1) Planning Learning a) Assessment activities are well-designed to demonstrate targeted learning, support and practise the lesson objectives, and to check understanding and gaps in knowledge b) T inspires learners to develop a range of skills (interpersonal, employability, study skills) to equip them to be responsible, respectful and active citizens c) T finds opportunities for interleaving prior learning 2) Planning Learning a) Ls are given challenging learning objectives. Learning activities support these objectives to ensure they are met b) Individual learners’ diverse needs are met, including learners with disabilities and additional support needs c) T provides timely, clear and constructive feedback that is appropriate in the lesson 3) Planning Learning a) T and Ls treat each other with dignity, building relationships rooted in mutual respect b) Lesson is logically structured to build learner confidence, skills and knowledge. c) Individual learners’ diverse needs are met, including learners with disabilities and additional support needs 4) Planning Learning a) In session and end of session plenaries are used to summarise learning and help learners remember content long term b) T uses a range of effective questioning techniques to check that learning is taking place c) Ls are grouped appropriately according to task and ability. 5) Planning Learning a) Tutor is aware of learners’ capabilities and their prior knowledge and plans teaching to build on this b) Strategies (scaffolding, study aids, differentiated outcomes) are used in planning for less able or slower learners c) Ls are grouped appropriately according to task and ability. 6) Addressing Learner Needs a) Lesson is logically structured to build learner confidence, skills and knowledge. b) T provides timely, clear and constructive feedback that is appropriate in the lesson c) Individual learners’ diverse needs are met, including learners with disabilities and additional support needs 7) Addressing Learner Needs a) T develops skills outside the curriculum area eg English, Maths, Digital* b) T provides timely, clear and constructive feedback that is appropriate in the lesson c) Strategies (scaffolding, study aids, differentiated outcomes) are used in planning for less able or slower learners 8) Addressing Learner Needs a) T has a secure knowledge of the subject and fosters and maintains learners’ interest b) Assessment activities are well-designed to demonstrate targeted learning, support and practise the lesson objectives, and to check understanding and gaps in knowledge c) Ls sre grouped appropriately according to task and ability. 9) Addressing Learner Needs a) Monitoring is used appropriately to support learners b) T takes opportunities to explicitly promote British Values, Safeguarding, Equality & Diversity, Wellbeing, and Sustainability* c) Assessment activities are well-designed to demonstrate targeted learning, support and practise the lesson objectives, and to check understanding and gaps in knowledge 10) Addressing Learner Needs a) Lesson is logically structured to build learner confidence, skills and knowledge. b) Stretch and challenge strategies are used for more able learners and early finishers have appropriate tasks to complete c) 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 11) Presentation of Learning a) T develops skills outside the curriculum area eg English, Maths, Digital* b) 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 c) Monitoring is used appropriately to support learners 12) Presentation of Learning a) T checks that learners are engaged and on task b) Individual learners’ diverse needs are met, including learners with disabilities and additional support needs c) Technology is integrated where appropriate in meaningful and productive ways 13) Presentation of Learning a) T and Ls treat each other with dignity, building relationships rooted in mutual respect b) T has a secure knowledge of the subject and fosters and maintains learners’ interest c) Lesson includes detailed explanations and modelling as appropriate (eg by drilling, demonstrating, exemplars) 14) Presentation of Learning a) Ls are grouped appropriately according to task and ability. b) T sets and supports high expectations of learning behaviour, study skills, peer support and punctuality c) T communicates clearly to ensure understanding, grades language accordingly where appropriate, and inspires and motivates learners 15) Presentation of Learning a) Pace of the lesson reflects the pace of the learners’ understanding b) T and Ls treat each other with dignity, building relationships rooted in mutual respect c) T inspires learners to develop a range of skills (interpersonal, employability, study skills) to equip them to be responsible, respectful and active citizens 16) Assessment of Learning a) Monitoring is used appropriately to support learners b) T has a secure knowledge of the subject and fosters and maintains learners’ interest c) 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 17) Assessment of Learning a) T communicates clearly to ensure understanding, grades language accordingly where appropriate, and inspires and motivates learners b) T uses a range of assessment techniques to check learning of groups and individuals, including questioning  c) T uses appropriate groupings, including individual, paired and group work 18) Assessment of Learning a) T uses appropriate groupings, including individual, paired and group work b) T develops skills outside the curriculum area eg English, Maths, Digital* c) Assessment activities are well-designed to demonstrate targeted learning, support and practise the lesson objectives, and to check understanding and gaps in knowledge 19) Assessment of Learning a) T sets and supports high expectations of learning behaviour, study skills, peer support and punctuality b) T provides timely, clear and constructive feedback that is appropriate in the lesson c) T inspires learners to develop a range of skills (interpersonal, employability, study skills) to equip them to be responsible, respectful and active citizens 20) Assessment of Learning a) T uses a range of effective questioning techniques to check that learning is taking place b) Lesson is logically structured to build learner confidence, skills and knowledge. c) T communicates clearly to ensure understanding, grades language accordingly where appropriate, and inspires and motivates learners 21) Classroom management a) T communicates clearly to ensure understanding, grades language accordingly where appropriate, and inspires and motivates learners b) T checks that learners are engaged and on task c) Assessment activities are well-designed to demonstrate targeted learning, support and practise the lesson objectives, and to check understanding and gaps in knowledge 22) Classroom management a) Ls are grouped appropriately according to task and ability. b) 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 c) T uses appropriate groupings, including individual, paired and group work 23) Classroom management a) Pace of the lesson reflects the pace of the learners’ understanding b) Presentation is not tutor-dominated with learners getting actively involved to clarify and practise their understanding c) T has a secure knowledge of the subject and fosters and maintains learners’ interest 24) Classroom management a) T communicates clearly to ensure understanding, grades language accordingly where appropriate, and inspires and motivates learners b) T sets and supports high expectations of learning behaviour, study skills, peer support and punctuality c) Monitoring is used appropriately to support learners 25) Classroom management a) Tutor gives learners clear instructions, which are checked to ensure learners know how to complete tasks b) Tutor and learners treat each other with dignity, building relationships rooted in mutual respect c) Monitoring is used appropriately to support learners 26) Professional Accountability a) Lesson is logically structured to build learner confidence, skills and knowledge. b) Strategies (scaffolding, study aids, differentiated outcomes) are used in planning for less able or slower learners c) T has a secure knowledge of the subject and fosters and maintains learners’ interest 27) Professional Accountability a) T communicates clearly to ensure understanding, grades language accordingly where appropriate, and inspires and motivates learners b) T and Ls treat each other with dignity, building relationships rooted in mutual respect c) Ls are grouped appropriately according to task and ability. 28) Professional Accountability a) T uses a range of assessment techniques to check learning of groups and individuals, including questioning  b) T inspires learners to develop a range of skills (interpersonal, employability, study skills) to equip them to be responsible, respectful and active citizens c) PAce of the lesson reflects the pace of the learners’ understanding 29) Embedding the wider curriculum a) T sets and supports high expectations of learning behaviour, study skills, peer support and punctuality b) Lesson is logically structured to build learner confidence, skills and knowledge. c) T develops skills outside the curriculum area eg English, Maths, Digital 30) Embedding the wider curriculum  a) T takes opportunities to explicitly promote British Values, Safeguarding, Equality & Diversity, Wellbeing, and Sustainability b) Technology is integrated where appropriate in meaningful and productive ways c) T uses a range of assessment techniques to check learning of groups and individuals, including questioning 

Minimum Standards for TLA

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