Planning Learning - T finds opportunities for interleaving prior learning, Planning Learning - Ls are given challenging learning objectives. Learning activities support these objectives to ensure they are met, Planning Learning - Lesson is logically structured to build learner confidence, skills and knowledge., Planning Learning - In session and end of session plenaries are used to summarise learning and help learners remember content long term, Addressing Learner Needs - Individual learners’ diverse needs are met, including learners with disabilities and additional support needs, Addressing Learner Needs - Strategies (scaffolding, study aids, differentiated outcomes) are used in planning for less able or slower learners, Addressing Learner Needs - Ls are grouped appropriately according to task and ability., Addressing Learner Needs - Monitoring is used appropriately to support learners, Addressing Learner Needs - Stretch and challenge strategies are used for more able learners and early finishers have appropriate tasks to complete, Presentation of Learning - New learning is presented using appropriate and high-quality learning resources (eg no spelling errors, accessible to all learners, age-appropriate, relevant to our learners) that reflect different learning styles and champion diverse communities, Presentation of Learning - Technology is integrated where appropriate in meaningful and productive ways, Presentation of Learning - Lesson includes detailed explanations and modelling as appropriate (eg by drilling, demonstrating, exemplars), Presentation of Learning - T communicates clearly to ensure understanding, grades language accordingly where appropriate, and inspires and motivates learners, Presentation of Learning - Pce of the lesson reflects the pace of the learners’ understanding, Assessment of Learning - T gives verbal and/or written feedback as appropriate that enables learners to improve their work/ develop their understanding and skills and encourages independent learning, Assessment of Learning - T uses a range of assessment techniques to check learning of groups and individuals, including questioning , Assessment of Learning - Assessment activities are well-designed to demonstrate targeted learning, support and practise the lesson objectives, and to check understanding and gaps in knowledge, Assessment of Learning - T provides timely, clear and constructive feedback that is appropriate in the lesson, Assessment of Learning - T uses a range of effective questioning techniques to check that learning is taking place, Classroom management - T checks that learners are engaged and on task, Classroom management - T uses appropriate groupings, including individual, paired and group work, Classroom management - Presentation is not tutor-dominated with learners getting actively involved to clarify and practise their understanding, Classroom management - T sets and supports high expectations of learning behaviour, study skills, peer support and punctuality, Professional Accountability - T has a secure knowledge of the subject and fosters and maintains learners’ interest, Professional Accountability - T and Ls treat each other with dignity, building relationships rooted in mutual respect, Professional Accountability - T inspires learners to develop a range of skills (interpersonal, employability, study skills) to equip them to be responsible, respectful and active citizens, Embedding the wider curriculum - T develops skills outside the curriculum area eg English, Maths, Digital*, Embedding the wider curriculum - T takes opportunities to explicitly promote British Values, Safeguarding, Equality & Diversity, Wellbeing, and Sustainability*,

Minimum Standards for TLA

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