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

Rationale

Teachers recognise the range of influences that affect the development, progress and well-being of children and young people. Understanding how children and young people develop and the factors that influence development helps teachers to improve learning and teaching. It is important for teachers to have a full and accurate understanding of the needs of each learner so that they can deploy a range of skills to tailor provision in ways that challenge, promote achievement and secure progress. Children and young people with special educational needs and/or disabilities, learners from minority ethnic groups including those for whom English is an additional language, and those who might be at risk of underachieving depend on teachers and a range of other colleagues with specific responsibilities to monitor and manage their learning and provide them with the support that they need.

Scope

This standard requires trainees to demonstrate that they understand the various developmental factors, influences and stages that are relevant to learners in the age ranges they are training to teach. Trainees should understand the range of influences that have an impact on learning and well-being, and how any barriers to progress can be overcome.

Questions to consider

• Has the trainee found out about and taken account of the key factors that contribute to the development, progress and well-being of learners?
• Is the trainee able to form an accurate view of children and young people’s development, progress, well-being and needs, supported by evidence from, for example, learners, parents/carers and other colleagues?
• Is the trainee aware of the whole-school ethos and the policies, procedures and approaches relating to the range of factors that can affect learning and well-being?
• Does the trainee know how to enhance the progress of learners by drawing on examples from a range of influences?
• Is the trainee aware of the extent to which different backgrounds and influences may have positive impacts on learning?
• Does the trainee know how various factors can present barriers to learning, progress and well-being, and how these barriers might be overcome?
• Does the trainee know how to interpret and use school and pupil level data to identify targets relating to specific groups of learners?
• Is the trainee able to recognise any differences in the rates of progress and development of boys and girls, and factors relating to the underachievement of boys?
• Is the trainee aware of the impact of social factors on children’s and young people’s health, economic well-being and safety?

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)
• Q3(a), Q3(b) (Frameworks)
• Q4, Q5 (Communicating and working with others)
• Q10 (Teaching and learning)
• Q19, Q20, Q21 (Achievement and diversity)
• Q25(a) (Teaching)

Sources of information

Trainees will demonstrate evidence of meeting these standards through most aspects of their professional practice. Their planning and teaching will demonstrate the extent to which they have consulted with and sought guidance from colleagues with specific responsibilities. Planning and teaching will also provide evidence of their understanding of how children and young people develop, and the range of influences that might create barriers to learning. Discussion with trainees, along with evidence drawn from lesson planning, teaching, assessments and evaluations, will demonstrate their understanding of strategies for personalising learning, including for children and young people with special educational needs, those with disabilities, and those for whom English is an additional language.