<Q10>

Teaching and Learning

Q10	Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential

C10	Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential.

P2	Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.

E3	Have a critical understanding of the most effective teaching, learning and behaviour management strategies, including how to select and use approaches that personalise learning to provide opportunities for all learners to achieve their potential.

Extract from Guidance to accompany the Standards for Qualified Teacher Status (QTS) TDA, 2007

Rationale

Rationale

Children and young people learn best in a purposeful learning environment. Teachers use a range of teaching and learning strategies and promote learning behaviours that ensure learners are engaged and do not hinder the learning of others. Learners present teachers with widely varying needs; teachers ensure that their teaching is sufficiently personalised to enable all learners to make good progress and succeed.

Scope

This standard requires trainees to demonstrate their knowledge and understanding of a range of learning, teaching and behaviour management strategies. Trainees should know how to secure an effective learning environment that enables learners to achieve. Within their repertoire of teaching strategies, trainees should demonstrate knowledge and understanding of the range of ways to personalise learning.

Questions to consider

Does the trainee know how to:

Use the range of local and national data available to inform planning and teaching?
Set realistic targets for learners, and involve the learner fully in every aspect of their learning?
Monitor individual responses and use discussion and questioning to provide challenges at a variety of levels?
Engage parents and carers in support of children’s learning?
Use different organisational strategies to support individuals and groups effectively?
Recognise and take account of the specific needs of individuals and groups of learners (for example those with special educational needs, and those for whom English is an additional language)?
Employ a range of strategies including working with colleagues across the wider school workforce to secure appropriate learning behaviours and effective progress?
Make use of relevant school policies, such as the school’s behaviour policy, to secure appropriate learning behaviours?
Establish and maintain effective relationships with learners?
Select appropriate curriculum content and associated activities, and differentiate these effectively?
Use resources effectively to support learning?

Cross references

Evidence for this standard may be linked to evidence for assessment against the following standards:

Q1, Q2, (Relationships with children and young people)
Q3a, Q3b (Frameworks)
Q4 (Communicating and working with others)
Q12, Q13 (Assessment and monitoring)
Q14 (Subjects and curriculum)
Q18, Q19 (Achievement and diversity)
Q21(b) (Health and well-being)
Q22, Q24 (Planning)
Q25 (Teaching)
Q26, Q27, Q28 (Assessing, monitoring and giving feedback)
Q29 (Reviewing teaching and learning
Q30, Q31(Learning environment)

Sources of evidence

Trainees’ knowledge of how to establish and maintain environments that promote learning will be evident in all aspects of their professional practice. Evidence may emerge from their discussions with tutors, mentors and other trainees as a result of reflection on teaching. This analysis and reflection might contribute to written materials that provide further evidence of trainees’ developing knowledge and understanding.