TS3

Unlike secondary school teachers who specialise an a certain area of the curriculum, a primary school teacher must be fluent in all subjects across Key Stages One and Key Stage Two in order to become an effective practitioner. I believe that I have good knowledge of the National Curriculum and this allows me to plan and deliver well-informed and structured lessons that promote good outcomes and progress. 

I have made progress in my ability to plan and deliver high-quality phonics lesson to KS1 learners and I always promote good use of English in all my lessons. As a science specialist, I have an in-depth knowledge of the aims, objectives and skills in the science National Curriculum and I have used this knowledge to plan and deliver effective, hands-on science lessons and a new science club. 

I understand the need to identify misconceptions in learning before they arise in order to best address them before they become issues and barriers to learning. 

"Subject knowledge is a strength for Adam, particularly in Science. He is aware of what each year group needs to learn and is quick to check whether his planning is of an appropriate pitch. Adam’s spoken and written English is generally good. He is excellent at ensuring children develop their understanding of vocabulary and this has had a direct impact on the class. He has observed early phonics teaching in EYFS settings. He has also observed how the curriculum is delivered to children in an autism base. He is quick to recognise misconceptions and works hard to address them." - K Marl (mentor, Phase 1a) 

"Adam has demonstrated secure subject knowledge in all subjects taught. He has focused on problem solving in math’s which is a focus of the school and part of the SIP. He has a passion for teaching science and has an in-depth knowledge of our science topic. In English, he promotes correct use of the language." - M Pettey (Mentor, Phase 1b)

"Adam has shown that his is very confident in his knowledge of the KS1 curriculum and has completed additional training for phonics as this was identified as an area for improvement. Adam considers what purpose the pupils are writing for and plans for the grammatical skills he wants pupils to learn to achieve this purpose. Adam is confident in planning and delivering Maths lessons following the White Rose scheme of work and has a good understanding of including variation in his questions to ensure pupils develop a deep understanding of concepts taught. He has shown a good understanding of how to address pupil’s misconceptions in Maths and plans for ways to overcome these barriers to learning. He has shown a good understanding of how to plan foundation subjects and has taken the lead on Science and History planning, referring to our progression of skills document and the National Curriculum. Adam promotes high standards of English across the curriculum and supports the children in developing their own use of this. " - H Chinnery (Mentor, Phase 2)