Section Three: Self Assessments for the Minimum Core

3.1 Self assessment for Using literacy skills and content knowledge
Aspects of content and skills knowledge should be those which enable trainee teachers to perform their professional role could include the following
speaking, listening, reading and writing skills:

Skills and knowledge Awareness of literacy content Application of appropriate

and skills required to support knowledge and skills to problem
their professional needs solving processes
= can do = needs more = needs lots of      
practice work
• express self clearly using different oral techniques
• use language style appropriate to audience
 recognise the use of language, style and tone when speaking
• reinforce oral communication
• check on how information is received by others
• support listening skills
• be aware of non-verbal communication
• use linguistic/cultural conventions for active listening
• use range of listening and response techniques
. access a range of information sources
• use relevant sources for different audiences
• locate information within texts and extract meaning
• use strategies for the purpose of reading
• identify key information in a text
• record information using note taking
• write fluently, accurately and legibly
• select appropriate style of writing for purpose/audience
• spell accurately
• be able to use writing checking mechanisms

Level 2 Literacy already achieved Y/N Level 2 not achieved (transfer to action Y/N
plan)

3.2 Self assessment for Using ICT skills and content knowledge
Aspects of information and communication content and skills knowledge should be those which enable trainee teachers to perform their professional role,
they could include:

Skills and knowledge Awareness of ITC content and Application of appropriate

skills required to support their knowledge and skills to problem
professional needs solving processes
= can do = needs more = needs lots of      
practice work
• communicate with/about ICT in open discussion
• assess own and others’ understanding
 communicate ITC concepts clearly
• use the language of ITC accurately
• recognise differences in language needs
• give appropriate responses to questions
• recognise others’ appropriate communication about ITC
• reinforce oral communication about ITC concepts
• check how well the information is received
• support understanding of those listening
• select, interact and use ITC systems independently
• evaluate the effectiveness of systems used
• manage storage and retrieval of information
• understand and support safety and security practices
• manage trouble shooting and know how to get help
• use texts, tables, images and numbers
• present information in a variety of ways
• select ITC tools for specific purposes/audiences
• exchange information for professional purposes

3.3 Self assessment for Using Numeracy skills and content knowledge
Aspects of content and skills knowledge should be those which enable trainee teachers to perform their professional role could include:
 Skills and knowledge Awareness of numeracy content Application of appropriate
and skills required to support their knowledge and skills to problem
professional needs solving processes
= can do = needs more = needs lots of      
practice work
• positive and negative numbers of any size
• calculations with numbers of any size use
 use and calculate ratio and proportion
• fractions
• decimals to a given number of decimal places
• percentages
• equivalences between fractions, decimals and percentages
• working with unknown values
• properties of common 2D and 3D objects
• 2D representations of 3D objects
• area, perimeter, volume and capacity
• scale and rates of change
• money, metric and, where appropriate, imperial units
• conversion tables and scales
• discrete and continuous data
• frequency diagrams, pie charts and scatter diagrams
• the probability scale from 0 to 1
• likelihood or probability
• other content knowledge specific to the area of study.

Level 2 Numeracy already achieved Y/N Level 2 not achieved (transfer to action plan) Y/N