reading taught here?
 Observation of a phonics lesson
(reflect on differences in schemes if
appropriate)
 KS1 and Foundation Stage
placements – take responsibility for
the teaching of SSP and literacy
learning where appropriate
 KS2 placements – take
responsibility for the teaching of
literacy learning including the
teaching of spelling (SSP skills
focus) and where appropriate
support a child working below age
related expectations in reading
(SSP) If appropriate
 Teach a sequence of literacy
lessons
18
Assessment – confidence and
competence
Core Curriculum Portfolio:
Subject knowledge audit
Core Curriculum Portfolio:
Example of planning for a literacy unit of
work based on a text. Teaching of reading
comprehension must evident in the unit.
This may include identification of cross
curricular links
School based assessment:
reading observation (see page 22 for
guidance)
School based assessment:
End of school based training reading
grade (see page 23 for guidance)
Pre final Year 3 practice summary – University based learning. To support the discussion with your tutor
Complete your ‘I know and understand sheet’ to support your reflections on your learning.
Identify 5 key aspects of your own learning about the teaching of reading, SSP and comprehension in particular.
1.
2. .
3. .
4. .
5.
In response to formative feedback of your portfolio tasks identify three targets
1. .
2. .
3. .
Identify two key questions about the teaching of reading you have for your school based training
1. .
2. .
19
Pre final Year 3 practice summary – School based learning. To support the discussion with your tutor
Based on your phonics focus school based training identify 3 strengths in your teaching
1. .
2. .
3. .
Based on your phonics focus school based training identify 3 areas for development in your teaching
1. .
2. .
3. .
Further comments
20
Becoming a teacher of reading (beginning) Year 1 ITE
students observation prompts – early reading
Student:
Date:
Standards:
Planning: questions for discussion

Are the lesson objectives and purpose
clear and appropriate?

Are the lesson objectives clearly matched
to children’s needs?

Can the student discuss individual
children’s needs?

Does the teaching and activities outlined
match the learning objective?
Lesson observation.
General

Clear sequence of teaching and learning
evident: revise, teach, practise, review
(awareness sequence of teaching for
differing schemes is essential here)

Is the learning well paced, active and
engaging whilst maintaining a focus on the
objective?

Are children encouraged to participate?
Revise

Does the student revisit phonemes
previously taught?

Are children given the opportunity to
articulate the phonemes?
Teach

Is the articulation of phonemes correct?

Does the student ensure children articulate
phonemes correctly?

Are children taught to blend and segment?
Practise

Are children given the opportunity to read
the new grapheme?

Are children given the opportunity to
practise blending to read and segmenting
to spell with the taught phoneme?
Apply
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Are children given the opportunity to apply
learning through purposeful reading and
writing activities?

Do activities promote all four
interdependent strands of language:
speaking, listening, reading and writin
Other comments
Tutor/teacher/SBM:
Age group:
Comments and notes:
Following discussion, establish targets for future teaching
21
Becoming a teacher of reading (developing) Year 2 ITE
students observation prompts – early reading
Student:
Date:
Standards:
Planning: questions for discussion

Are the lesson objectives clearly identified and
matched to children’s needs?

Can the student discuss the planned
sequence of teaching with each lesson
building on previous learning?

Can the student discuss children with
particular learning needs?

Are assessment opportunities evident (AfL)?
Lesson observation.
General

Clear sequence of teaching and learning
evident: revise, teach, practise, review
(awareness sequence of teaching for differing
schemes is essential here)

Is the learning well paced, active and
engaging whilst maintaining a focus on the
objective?

Are children encouraged to participate?
Revise

Does the student revisit phonemes previously
taught?

This part of the lesson is well paced and
engaging and children are children given the
opportunity to articulate the phonemes
Teach

Is the articulation of phonemes correct?

Does the student ensure children articulate
phonemes correctly and addresses any
incorrect articulation?

The student models blending and segmenting
appropriately as are taught to blend and
segment
Practise

There are planned opportunities to read the
new grapheme

There are planned opportunities to practise
blending to read and segmenting to spell with
the taught phoneme. This is modelled where
appropriate.
Apply

There are planned opportunities to apply
learning through purposeful reading and
writing activities. This is modelled where
appropriate.

The student makes explicit the links between
speaking, listening, reading and writing in the
planned learning opportunities
Other comments
Tutor/teacher/SBM:
Age group:
Comments and notes:
Following discussion, establish targets for future teaching
22
Becoming a teacher of reading (extending) Year 3 ITE
students observation prompts – early reading
Student:
Date:
Standards:
Planning: questions for discussion

Are the lesson objectives clearly identified and
matched to children’s needs?

Has the student planned for progression within a
sequence of lessons and can discuss this in
relation to the group/class/individual needs?

The student can discuss children with particular
learning needs?

Assessment opportunities AfL) clearly inform
future planning.
Lesson observation.
General

Clear sequence of teaching and learning
evident: revise, teach, practise, review
(awareness sequence of teaching for differing
schemes is essential here)

Is the learning well paced, active and engaging
whilst maintaining a focus on the objective?

Are children encouraged to participate?
Revise

Does the student revisit phonemes previously
taught based on systematic introduction of each
phoneme?

This part of the lesson is well paced and
engaging

Other adults are used to support and extend
Teach

Articulation of phonemes is correct

Student ensures children articulate phonemes
correctly and addresses any incorrect
articulation (this informs future planning)

The student models blending and segmenting
appropriately as are taught to blend and
segment
Practise

There are planned opportunities to read the new
grapheme

There are planned opportunities to practise
blending to read and segmenting to spell with
the taught phoneme. This is modelled where
appropriate.

Appropriate differentiation is evident
Apply

There are planned opportunities to apply
learning through purposeful reading and writing
activities. This is modelled where appropriate.

The student makes explicit the links between
speaking, listening, reading and writing in the
planned learning opportunities

Appropriate differentiation is evident
Other comments
Tutor/teacher/SBM:
Age group:
Comments and notes:
Following discussion, establish targets for future teaching
23
Guidance on grading reading (students in Year 2 and Year 3)
When making a judgement about the trainee’s ability to teach reading, please
consider the aspects set out on the grid below and the lesson observation notes as
set out in the practice handbooks. This does not represent a ‘tick list’ of criteria but
are intended as a basis for discussion with the trainee and to enable the teacher to
give an overall indicator of the trainees abilities to teach reading within the Key
Stage they are currently working.
The trainee will be graded as part of their school based training in Years 2 and 3.
This grading will build a profile, along with trainees centre based assessments and
learning, of the trainee as a teacher of reading.
Trainees will have their training adapted to meet specific needs identified in this
developing profile. To support this process, when making a judgement please
indicate areas of strength and areas for development.
The trainee (Foundation stage and Key Stage 1)
1. Provides a rich literate environment across all aspects of learning
2. Promotes and develops learning talk
3. Develops children’s phonological awareness through age appropriate
and relevant activities both child initiated and teacher led
4. Plans and teaches progressive sequences of phonics learning,
matching the needs of the class/groups (review, teach, practise, apply)
5. Differentiates phonics teaching showing a knowledge of progression in
skills and correct articulation of the phonemes
6. Applies phonics teaching across the curriculum explicitly and implicitly
The trainee (Foundation, KS1 and KS2)
1. Develops a reading ethos through reading aloud to children for
pleasure, sharing of texts across the curriculum, having a developing
knowledge of children’s literature appropriate to the age group they are
teaching,
2. Plans for and creates a literate environment including the celebration of
reading through classroom displays, book corners or reading areas,
encouraging discussion about texts shared.
3. Engages children and interacts with shared text to develop
comprehension e.g. through the use of discussion and questioning,
drama, role play
4. Plans for children to engage and interact with shared to text to develop
research skills that are age appropriate including establishing purposes
for reading.
5. Shows an understanding in practice of the reading curriculum selecting
and teaching appropriate objectives for learning
6. Makes effective use of monitoring and record keeping processes
(including children’s self assessment)
7. Identifies and supports children who are below and above age related
expectations
8. Uses a range of assessment for learning processes as part of their
teaching e.g. makes effective use of questioning/dialogue; takes a
running record to offer relevant and effective feedback to children to
support children in identifying their strengths in reading (including the
cues they use well)
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9. Uses 1:1 reading opportunities to give effective feedback and support
assessment
10. Makes accurate summative judgments against national standards
11. Uses quality children’s literature to support the application of skills and
knowledge
12. Selects appropriate pedagogical approach to meet the needs of the
class, groups and individuals e.g. shared and guided reading
13. Where necessary supports children learning English as an additional
language
14. Makes clear links made between reading and writing across the
curriculum and within distinct literacy teaching.
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