ࡱ> #` bjbj ;$,,,,t$ <XXXXX333;;;;;;;$=hj?v;33333;XX;ccc3.XX;c3;cccXL <_!,act7;0 <c?w?c?c33c33333;;M333 <3333$$$d$$$$$$ Form F9/10: Assessment grid Name of candidate Name of school Name of Assessor Candidates should fill in black parts and leave blue parts clear for assessors Std Tasks Candidates please ( to show where you are claiming each standardAssessor use only Doc. Ref. No. Sources of evidence - Brief description (no more than two) During the visit: evidence from meetings - Assessor use onlyFinal Yes or No (delete)1234Pre-visit12345(?X1High expectations of children and young people with a commitment to helping them fulfil their potential  Yes No 2Establish fair, respectful, trusting, supportive, constructive relationships with children and young people  Yes No 3Demonstrate the positive values, attitudes and behaviours they expect from children and young people  Yes No 4Communicate effectively and sensitively with children, young people, colleagues, parents and carers  Yes No  5Recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people  Yes No 6Demonstrate a commitment to collaborative and cooperative working with colleagues  Yes No 7Improve their own knowledge and practice including responding to advice and feedback  Yes No 8Understand the key factors that affect children and young people's learning and progress  Yes No 9Know how to contribute to effective personalised provision by taking practical account of diversity  Yes No 10Have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people  Yes No  11  See separate record form (F17)12Know how to use ICT to support professional activities  Yes No 13Know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support  Yes No 14Understand the objectives, content and intended outcomes for the learning activities in which they are involved  Yes No 15Know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation  Yes No 16Know how other frameworks, that support the development and well-being of children and young people, impact upon their practice  Yes No  17Use their area(s) of expertise to contribute to the planning and preparation of learning activities   Yes No 18Use their area(s) of expertise to plan their role in learning activities  Yes No 19Devise clearly structured activities that interest and motivate learners and advance their learning  Yes No 20Plan how they will support the inclusion of the children and young people in the learning activities  Yes No 21Contribute to the selection and preparation of resources suitable for children and young people' interests and abilities  Yes No 22Monitor learners' responses to activities and modify the approach accordingly  Yes No  23Monitor learners' progress in order to provide focused support and feedback  Yes No 24Support the evaluation of learners' progress using a range of assessment techniques  Yes No 25Contribute to maintaining and analysing records of learners' progress  Yes No 26Use effective strategies to promote positive behaviour  Yes No 27Recognise and respond appropriately to situations that challenge equality of opportunity  Yes No 28Use their ICT skills to advance learning  Yes No  29Advance learning when working with individuals  Yes No 30Advance learning when working with small groups  Yes No 31Advance learning when working with whole classes without the presence of the assigned teacher  Yes No 32Organise and manage learning activities in ways which keep learners safe  Yes No 33Direct the work, where relevant, of other adults in supporting learning  Yes No  /GWXYsxDZpZL=L)&h>*B*OJQJ^JmH phsH h>*OJQJ^JmH sH hOJQJ^JmH sH +hh5CJOJQJ^JaJmH sH %h5CJOJQJ^JaJmH sH 4h:h5B*CJOJQJ^JaJmH phsH %h5CJOJQJ^JaJmH sH +hh5CJOJQJ^JaJmH sH "hCJOJQJ^JaJmH sH "htCJOJQJ^JaJmH sH (hhCJOJQJ^JaJmH sH  XY    " & ' b c Ff$d$Ifa$gd $Ifgd+z $Ifgdm9 d$Ifgdͻr]K6r6(hm9hm9CJOJQJ^JaJmH sH #hm9hm95OJQJ^JmH sH ) jPhm9hm95OJQJ^JmH sH "h>nCJOJQJ^JaJmH sH hm95OJQJ^JmH sH #hh+z5OJQJ^JmH sH +hm9hm95CJOJQJ^JaJmH sH "h+zCJOJQJ^JaJmH sH "hCJOJQJ^JaJmH sH hOJQJ^JmH sH #hB*OJQJ^JmH phsH      % & ' b c oW<#<1hh+zB*CJOJQJ^JaJmH phsH 4hh+z5B*CJOJQJ^JaJmH phsH .h+z5B*CJOJQJ^JaJmH phsH +hh+z5CJOJQJ^JaJmH sH "h+zCJOJQJ^JaJmH sH +hXh+z5CJOJQJ^JaJmH sH %h+z5CJOJQJ^JaJmH sH 1hh+zB*CJOJQJ^JaJmH phsH (hm9hm9CJOJQJ^JaJmH sH "hm9CJOJQJ^JaJmH sH  U ֻ֋xbP"h)ACJOJQJ^JaJmH sH +h+zh)A5CJOJQJ^JaJmH sH %h)A5CJOJQJ^JaJmH sH : jPhh+z5B*CJOJQJ^JaJmH phsH "h+zCJOJQJ^JaJmH sH 4hh+z5B*CJOJQJ^JaJmH phsH +hXh+z5CJOJQJ^JaJmH sH %h+z5CJOJQJ^JaJmH sH  Ff d$Ifgd$d$Ifa$gd $Ifgd$$Ifa$gd V W X Y Z [ \ ] ^ b c d g h i j k l m Ff $$Ifa$gd: $Ifgd)A$IfFf d$IfgdU V ^ f h i q y z       ' ( 0 8 9 D E F پ٨٨٨لrپ٨٨٨_M"h8$<CJOJQJ^JaJmH sH %h8$<5CJOJQJ^JaJmH sH "hT^CJOJQJ^JaJmH sH %hT^5CJOJQJ^JaJmH sH  h:h)AOJQJ^JmH sH +h+zh)A5CJOJQJ^JaJmH sH 4h:h)A5B*CJOJQJ^JaJmH phsH "h)ACJOJQJ^JaJmH sH (h+zh)ACJOJQJ^JaJmH sH m n o p q r s t u v w x y z { | } ~  Ff$If        $$Ifa$gd $IfgdFf#$IfFf             ! 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