This Document consists of each section of the Qualifying to Teach Standards organised into a format through which trainees can record evidence of achievement. Each section is cross linked to Standards in other sections so that Providers, schools or individual trainees can look holistically at clusters of Standards and can use evidence to support more than one Standard.Each section of the Standards is supported by a set of Descriptors that aims to be consistent with the Ofsted grading of Very Good, Good and Satisfactory. An ’Unsatisfactory’ column has also been included for purposes of clarity. The intention is to take a ‘best fit’ approach to the Descriptors.
Each Standard and its related Descriptor has been allocated a Stage in order to support progression across the training process. Progression is conceived as moving:
- from Initial Competence in Stage One (possibly being achieved with limited whole class responsibilities in selected areas of the National Curriculum)
- to Intermediate Competence in Stage Two (with increasing responsibilities across the curriculum and for whole class teaching)
- through to QTS Full Competence in Stage Three (with all the Standards being achieved and full responsibility being taken for whole class teaching).
The relationship between these stages and individual ITT programmes will differ between Undergraduate and Post Graduate Courses and between Providers. Trainees would also be expected to develop at different speeds across the Stages. The Framework therefore offers clear targets for progression towards achievement of the Standards over a range of courses including Undergraduate, PGCE, Employment Based Routes and Flexible Provision including Assessment Only Routes.
Further information may be sought from the Chair of the Primary Assessment Group: Alison Dreese
University of East London, Essex RM8 2AS