Set high expectations which inspire, motivate and challenge pupils.
Promote good progress and outcomes by pupils.
3. Demonstrate good subject and curriculum knowledge.
4. Plan and teach well structured lessons.
5. Adapt teaching to respond to the strengths and needs of all pupils.
- Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
- Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these.
- Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching.
to support pupils' education at different stages of development.
- Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; .
those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive .
teaching approaches to engage and support them.
6. Make accurate and productive use of assessment.
7. Manage behaviour effectively to ensure a good safe learning environment.
8. Fulfil wider professional responsibilities.
Introduction .
There are around 300 different languages spoken by children in the greater London area. As a trainee teacher, you will encounter children from many different linguistic communities, some of whom have been established locally for several generations, others more recently arrived. Some of the schools in which you will practise will have very few bilingual children, some will be almost entirely bilingual. In some schools - for example, Tower Hamlets - most bilingual children will speak the same language as a mother tongue, whereas in others 40 different languages or more may be spoken.
There are many different ways of defining bilingualism. The one generally used in education in Britain is very broad:.
"Bilingual learners: all children who have access to more than one language at home or at school.
