©KNSPS
Adapted from Framework for Core Content for
ITT (July 2016) & Carter (January 2015)
C1. Subject Knowledge Development.
Your core content knowledge to enable you to teach
subjects with appropriate rigour, This includes the
definition and scope of the subject, why it matters
and the concepts that underpin it.
You should be conversant with a range of effective
subject-specific pedagogical approaches and know
how to address common pupil misconceptions.
You should read widely around subjects and draw
upon scholarship so as to be able to teach an
appropriately knowledge-rich curriculum
C2. Subject Specific Pedagogy
You should become increasingly aware of subjectspecific issues such as: phases of progression within
the subject; common misconceptions in the subject;
linkages between subjects; and, most importantly,
how to make it accessible and meaningful to learners
at different abilities and stages of development.
You should be conversant with effective approaches
for strengthening pupil memory, such as repeated
practice spaced over a period of time, short tests, and
making effective use of questioning.
Teachers’ Standards (2012)
and KNSPS / Keele PGCE
Modules
TS3 Demonstrate good subject
and curriculum knowledge
PGCE Modules: SIP Critically
reflect upon the distinctive
characteristics of subject
knowledge and skills in their
discipline.
Critically evaluate the processes
by which subject knowledge is
selected as appropriate for
educational purposes.
TS2 Promote good progress and
outcomes by pupils
PGCE Modules: SIP Develop an
integrated understanding of how
the accepted pedagogy of their
subject is determined by
learning theories, disciplinary
conventions and wider sociopolitical factors such as
government policy, and
employers' requirements.
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KNSPS Emphasis
SEND Ethos
A disciplined approach to a broad and
balanced curriculum. Each curriculum
subject contains a different way of
understanding the world. You have a crucial
role in scaffolding children's knowledge and
understanding. It might be suggested that
this is only possible where your own subject
knowledge is secure. Professional support
through subject associations is something
that we actively promote and encourage.
Many feel that to teach a subject to a diverse
group of learners who offer an array of
physical and neurological needs, means that
you really need to know your subject. You
need to know which are the key or significant
concepts and you need to understand the
purpose of the subject. This is so that you can
engage young people with knowledge from a
social justice perspective. This is based on a
premise that knowledge is empowering. For
us knowledge, includes knowing how (often
referred to as skills and capabilities) as well as
knowing what (factual or propositional
knowledge) as well as being able to use
transfer and apply such knowledges
(understanding). We talk about concepts,
capabilities and communication
Pedagogic Judgement: ‘the pedagogy of
repertoire rather than recipe’. You will be
encouraged to develop a strong knowledge
of an appropriate range of teaching methods
suitable to the subject. You will develop a
strong understanding of why and when to
use particular teaching approaches for the
subject and how to evaluate their
effectiveness.
We will support you in enriching and
unpacking what is ordinarily available for all
learners. You will be encouraged to use
strategies to make the substantive subject
concepts accessible through adaption rather
than using teaching and learning strategies
that are suitable for ‘most’ alongside
something that is ‘additional’ for some. We
are eager to generate independence in our
learners. This is achieved through an
appreciation of neurological and physical
diversity.
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C3. Evidence-informed Teaching
You should become increasingly familiar with an
evidence-informed approach to teaching by knowing
where and how to access relevant research, how to
evaluate and challenge research findings, how this
can be applied to classroom practice, as well as why
using research matters.
You should be able to evaluate specific teaching
strategies for their appropriateness and effectiveness,
so as to consider the impact on pupil motivation,
understanding and focus
C4. Child and adolescent development
You should gain a grounding in child and adolescent
development, including emotional and social
development, which will underpin their
understanding of other issues such as pedagogy,
assessment, behaviour, mental health and SEND.
You will be introduced to strategies for character
education and supporting pupil wellbeing.
You will be supported to identify the needs of all
pupils, including how best to seek the advice of
colleagues, including those with specialist
knowledge and experience.
C5. Behaviour Management
This should be a central element in your programme,
equipping you with a variety of practical strategies
and knowledge to deal with pupil behaviour effectively
and create a positive climate for learning. This may
include appreciating the importance of routines,
responses and relationships for ensuring good
classroom behaviour and minimising opportunities for
disruption.
You will appreciate the significance of body language,
clear communication, voice tone and vocabulary. You
will be supported in the practice of being authoritative
and fair and how to build your confidence and to
regulate your own emotional disposition.
TS3 Demonstrate a critical
understanding of developments
on the subject and curriculum
area and promote the value of
scholarship.
PGCE Modules: LLA: Reflect
Rooted in evidence; You will be
encouraged to be critical of the theories and
ideas of others, in the sense of being
reflective, questioning and evaluative. You
will be encouraged to seek reasons, make
distinctions and good judgements.
There are a large range of theoretical models
that aim to support SEND teaching and
learning. We will introduce you to a range of
research and we will be encouraging you to do
more. We will justify our choice to foreground
the notion of inclusive pedagogy (Spratt &
Florin, 2014). This approach seeks to share
how classroom teachers respond to
differences between individual pupils without
sustaining the marginalisation that can occur
when some are treated differently to others.
Nurture. You will begin to understand how
children’s capacities to learn are shaped by
their background and home circumstances
as well as by their individual development
Pupils should feel happy, safe, respected
and included in the school environment and
all staff should be proactive in promoting
positive behaviour in the classroom,
playground and the wider school community.
We will explore with you how ideas of
determinism (or bell-curve thinking) have
been normalised by some in education and we
will challenge the related processes of ability
or needs labelling as a way of supporting
teachers. We will carefully consider the
dilemmas and challenges associated with
teachers who are ambitious to enable
meaningful access to learning and equity. We
will explore how certain organisational and
educational practices can best enable
vulnerable learners and offer more inclusive
alternatives.
Behaviour is a form of communication and you
will be supported in interpreting and
understanding behaviours so that you can
frame appropriate responses. These will
support and enable productive learning and
developmental experiences. Pupils with SEND
often have a complex learning profile, and this
can include communication difficulties. The
impact of managing to live with such
difficulties can on occasions give rise to
challenging behaviours. Supporting pupils in
developing behaviour for learning helps to
improve their access and achievement and so
this will become an essential capability for
you.
critically on practice in the light
of theory and vice versa,
synthesising theoretical
knowledge with practical
experience.
TS5 Demonstrate an awareness
of the physical, social and
intellectual development and
know how to adapt teaching to
support pupils’ education at
different stages of development.
PGCE Modules: LLA
Demonstrate critical awareness
of the political, economic,
cultural and social factors that
contribute to the development
of assessment practices.
TS7 Manage behaviour
effectively to ensure a good and
safe learning environment
PGCE Modules: EOP Examine
and critically discuss the
contextual factors that shape
pupil and teacher perceptions of
effective and / or outstanding
practice.
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Creating a positive learning ethos. Our
basic premise that teachers and schools
should adopt a non-confrontational approach
to discipline, based on positive teacher-pupil
relationships, respect for the dignity and
rights of individuals, choices about
consequences of behaviour and
encouragement for pupil self-discipline.
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C6. Planning
You will be introduced to the KNSPS planning ethos.
This will help you to plan effectively from day one,
teaching them evidence-based and established
techniques in planning and how to plan efficiently by
using and building on prior knowledge, and
experiences. You will recognise how individual lessons
fit within a lesson sequence.
You will appreciate that effective planning draws on
your subject knowledge, understanding of
progression, assessment and skilful questioning.
C7. Assessment
You will be supported in becoming confident in
assessing pupil progress, using summative as well as
formative approaches. You will be introduced to
important concepts in assessment (such as validity,
bias, reliability, norm referencing and criterion
referencing, standardisation and standardised tests
(such as those that produce a reading age)). You will
be taught how to work with pupil information,
including data (for example, using data in your
planning or target setting).
TS4 Plan and teach well
structured lessons
PGCE Modules: SIP
Demonstrate a critical
understanding of how their
subject is represented in
educational settings.
Evaluate and critique the
pedagogic challenges and
opportunities inherent in their
teaching of the subject.
TS6 Make accurate and
productive use of assessment
PGCE Modules: LLA: Critically
scrutinise current assessment
practice to examine its impact on
student learning.
You will be supported in becoming
curriculum makers, using an
understanding of curriculum concepts,
contexts and content. Curriculum making is
the creative act of interpreting a curriculum
and turning it into a coherent, challenging,
engaging and enjoyable lessons. Curriculum
lies at the heart of good teaching.
Your planning will share your understanding
of the social and developmental needs of your
learners in relation to the requirements of the
National Curriculum. You will be supported in
understanding the school’s requirements and
how to plan so as to make best use of the
teaching and learning support assistants that
will form part of your learning team.
Progression, learning without limits.
Working with children reminds us that
progress in learning is never simply linear.
We encourage you to seek to know each
child as an individual and to work in
partnership with her / him to constantly
provide rigorous opportunities for learning
and assessment across the full range of a
rich and varied curriculum.
Rates of progress can be amazingly diverse.
We need to be open to recognising this as
productive and not simply be seduced into a
deficit model or comparisons with ‘normal’
rates of development. You will be supported in
giving a thorough and thoughtful
consideration to what progress is for each
individual, beyond any labels. You will be
introduced to a range of approaches and
strategies both through the SCITT based
programme during your school experiences.
You will appreciate how and why approaches to
assessment differ across subjects.
You will also be aware of how nationally standardised
summative assessment helps teachers understand
national expectations and assess their own
performance.
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C8. Differentiation
You will be able to ensure that all pupils in the class,
including lower and higher achievers, should make
progress and keep pace with the curriculum.
You will become familiar with a cyclical or ‘graduated’
approach to planning for making adjustments to your
lessons and planned activities. This will involve
assessing pupil need, planning, reviewing and
implementing change to support pupil progress (as
referenced in the SEND Code of Practice).
C9. SEND
You will be prepared so that you can support SEND
pupils in your classrooms, providing a solid grounding
in the most pertinent issues and setting an
expectation for on-going high quality professional
development. You will be equipped to identify needs,
avoiding labelling by group and making appropriate
provision for pupils, including accessing specialist
support.
TS5 Know when and how to
differentiate appropriately, using
approaches which enable pupils
to be taught effectively.
PGCE Modules: LLA Examine
Inclusion and Mastery. We support you
in considering how differentiation is achieved
by emphasising deep knowledge and
through individual support and intervention.
We will introduce you to a range of physical
needs and the notion of neurodiversity. This is
a relatively new and contested concept, but
one that we think will be helpful to you as you
develop your understandings of inclusive
practices. Neurodiversity is an approach that
argues that neurological conditions are the
result of variations in the human genome, and
that such conditions should be respected
rather than simply being seen as deficiencies.
Caring, aspirational and informed. We
will inform you so that you develop the
capabilities to provide high quality education
for all. You will recognise that many children
at some time in their primary education will
have special needs and that you have a
responsibility to respond to these to enable
achievement. You will appreciate the
importance of emotional development, such
as attachment and mental health issues and
the impact that these may have on pupil
performance.
Our SEND route particularly emphasises the
significance of drawing on evidence to
support the development of professional
judgement so as to support pupils’ attainment
and progress in learning. This is often
achieved through collaborative working with
multi-agency teams and by accessing related
services.
and critically discuss the validity
of claims that gender, social class
and culture shape student
learning experiences.
TS5 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.
PGCE Modules: LLA Critique a
range of learning and
assessment theories and their
implications for current
classroom practice.
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We will debate some of the approaches
associated with classifying different types of
need and recognise that categories refer to
characteristics rather than to particular pupils.
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C10. Professionalism – including SMSC
You will value the professional role of the teacher.
You will develop capabilities associated with the wider
responsibilities of a teacher, including working with
parents and carers as well as other professionals. We
will also support on to develop your resilience and
time management capabilities. You will be made
aware of the fundamental British values and the role
that you have to play in establishing these.
‘Teachers make the education of their pupils their first
concern, and are accountable for achieving the
highest possible standards in work and conduct.
Teachers act with honesty and integrity; have strong
subject knowledge, keep their knowledge and skills as
teachers up-to-date and are self-critical; forge positive
professional relationships; and work with parents in
the best interests of their pupils.’
(The Framework of Core Content for ITT, 2016:
Preamble to the Teachers’ Standards)
TS8 Fulfil wider professional
responsibilities
PGCE Modules: EOP Analyse
the implications for learning and
teaching of a drive for effective
and / or outstanding teaching by
governments, individual schools
and teachers.
Subject their own practice to
critical scrutiny drawing on a
range of theoretical and
professional models of practice,
with the aim of identifying how
to develop teaching and
learning.
We enable you to reflect on what you
believe that primary education is for, and to
develop your own philosophy for
education that has been carefully thought
through. Robin Alexander states ‘Education
is about the here and now as well as the
future, but schools should also address the
wider condition and needs of children and
society in today's complex world. Children
leaving primary school should of course be
ready for what follows, but what follows
year 6 is life, not just year 7’
Our inclusion philosophy is one that brings
pupils, families, educators, schools and
community members together, based on an
ethos of valuing difference. This is secured by
an ambition for a high quality and appropriate
curriculum experiences based on increasing
access and with a social justice agenda.
TS1 Set high expectations which
inspire, motivate and challenge
pupils.
PGCE Modules: EOP Critically
evaluate teaching and learning
strategies associated with
effective and / or outstanding
lessons.
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