Chepping View Primary Academy SCITT

Examples of SMART targets for getting started

PART ONE: TEACHING

TS1: Set high expectations which inspire, motivate and challenge pupils

A) Establish a safe and stimulating environment for pupils, rooted in mutual

respect

Identify positive examples of how staff develop mutual respect from pupils or
encourage children to be ambitious and enthusiastic learners. Find 3 examples in a
Key Stage 1 class, 3 in a Key Stage 2 class and 3 in out-of class environments.

B) Set goals that stretch and challenge pupils of all backgrounds, abilities and
dispositions

Identify different strategies all schools could use for grouping children for teaching
and learning, then reflect on the general differences between working in mixed-ability
classes, larger sets and focus groups.

Read examples of end-of-year reports for children of different abilities within at least
one year group (ideally the year group below that of your placement year group) and
find a range of personal targets/goals for the coming year provided by last year’s
teacher(s).

C) Demonstrate consistently the positive attitudes, values and behaviour, which

are expected of pupils.

Read the school’s behaviour policy and identify at least 3 positive examples of how
this is applied during lessons and 3 out-of-class examples. Also, understand the
school’s reward scheme for encouraging good behaviours and look for 3 examples of
how it is applied.

Sept 2016
 Chepping View Primary Academy SCITT
Examples of SMART targets for getting started
TS2: Promote good progress and outcomes by pupils

A) Be accountable for pupils’ attainment, progress and outcomes.

Find examples of curriculum targets used to aid planning and assessment in Maths,
English and Science for the year group of your main placement.

B) Be aware of pupils’ capabilities and their prior knowledge, and plan teaching
to build on these

Find 3 ways in which teachers assess children’s prior knowledge, such as previous
year’s work, school data or activities within lessons.

C) Guide pupils to reflect on the progress they have made and their emerging
needs

Identify ways in which teachers help children think about their own
progress/attainment during lessons and decide on their own next steps. Find at least
one good example from Key Stage 1 and one from Key Stage 2.

D) Demonstrate knowledge and understanding of how pupils learn and how

this impacts on teaching

During lessons, observe individual children to identify when they are most challenged
and engaged. Reflect on how they react to obstacles and ways in which they can
overcome barriers to their understanding. Look for the reaction of individual children
when they work things out for themselves with limited or no adult intervention and
compare it to their motivation when they are given lots of help. Identify successful
strategies used by staff to help children to learn independently.

Sept 2016
 Chepping View Primary Academy SCITT
Examples of SMART targets for getting started
TS3: Demonstrate good subject and curriculum knowledge

A) have a secure knowledge of the relevant subject(s) and curriculum area, foster
and maintain pupils’ interest in the subject, and address misunderstandings

Read the parts of the National Curriculum for English and Maths which relate to the first
year group you will be working in, as well as for the year group below. Identify 3 examples
of skills or knowledge you need to understand better in each subject. Research these
areas to find further examples and explanations to help develop your understanding.

Look through children’s books and formal assessment papers (SATS) from previous
academic year to see examples of their work. Identify 3 examples of skills or knowledge
you need to understand better in each subject. Discuss these with your teacher mentor
and jointly prioritise which areas to learn more about to support your work in the first term.

B) demonstrate a critical understanding of developments in the subject and

promote the value of scholarship

For trainees starting in Key Stage 2; Find examples of valuable resources used in your
placement school to support teaching and learning for the new curriculum in English,
Maths and Science. Include at least one web-site, one workbook/exercise book and one
practical activity for each subject - in English, also identify a valuable resource for guided
reading and comprehension.
For trainees starting in Key Stage 1; Identify the strategy used in your placement school
for teaching both phonics and early reading. Identify valuable resources used in school,
including both a physical and an ICT resource for each. Review these resources and
summarise their scope and strengths and/or describe how they are used to support
teaching and learning.

C) demonstrate an understanding of and take responsibility for promoting high

standards of literacy, articulacy and the correct use of standard English

Referring to the National Curriculum, decide the aspects which apply to articulacy and the
use of Standard English. Find out how teachers in at least 2 different year groups
integrate these requirements into their teaching and learning.

D) if teaching early reading, demonstrate a clear understanding of systematic

synthetic phonics

Identify the range of different published resources available to support teaching and
learning of phonics and early reading, (in addition to those used in you placement
school). Include both free and chargeable schemes of work, either using ICT or physical
resources. Prepare a summary of popular resources available and their scope.

E) if teaching early mathematics, demonstrate a clear understanding of

appropriate teaching strategies

Identify the methods used to teach early mathematics. These should include general
approaches to teaching and learning in Key Stage 1 and should also include methods
used for catch-up/boost work for less able children in Key Stage 2, such as interventions
or examples of differentiation for low achievers.

Sept 2016
 Chepping View Primary Academy SCITT
Examples of SMART targets for getting started
TS4: Plan and teach well structured lessons

A) impart knowledge and develop understanding through effective use of lesson

time

Compare a weekly timetable from Key Stage 1 with one from Key Stage 2 and identify
differences in use of time thought the day/week. Within lessons, identify the general
structure of lessons in both Key Stage 1 and Key Stage 2 and how time is used. Find out
from teachers how they plan and adapt the timings of lesson content.

B) promote a love of learning and children’s intellectual curiosity

Describe ways in which teachers, support staff or you have interacted with children in a
way which positively changes their attitude to learning both within lessons and away from
the classroom. Identify how these skills are transferable between lessons, ages,
backgrounds or ability groups.

C) set homework and plan other out-of-class activities to consolidate and extend
the knowledge and understanding pupils have acquired

Understand and compare the homework policies and practices of different year groups
within the school, including the subjects, frequency, timing and organisation.

D) reflect systematically on the effectiveness of lessons and approaches to

teaching

Summarise how each of the following helps children learn: lesson starters, lesson
plenaries, independent lesson activities, small group activities in lessons and small group
or one-to-one interventions out of class.

Compare how children learn when working independently with how they learn when
working on a shared activity with 2 or more others.

E) contribute to the design and provision of an engaging curriculum within the

relevant subject area(s).

Ask teachers from different age groups how they get their best ideas for making the
curriculum engaging and effective

Sept 2016
 Chepping View Primary Academy SCITT
Examples of SMART targets for getting started
TS5: Adapt teaching to respond to the strengths and needs of all pupils

A) Know when and how to differentiate appropriately, using approaches which

enable pupils to be taught effectively

Identify the school’s strategy on differentiation with reference to grouping of children for
teaching and learning, such as working in mixed-ability classes, sets or small focus
groups. Ask teachers and support staff for their opinions about the benefits and
challenges of the school’s chosen approach.

B) Have a secure understanding of how a range of factors can inhibit pupils’

ability to learn, and how best to overcome these.

Understand the mix of children in the catchment for your placement school including the
balance of children from different backgrounds, language needs and any other special
needs. Find out who the SEND co-ordinator is. For your first placement year group, find
out what strategies are used to support children with particular backgrounds or with any
special needs.

C) Demonstrate an awareness of the physical, social and intellectual development

of children, and how to adapt teaching to support pupils’ education at different
stages of development

Briefly interview three children from different ability backgrounds, how they learn in school
and how they think they have improved their learning skills since they started school.
Identify examples of resilience, risk-taking, resourcefulness, reflectiveness and positive
relationships in their responses [Characteristics of Effective Learners (CEL)]. Reflect on
how their confidence has changed during their time at school.

D) Have a clear understanding of the needs of all pupils, including those with
special educational needs; those of high ability; those with EAL; those with
disabilities; and be able to use and evaluate distinctive teaching approaches to
engage and support them.

Find out if what strategies your school has in place for nurturing gifted and talented pupils.
Identify any children in your first placement class who are gifted and talented. Find out
what steps your teacher tutor takes to support gifted and talented children.

Sept 2016
 Chepping View Primary Academy SCITT
Examples of SMART targets for getting started
TS6: Make accurate and productive use of assessment

A) Know and understand how to assess the relevant subject and curriculum
areas, including statutory assessment requirements

Find out if your school has a general timetable for formal assessments across the
academic year for all year groups. Identify the statutory government assessments in
reception/foundation stage, end of Key Stage 1 and end of Key Stage 2. Find out the
school’s approach to formal assessment tests in other year groups (optional tests).
Discuss how that may have changed last year with the revised assessment for the new
National Curriculum.

B) Make use of formative and summative assessment to secure pupils’ progress

Study the school’s marking policy and identify examples of how it has been applied in
children’s Maths and English books (use examples retained from the previous year). Do
this for a year group in Key Stage 1 and one in Key Stage 2.

C) Use relevant data to monitor progress, set targets and plan subsequent
lessons

Find out what systems (manual and ICT based) to record and analyse data about
children’s progress. Make a summary of the different systems and how they might be
used to inform teachers management and/or Ofsted.

D) Give pupils regular feedback, both orally and through accurate marking, and
encourage pupils to respond to the feedback

Ask a teacher from one class in each Key Stage, how they organise their marking time so
that is manageable and effective for the children. Note 3 suggestions or strategies used to
support effective practice and best use of time.

Sept 2016
 Chepping View Primary Academy SCITT
Examples of SMART targets for getting started
TS7: Manage behaviour effectively to ensure a good and safe learning environment

A) have clear rules and routines for behaviour in classrooms, and take
responsibility for promoting good and courteous behaviour both in classrooms
and around the school, in accordance with the school’s behaviour policy

Start a file which you can refer to during your early years as a teacher, to record ideas
and methods which you can ‘magpie’ to manage behaviour successfully.

Reflect on how children respond to their class timetable and how routines in their week
and within lessons affect their concentration, motivation and relationships. Refer to the
school’s behaviour policy and

B) have high expectations of behaviour, and establish a framework for discipline

with a range of strategies, using praise, sanctions and rewards consistently
and fairly

Observe how praise can be used effectively to encourage pupils and compare how it
affects the motivation of both high and low confidence learners. Explain how 3 different
examples of how praise can lead to improved attitude towards learning.

C) manage classes effectively, using approaches which are appropriate to pupils’

needs in order to involve and motivate them

Start a ‘behaviour strategies’ file which you can refer to during your early years as a
teacher. Use it to record ideas and methods which you can ‘magpie’ to manage behaviour
successfully and identify effective strategies. Include ways of dealing with both
confrontational situations as well as pro-active methods which avoid issues arising and
promote good learning behaviour at all times.

D) maintain good relationships with pupils, exercise appropriate authority, and act
decisively when necessary.

Identify 3 positive examples of how teachers and support staff manage professional
relationships with children. Explain how they exercise authority in a calm and effective
way and explain how respect is demonstrated from adult to child and vice versa .

Sept 2016
 Chepping View Primary Academy SCITT
Examples of SMART targets for getting started
TS8: Fulfil wider professional responsibilities

A) Make a positive contribution to the wider life and ethos of the school

Identify all pre-school, after school and lunch or break-time activities provided by the
school. I

B) Develop effective professional relationships with colleagues, knowing how and

when to draw on advice and specialist support.

Identify who the subject co-ordinators are for each curriculum area in school, e.g. Maths,
English, Science etc. Find out the scope of their responsibilities and what support they
can provide to you as a teacher.

C) Deploy support staff effectively

Observe the activities performed by support staff during a typical school day. Find 3 ways
in which non-teaching staff can be used to impact on children’s learning both within
lessons and at other times during the day. Describe the impact of these interventions and
how the teaching staff have briefed other adults. Also identify how volunteer parent
helpers are used to support learning.

D) Take responsibility for improving teaching through appropriate professional

development, responding to advice and feedback from colleagues

Find out if there is a timetable for continuing professional development content in the
coming year in school (alternatively find the list of sessions completed last year). Discuss
the subject headings with your teacher tutor to understand why particular topic have been
chosen as priorities.

E) Communicate effectively with parents with regard to pupils’ achievements and

well – being

Find out the timetable for parent consultation evenings. Find and review examples of the
notes teachers use to support formal feedback at these meetings (for your placement
year group).

Read the end of year reports for a child in 3 different year groups including at least one
from Key Stage 1 and one from Key Stage 2.

Sept 2016
 Chepping View Primary Academy SCITT
Examples of SMART targets for getting started
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A) Teachers uphold public trust in the profession and maintain high standards of
ethics and behaviour, within and outside school, by:
 treating pupils with dignity, building relationships rooted in mutual respect,
and at all times observing proper boundaries appropriate to a teacher’s
professional position

Referring to the school’s policies related to code of conduct and child welfare, identify 3
issues which you might find challenging. Discuss these with your school based mentor to
gain further understanding on how they might be dealt with.

 having regard for the need to safeguard pupils’ well-being, in accordance

with statutory provisions

Within the boundaries of confidentiality, identify the type of child welfare issues that are
most likely to occur in your main placement school, either from a designated welfare
officer or your school based mentor.

 showing tolerance of and respect for the rights of others

Identify

 not undermining fundamental British values, including democracy, the rule

of law, individual liberty and mutual respect, and tolerance of those with
different faiths and beliefs

Understand the government’s Prevent strategy and find out how schools participate, the
objectives and the sensitivities of the programme. Discuss with teachers who have
attended Prevent training how it has affected their approach to day-to-day school.

 ensuring that personal beliefs are not expressed in ways which exploit
pupils’ vulnerability or might lead them to break the law.

Reflect on how any of your own opinions could be interpreted adversely by children or
their families. Through your school based mentor, identify any particular religious and
cultural sensitivities are more common in your school. Meet with the school’s subject
leader for RE and PSHCE to find out how these are delivered throughout the school and
any advice for well-balanced teaching strategies.

B) Teachers must have proper and professional regard for the ethos, policies and
practices of the school in which they teach, and maintain high standards in
their own attendance and punctuality.

Find the school’s mission statement or a published description of its ethos and values.
Discuss with 3 staff members from different parts of the school. Ask how the school’s
ethos affects their ways of working and any advice they have for maintaining high
standards of professionalism.

C) Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.

With reference to the school’s policies for E safety, Staff social networking and Code of
conduct, identify boundaries for use of ICT and social media for teachers, such as; access to
web-sites from school (e.g. Google images etc.), use of school based ICT equipment outside
school, use of personal ICT equipment in school, including smart phones and memory sticks.
Identify how anti-viruses are prevented in school and how this will affect your working
practices.

Sept 2016