TS2

TS2 focuses on the progress and outcomes of children's learning and how, as a teacher, one must be responsible for this. Linking to TS1, a teacher must value each child as an individual and whatever their ability level, they should promote the best outcome possible from the child and encourage constant progress throughout the school year and their entire educational journey. 

Teachers should plan their teaching with adequate differentiation in order for each child to advance their knowledge in the subject. Differentiation is key in this standard as without it, the teacher may only be allowing certain children to progress to their full capabilities thus allowing some to fall behind or not reach their full potential. 

A large part of TS2 is understanding how each child learns and implementing this into your teaching and planning process. For example, Bruner shows us that children can learn best through Concrete, Pictorial or Abstract representations of problems and a teacher should be aware of what children learn best with each method. Ideas such as this are found across the curriculum and teachers who know how each of their children learn in order to promote their best progress and outcomes. 

"Adam has demonstrated an excellent understanding of pupil learning over time. He is organised and produces planning in good time. His lessons show a clear understanding of prior learning, expected misconceptions and relevant subject knowledge. His lessons provide work of an appropriate level, with age and subject appropriate coverage. He has a good knowledge of the class and individual strengths and weaknesses and has addressed these in his teaching. With direction, he is able to plan and deliver intervention to address children’s misconceptions and narrow the gap between the most and least able." - K Marl (Mentor, Phase 1a) 

"Adam always ensures marking is up to date. He has encouraged the pupils to look and reflect on their work and make alterations and corrections. He has used prior learning to inform his planning, particularly in math’s and science." - M Pettey (Mentor, Phase 1b)

"Adam encourages pupils to take responsibility for their own learning by involving pupils in setting their own targets for development in writing following the process of IPEELL, monitoring their development and asking pupils to discuss their progress over the term. Adam’s planning is accessible for a wide range of learning styles and ensures that high quality modelling is used to scaffold pupils learning, so that all pupils make good progress. Adam ensures that pupils understand the expectations for their learning outcomes and uses praise effectively to motivate pupils to achieve these high standards." - H Chinnery (Mentor, Phase 2)