Nursteed Community Primary School Β· Devizes, South West
This post is subject to the professional responsibilities set out in the School Teachers' Pay and Conditions document, relevant legislation and DFES Regulations/Circulars Knowledge and Understanding β’ Have a detailed knowledge of the National Curriculum and other statutory requirements including phonics progression and where appropriate, Development Matters and the Early Years Foundation Stage. β’ The schoolβs aims priorities, targets and action plans. β’ Understand progression of skills within each curriculum area and match these to children's age/ability β’ The implications of the Code of Practice for Special Educational Needs for teaching and learning. Planning and Setting Expectations β’ Plan, prepare and teach subjects in line with the National Curriculum and agreed schemes of work. β’ Identify clear teaching objectives, content, lesson structures and sequences appropriate to the subject matter and the children being taught. β’ Set appropriate and demanding expectations for children's learning and motivation. β’ Set clear targets for children's learning, building on prior attainment. β’ Identify children who have special educational needs, and liaise with the SENCO in order to give positive and targeted support. Implement and keep records on Support Plans or My Plans. Teaching and Managing Children's Learning β’ Ensure effective teaching of whole classes, groups and individuals so that teaching objectives are met, momentum and challenge are maintained, and best use is made of teaching time. β’ Use teaching methods which keep children engaged, including stimulating children's intellectual curiosity, effective questioning and response, clear presentation and good use of resources. β’ Set high expectations for children's behaviour, establishing and maintaining a good standard of discipline through well-focused teaching and through positive and productive relationships. β’ Use display to enhance, support and celebrate children's learning. β’ Effective development of children's individual and collaborative study skills necessary for them to become increasingly independent when out of school. β’ In Key Stage One incorporate a continuous play provision into teaching and learning and provide adult directed play activities as appropriate. Assessment and Evaluation β’ Assess how well learning objectives have been achieved and use this assessment for future teaching. β’ Mark and monitor children's class and homework providing constructive oral and written feedback, setting targets for children's progress, in line with the school policy. β’ Understand the demands expected of children in relation to the next National Curriculum stage (EYFS, KS1, KS2, KS3) β’ Provide for parents and children oral and written assessments and reports relating to individual children's learning, progress and behaviour. Children's Achievement β’ Secure progress towards children's targets. β’ Recognise and celebrate achievement of all children. β’ Value learning and the l