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Browse Reviews

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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. 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[parent] => 38 [count] => 13 ) [151] => stdClass Object ( [term_id] => 14 [name] => Physical Education [slug] => physical-education [term_group] => 0 [term_taxonomy_id] => 14 [taxonomy] => category [description] => [parent] => 10 [count] => 5 ) [152] => stdClass Object ( [term_id] => 561 [name] => Physics [slug] => physics [term_group] => 0 [term_taxonomy_id] => 568 [taxonomy] => category [description] => [parent] => 12 [count] => 1 ) [153] => stdClass Object ( [term_id] => 69 [name] => Planning, Monitoring and Evaluation [slug] => planningmonitoringandevaluation [term_group] => 0 [term_taxonomy_id] => 69 [taxonomy] => category [description] => [parent] => 38 [count] => 19 ) [154] => stdClass Object ( [term_id] => 151 [name] => Pre 2010 Guidance [slug] => pre-2010-guidance [term_group] => 0 [term_taxonomy_id] => 151 [taxonomy] => category [description] => Goverment guidance from the English government prior to 2010 [parent] => 148 [count] => 8 ) [155] => stdClass Object ( [term_id] => 51 [name] => Professional Standards [slug] => professional-standards [term_group] => 0 [term_taxonomy_id] => 51 [taxonomy] => category [description] => Browse material by a range of professional standards classifications. [parent] => 0 [count] => 0 ) [156] => stdClass Object ( [term_id] => 37 [name] => Pupil Agency [slug] => pupil-agency [term_group] => 0 [term_taxonomy_id] => 37 [taxonomy] => category [description] => [parent] => 33 [count] => 15 ) [157] => stdClass Object ( [term_id] => 281 [name] => Q1 Have high expectations of children and young people [slug] => q1-have-high-expectations-of-children-and-young-people [term_group] => 0 [term_taxonomy_id] => 286 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 277 [count] => 40 ) [158] => stdClass Object ( [term_id] => 300 [name] => Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas [slug] => q11-know-the-assessment-requirements-and-arrangements-for-the-subjectscurriculum-areas [term_group] => 0 [term_taxonomy_id] => 305 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 295 [count] => 8 ) [159] => stdClass Object ( [term_id] => 301 [name] => Q12 Know a range of approaches to assessment, including the importance of formative assessment [slug] => q12-know-a-range-of-approaches-to-assessment-including-the-importance-of-formative-assessment [term_group] => 0 [term_taxonomy_id] => 306 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 295 [count] => 8 ) [160] => stdClass Object ( [term_id] => 302 [name] => Q13 Know how to use local and national statistical information to evaluate teaching [slug] => q13-know-how-to-use-local-and-national-statistical-information-to-evaluate-teaching [term_group] => 0 [term_taxonomy_id] => 307 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 295 [count] => 8 ) [161] => stdClass Object ( [term_id] => 303 [name] => Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy [slug] => q14-have-a-secure-knowledge-and-understanding-of-their-subjectscurriculum-areas-and-related-pedagogy [term_group] => 0 [term_taxonomy_id] => 308 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 296 [count] => 28 ) [162] => stdClass Object ( [term_id] => 304 [name] => Q15 Know and understand the relevant statutory and non-statutory curricula, frameworks [slug] => q15-know-and-understand-the-relevant-statutory-and-non-statutory-curricula-frameworks [term_group] => 0 [term_taxonomy_id] => 309 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 296 [count] => 15 ) [163] => stdClass Object ( [term_id] => 305 [name] => Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT) [slug] => q16-have-passed-the-professional-skills-tests-in-numeracy-literacy-and-information-and-communication-technology-ict [term_group] => 0 [term_taxonomy_id] => 310 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 297 [count] => 0 ) [164] => stdClass Object ( [term_id] => 306 [name] => Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching [slug] => q17-know-how-to-use-skills-in-literacy-numeracy-and-ict-to-support-their-teaching [term_group] => 0 [term_taxonomy_id] => 311 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 297 [count] => 36 ) [165] => stdClass Object ( [term_id] => 307 [name] => Q18 Understand how children and young people develop [slug] => q18-understand-how-children-and-young-people-develop [term_group] => 0 [term_taxonomy_id] => 312 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 298 [count] => 40 ) [166] => stdClass Object ( [term_id] => 308 [name] => Q19 Know how to make effective personalised provision for those they teach [slug] => q19-know-how-to-make-effective-personalised-provision-for-those-they-teach [term_group] => 0 [term_taxonomy_id] => 313 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 298 [count] => 61 ) [167] => stdClass Object ( [term_id] => 282 [name] => Q2 Demonstrate the positive values, attitudes and behaviour [slug] => q2-demonstrate-the-positive-values-attitudes-and-behaviour [term_group] => 0 [term_taxonomy_id] => 287 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 277 [count] => 10 ) [168] => stdClass Object ( [term_id] => 309 [name] => Q20 Know and understand the roles of colleagues with specific responsibilities [slug] => q20-know-and-understand-the-roles-of-colleagues-with-specific-responsibilities [term_group] => 0 [term_taxonomy_id] => 314 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 298 [count] => 14 ) [169] => stdClass Object ( [term_id] => 310 [name] => Q21 (a) the safeguarding and promotion of the well-being of children and young people) [slug] => q21-a-the-safeguarding-and-promotion-of-the-well-being-of-children-and-young-people [term_group] => 0 [term_taxonomy_id] => 315 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 299 [count] => 39 ) [170] => stdClass Object ( [term_id] => 311 [name] => Q21 (b) Know how to identify and support children and young people [slug] => q21-b-know-how-to-identify-and-support-children-and-young-people [term_group] => 0 [term_taxonomy_id] => 316 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 299 [count] => 28 ) [171] => stdClass Object ( [term_id] => 318 [name] => Q22 Plan for progression across the age and ability range for which they are trained [slug] => q22-plan-for-progression-across-the-age-and-ability-range-for-which-they-are-trained [term_group] => 0 [term_taxonomy_id] => 323 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 312 [count] => 11 ) [172] => stdClass Object ( [term_id] => 319 [name] => Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills [slug] => q23-design-opportunities-for-learners-to-develop-their-literacy-numeracy-and-ict-skills [term_group] => 0 [term_taxonomy_id] => 324 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 312 [count] => 10 ) [173] => stdClass Object ( [term_id] => 320 [name] => Q24 Plan homework or other out-of-class work to sustain learners’ progress [slug] => q24-plan-homework-or-other-out-of-class-work-to-sustain-learners-progress [term_group] => 0 [term_taxonomy_id] => 325 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 312 [count] => 15 ) [174] => stdClass Object ( [term_id] => 321 [name] => Q25 (a) use a range of teaching strategies including ICT to take account of diversity and promote equality and inclusion [slug] => q25-a-use-a-range-of-teaching-strategies-including-ict-to-take-account-of-diversity-and-promote-equality-and-inclusion [term_group] => 0 [term_taxonomy_id] => 326 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 313 [count] => 58 ) [175] => stdClass Object ( [term_id] => 322 [name] => Q25 (b) build on prior knowledge..., enable learners to apply new knowledge, understanding and skills [slug] => q25-b-build-on-prior-knowledge-enable-learners-to-apply-new-knowledge-understanding-and-skills [term_group] => 0 [term_taxonomy_id] => 327 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 313 [count] => 23 ) [176] => stdClass Object ( [term_id] => 323 [name] => Q25 (c) adapt their language to suit the learners they teach [slug] => q25-c-adapt-their-language-to-suit-the-learners-they-teach [term_group] => 0 [term_taxonomy_id] => 328 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 313 [count] => 7 ) [177] => stdClass Object ( [term_id] => 324 [name] => Q25 (d) manage the learning of individuals, groups and whole classes, and modifying their teaching appropriately [slug] => q25-d-manage-the-learning-of-individuals-groups-and-whole-classes-and-modifying-their-teaching-appropriately [term_group] => 0 [term_taxonomy_id] => 329 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 313 [count] => 16 ) [178] => stdClass Object ( [term_id] => 325 [name] => Q26 (a) Make effective use of a range of assessment, monitoring and recording strategies [slug] => q26-a-make-effective-use-of-a-range-of-assessment-monitoring-and-recording-strategies [term_group] => 0 [term_taxonomy_id] => 330 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 314 [count] => 12 ) [179] => stdClass Object ( [term_id] => 326 [name] => Q26 (b) Assess the learning needs of those they teach in order to set challenging learning objectives [slug] => q26-b-assess-the-learning-needs-of-those-they-teach-in-order-to-set-challenging-learning-objectives [term_group] => 0 [term_taxonomy_id] => 331 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 314 [count] => 20 ) [180] => stdClass Object ( [term_id] => 382 [name] => Q27 Provide timely, accurate and constructive feedback on learners’ progress [slug] => q27-provide-timely-accurate-and-constructive-feedback-on-learners-progress [term_group] => 0 [term_taxonomy_id] => 387 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 314 [count] => 3 ) [181] => stdClass Object ( [term_id] => 328 [name] => Q28 Support and guide learners to reflect on their learning [slug] => q28-support-and-guide-learners-to-reflect-on-their-learning [term_group] => 0 [term_taxonomy_id] => 333 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 314 [count] => 6 ) [182] => stdClass Object ( [term_id] => 284 [name] => Q3 (a) Be aware of the professional duties of teachers and the statutory framework [slug] => q3-a-be-aware-of-the-professional-duties-of-teachers-and-the-statutory-framework-q3-a-be-aware-of-the-professional-duties-of-teachers-and-the-statutory-framework [term_group] => 0 [term_taxonomy_id] => 289 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 278 [count] => 26 ) [183] => stdClass Object ( [term_id] => 286 [name] => Q3 (b) Be aware of the policies and practices of the workplace [slug] => q3-b-be-aware-of-the-policies-and-practices-of-the-workplace [term_group] => 0 [term_taxonomy_id] => 291 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 278 [count] => 26 ) [184] => stdClass Object ( [term_id] => 329 [name] => Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts [slug] => q30-establish-a-purposeful-and-safe-learning-environment-conducive-to-learning-and-identify-opportunities-for-learners-to-learn-in-out-of-school-contexts [term_group] => 0 [term_taxonomy_id] => 334 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 316 [count] => 27 ) [185] => stdClass Object ( [term_id] => 330 [name] => Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence [slug] => q31-establish-a-clear-framework-for-classroom-discipline-to-manage-learners-behaviour-constructively-and-promote-their-self-control-and-independence [term_group] => 0 [term_taxonomy_id] => 335 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 316 [count] => 3 ) [186] => stdClass Object ( [term_id] => 331 [name] => Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them [slug] => q32-work-as-a-team-member-and-identify-opportunities-for-working-with-colleagues-sharing-the-development-of-effective-practice-with-them [term_group] => 0 [term_taxonomy_id] => 336 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 317 [count] => 17 ) [187] => stdClass Object ( [term_id] => 332 [name] => Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil [slug] => q33-ensure-that-colleagues-working-with-them-are-appropriately-involved-in-supporting-learning-and-understand-the-roles-they-are-expected-to-fulfil [term_group] => 0 [term_taxonomy_id] => 337 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 317 [count] => 9 ) [188] => stdClass Object ( [term_id] => 287 [name] => Q4 Communicate effectively with children, young people, colleagues, parents and carers [slug] => q4-communicate-effectively-with-children-young-people-colleagues-parents-and-carers [term_group] => 0 [term_taxonomy_id] => 292 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 279 [count] => 30 ) [189] => stdClass Object ( [term_id] => 288 [name] => Q5 Recognise and respect the contribution that colleagues, parents and carers can make [slug] => q5-recognise-and-respect-the-contribution-that-colleagues-parents-and-carers-can-make [term_group] => 0 [term_taxonomy_id] => 293 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 279 [count] => 33 ) [190] => stdClass Object ( [term_id] => 289 [name] => Q6 Have a commitment to collaboration and co-operative working [slug] => q6-have-a-commitment-to-collaboration-and-co-operative-working [term_group] => 0 [term_taxonomy_id] => 294 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 279 [count] => 38 ) [191] => stdClass Object ( [term_id] => 290 [name] => Q7 (a) Reflect on and improve their practice [slug] => q7-a-reflect-on-and-improve-their-practice [term_group] => 0 [term_taxonomy_id] => 295 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 280 [count] => 18 ) [192] => stdClass Object ( [term_id] => 291 [name] => Q7 (b) Identify priorities for their early professional development in the context of induction [slug] => q7-b-identify-priorities-for-their-early-professional-development-in-the-context-of-induction [term_group] => 0 [term_taxonomy_id] => 296 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 280 [count] => 4 ) [193] => stdClass Object ( [term_id] => 292 [name] => Q8 Have a creative and constructively critical approach towards innovation [slug] => q8-have-a-creative-and-constructively-critical-approach-towards-innovation [term_group] => 0 [term_taxonomy_id] => 297 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 280 [count] => 28 ) [194] => stdClass Object ( [term_id] => 293 [name] => Q9 Act upon advice and feedback and be open to coaching and mentoring [slug] => q9-act-upon-advice-and-feedback-and-be-open-to-coaching-and-mentoring [term_group] => 0 [term_taxonomy_id] => 298 [taxonomy] => category [description] => English 2007 Qualified Teacher Status Standards [parent] => 280 [count] => 8 ) [195] => stdClass Object ( [term_id] => 153 [name] => QCA [slug] => qca [term_group] => 0 [term_taxonomy_id] => 153 [taxonomy] => category [description] => The Qualifications and Curriculum Agency and its predecessors [parent] => 151 [count] => 0 ) [196] => stdClass Object ( [term_id] => 623 [name] => Refugees and Asylum Seekers [slug] => refugees-and-asylum-seekers [term_group] => 0 [term_taxonomy_id] => 632 [taxonomy] => category [description] => [parent] => 40 [count] => 7 ) [197] => stdClass Object ( [term_id] => 621 [name] => Religious Diversity [slug] => religious-diversity [term_group] => 0 [term_taxonomy_id] => 630 [taxonomy] => category [description] => [parent] => 40 [count] => 2 ) [198] => stdClass Object ( [term_id] => 13 [name] => Religious Education [slug] => religious-education [term_group] => 0 [term_taxonomy_id] => 13 [taxonomy] => category [description] => [parent] => 10 [count] => 0 ) [199] => stdClass Object ( [term_id] => 141 [name] => Reports [slug] => reports [term_group] => 0 [term_taxonomy_id] => 141 [taxonomy] => category [description] => Reports on research from different sources [parent] => 140 [count] => 56 ) [200] => stdClass Object ( [term_id] => 140 [name] => Research [slug] => research [term_group] => 0 [term_taxonomy_id] => 140 [taxonomy] => category [description] => Sources of research evidence [parent] => 129 [count] => 40 ) [201] => stdClass Object ( [term_id] => 130 [name] => Research Reviews [slug] => research-reviews [term_group] => 0 [term_taxonomy_id] => 130 [taxonomy] => category [description] => Systematic and other summaries of specific research areas and questions. These always form a useful starting point for an investigation. [parent] => 140 [count] => 43 ) [202] => stdClass Object ( [term_id] => 129 [name] => Resources [slug] => resources [term_group] => 0 [term_taxonomy_id] => 129 [taxonomy] => category [description] => Browse material by resource type [parent] => 0 [count] => 3 ) [203] => stdClass Object ( [term_id] => 165 [name] => Reviewers [slug] => reviewers [term_group] => 0 [term_taxonomy_id] => 165 [taxonomy] => category [description] => The expertise of our reviewers is our greatest resource [parent] => 129 [count] => 0 ) [204] => stdClass Object ( [term_id] => 70 [name] => Roles and Responsibilities [slug] => rolesandresponsibilities [term_group] => 0 [term_taxonomy_id] => 70 [taxonomy] => category [description] => Concerned with the different roles involved in addressing special educational needs [parent] => 38 [count] => 29 ) [205] => stdClass Object ( [term_id] => 64 [name] => Schools Council [slug] => archive-schools-council [term_group] => 0 [term_taxonomy_id] => 64 [taxonomy] => category [description] => Materials from Schools Council projects [parent] => 58 [count] => 0 ) [206] => stdClass Object ( [term_id] => 12 [name] => Science [slug] => science [term_group] => 0 [term_taxonomy_id] => 12 [taxonomy] => category [description] => [parent] => 10 [count] => 19 ) [207] => stdClass Object ( [term_id] => 595 [name] => Social Class [slug] => social-class [term_group] => 0 [term_taxonomy_id] => 629 [taxonomy] => category [description] => Concerning social and economic status [parent] => 40 [count] => 7 ) [208] => stdClass Object ( [term_id] => 38 [name] => Special Educational Needs [slug] => sen [term_group] => 0 [term_taxonomy_id] => 38 [taxonomy] => category [description] => [parent] => 28 [count] => 60 ) [209] => stdClass Object ( [term_id] => 142 [name] => TDA [slug] => tda [term_group] => 0 [term_taxonomy_id] => 142 [taxonomy] => category [description] => Reports funded by the Teacher Development Agency for Schools [parent] => 141 [count] => 8 ) [210] => stdClass Object ( [term_id] => 143 [name] => TDA E-learning reports [slug] => tda-e-learning-reports [term_group] => 0 [term_taxonomy_id] => 143 [taxonomy] => category [description] => Projects developing e-learning in ITE [parent] => 142 [count] => 0 ) [211] => stdClass Object ( [term_id] => 144 [name] => TDA Research & Development Awards [slug] => tda-research-development-awards [term_group] => 0 [term_taxonomy_id] => 144 [taxonomy] => category [description] => A set of projects to develop aspects of teacher training and education methodology [parent] => 142 [count] => 4 ) [212] => stdClass Object ( [term_id] => 162 [name] => Teachers TV [slug] => teachers-tv [term_group] => 0 [term_taxonomy_id] => 162 [taxonomy] => category [description] => Resources from the now defunct teachers television [parent] => 159 [count] => 58 ) [213] => stdClass Object ( [term_id] => 28 [name] => Teaching & Learning [slug] => teaching-learning [term_group] => 0 [term_taxonomy_id] => 28 [taxonomy] => category [description] => About pedagogy [parent] => 0 [count] => 21 ) [214] => stdClass Object ( [term_id] => 156 [name] => Teaching and Learning Materials [slug] => teaching-and-learning-materials [term_group] => 0 [term_taxonomy_id] => 156 [taxonomy] => category [description] => Resources for learning and teaching about teaching and learning [parent] => 129 [count] => 13 ) [215] => stdClass Object ( [term_id] => 737 [name] => TLRP [slug] => tlrp [term_group] => 0 [term_taxonomy_id] => 749 [taxonomy] => category [description] => [parent] => 130 [count] => 1 ) [216] => stdClass Object ( [term_id] => 624 [name] => Travellers and Roma [slug] => travellers-and-roma [term_group] => 0 [term_taxonomy_id] => 633 [taxonomy] => category [description] => [parent] => 40 [count] => 1 ) [217] => stdClass Object ( [term_id] => 203 [name] => TTRB Glossary Items [slug] => ttrb-glossary-items [term_group] => 0 [term_taxonomy_id] => 205 [taxonomy] => category [description] => Brefings on different topics written for the TTRB [parent] => 129 [count] => 10 ) [218] => stdClass Object ( [term_id] => 46 [name] => Tutors, Mentors & Trainers [slug] => tutors-mentors-trainers [term_group] => 0 [term_taxonomy_id] => 46 [taxonomy] => category [description] => Concerning what is termed teacher education in some quarters, teacher training in others and teacher preparation in areas beyond the UK. [parent] => 0 [count] => 69 ) [220] => stdClass Object ( [term_id] => 45 [name] => Use of data [slug] => use-of-data [term_group] => 0 [term_taxonomy_id] => 45 [taxonomy] => category [description] => Concerning the use of data to inform teaching [parent] => 39 [count] => 15 ) [221] => stdClass Object ( [term_id] => 159 [name] => Video [slug] => video [term_group] => 0 [term_taxonomy_id] => 159 [taxonomy] => category [description] => [parent] => 157 [count] => 31 ) [222] => stdClass Object ( [term_id] => 11 [name] => Vocational [slug] => vocational [term_group] => 0 [term_taxonomy_id] => 11 [taxonomy] => category [description] => Abouit vocational curriculum and training opportunities [parent] => 10 [count] => 13 ) [223] => stdClass Object ( [term_id] => 164 [name] => Web sites [slug] => web-sites [term_group] => 0 [term_taxonomy_id] => 164 [taxonomy] => category [description] => Web bases resources or services [parent] => 157 [count] => 7 ) [224] => stdClass Object ( [term_id] => 39 [name] => Whole School Issues [slug] => whole-school-issues [term_group] => 0 [term_taxonomy_id] => 39 [taxonomy] => category [description] => Matters that can be addressed at an whole school level [parent] => 0 [count] => 15 ) [225] => stdClass Object ( [term_id] => 4 [name] => [Foundation] Age 0-5 [slug] => foundation [term_group] => 0 [term_taxonomy_id] => 4 [taxonomy] => category [description] => From birth to five years of age. [parent] => 3 [count] => 30 ) [226] => stdClass Object ( [term_id] => 5 [name] => [Key Stage 1] Age 5-6 [Years 1 & 2] [slug] => 5-7-key-stage-1-years-1-2 [term_group] => 0 [term_taxonomy_id] => 5 [taxonomy] => category [description] => [parent] => 3 [count] => 62 ) [227] => stdClass Object ( [term_id] => 6 [name] => [Key Stage 2] Age 7-11 [Years 3,4 & 5] [slug] => 7-11-key-stage-2-years-34-5 [term_group] => 0 [term_taxonomy_id] => 6 [taxonomy] => category [description] => [parent] => 3 [count] => 71 ) [228] => stdClass Object ( [term_id] => 7 [name] => [Key Stage 3] Age 11-14 [Years 7,8 & 9] [slug] => 11-14-key-stage-3-years-78-9 [term_group] => 0 [term_taxonomy_id] => 7 [taxonomy] => category [description] => [parent] => 3 [count] => 50 ) [229] => stdClass Object ( [term_id] => 8 [name] => [Key Stage 4] Age 14-16 [Years 10 & 11] [slug] => 14-16-key-stage-4-years-10-11 [term_group] => 0 [term_taxonomy_id] => 8 [taxonomy] => category [description] => [parent] => 3 [count] => 41 ) [230] => stdClass Object ( [term_id] => 9 [name] => [Vocational/KS5] age 16 plus [slug] => 16-plus [term_group] => 0 [term_taxonomy_id] => 9 [taxonomy] => category [description] => [parent] => 3 [count] => 33 ) ) POST QUERY: POST QUERY RESULTS
• Age and Phase (290) 
  • [Foundation] Age 0-5 (30) 
  • [Key Stage 1] Age 5-6 [Years 1 & 2] (62) 
  • [Key Stage 2] Age 7-11 [Years 3,4 & 5] (71) 
  • [Key Stage 3] Age 11-14 [Years 7,8 & 9] (50) 
  • [Key Stage 4] Age 14-16 [Years 10 & 11] (41) 
  • [Vocational/KS5] age 16 plus (33) 
• Curriculum (175) 
  • Art & Design (3) 
  • Business & Economics (1) 
  • Careers & Guidance (0) 
  • Citizenship (16) 
  • Design & Technology (4) 
  • English (22) 
  • Geography (15) 
  • History (2) 
  • Information Communications Technology (34) 
  • Mathematics (15) 
  • Modern Foreign Languages (1) 
  • Music (4) 
  • Personal and Social Education (8) 
  • Physical Education (5) 
  • Religious Education (0) 
  • Science (20) 
    • Biology (0) 
    • Chemistry (0) 
    • Physics (1) 
  • Vocational (13) 
• Professional Standards (1874) 
  • English DFE 2012 Qualified Teacher Status Standards (1103) 
    • 1.1 Set high expectations which inspire, motivate and challenge pupils (108) 
      • 1.1.a establish a safe and stimulating environment for pupils, rooted in mutual respect (21) 
      • 1.1.b set goals that stretch and challenge pupils of all backgrounds & abilities (49) 
      • 1.1.c Demonstrate consistently positive attitudes, values and behaviour (6) 
    • 1.2 Promote good progress and outcomes by pupils (117) 
      • 1.2.a be accountable for pupils’ attainment, progress and outcomes (9) 
      • 1.2.b plan teaching to build on pupils’ capabilities and prior knowledge (45) 
      • 1.2.c guide pupils to reflect on their progress & emerging needs (7) 
      • 1.2.d demonstrate knowledge and understanding of how pupils learn (20) 
      • 1.2.e encourage pupils to take a responsible and conscientious attitude (14) 
    • 1.3 Demonstrate good subject and curriculum knowledge (84) 
      • 1.3.a have a secure knowledge of the relevant subject(s) and curriculum (20) 
      • 1.3.b demonstrate a critical understanding of developments in the subject & promote scholarship (28) 
      • 1.3.c Promoting high standards of literacy, articulacy and the correct use of standard English, (14) 
      • 1.3.d if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (4) 
      • 1.3.e if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. (3) 
    • 1.4 Effective Planning (80) 
      • 1.4.a impart knowledge and develop understanding through effective use of lesson time (21) 
      • 1.4.b promote a love of learning and children’s intellectual curiosity (18) 
      • 1.4.c set homework and plan other out-of-class activities to enhance knowledge (17) 
      • 1.4.d reflect systematically on the effectiveness of lessons and teaching (23) 
    • 1.5 Adapt teaching to respond to the strengths and needs of all pupils (197) 
      • 1.5.a know when and how to differentiate appropriately (49) 
      • 1.5.b understanding of how a range of factors can inhibit pupils’ ability to learn (32) 
      • 1.5.c demonstrate an awareness of children’s physical social and intellectual development (24) 
      • 1.5.d have a clear understanding of the needs of all pupils (44) 
    • 1.6 Make accurate and productive use of assessment (76) 
      • 1.6.a know and understand how to assess relevant subject and curriculum areas, (10) 
      • 1.6.b make use of formative and summative assessment to secure pupils’ progress (14) 
      • 1.6.c use relevant data to monitor progress (23) 
      • 1.6.d give pupils regular feedback, (12) 
    • 1.7 Manage behaviour effectively to ensure a good and safe learning environment (39) 
      • 1.7.a Promote positive behaviour with clear rules and routines (4) 
      • 1.7.b. have high expectations of behaviour, (5) 
      • 1.7.c manage classes effectively by motivating pupils (15) 
      • 1.7.d maintain good relationships with pupils. (10) 
    • 1.8 Fulfil wider professional responsibilities (106) 
      • 1.8.a make a positive contribution to the wider life and ethos of the school (16) 
      • 1.8.b develop effective professional relationships with colleagues, (30) 
      • 1.8.c deploy support staff effectively (8) 
      • 1.8.d take responsibility for improving teaching (16) 
      • 1.8.e communicate effectively with parents (27) 
    • 2. Personal and Professional Conduct (147) 
      • 2.1 Teachers uphold public trust in the profession (116) 
        • 2.1.a treating pupils with dignity (21) 
        • 2.1.b safeguard pupils’ well-being, (31) 
        • 2.1.c showing tolerance of and respect for the rights of others (39) 
        • 2.1.d not undermining fundamental British values, (12) 
        • 2.1.e ensuring that personal beliefs are not expressed in ways which exploit vulnerability (7) 
      • 2.2. regard for the ethos policies and practices of the school (9) 
      • 2.3 Act within the statutory frameworks (16) 
  • English Qualified Teacher Status Standards 2007 (1034) 
    • (Q1-9) Professional attributes (332) 
      • (Q1-2) Relationships with children and young people (57) 
        • Q1 Have high expectations of children and young people (40) 
        • Q2 Demonstrate the positive values, attitudes and behaviour (10) 
      • (Q3) Frameworks (63) 
        • Q3 (a) Be aware of the professional duties of teachers and the statutory framework (26) 
        • Q3 (b) Be aware of the policies and practices of the workplace (26) 
      • (Q4-6) Communicating and working with others (109) 
        • Q4 Communicate effectively with children, young people, colleagues, parents and carers (30) 
        • Q5 Recognise and respect the contribution that colleagues, parents and carers can make (33) 
        • Q6 Have a commitment to collaboration and co-operative working (38) 
      • (Q7-9) Personal professional development (62) 
        • Q7 (a) Reflect on and improve their practice (18) 
        • Q7 (b) Identify priorities for their early professional development in the context of induction (4) 
        • Q8 Have a creative and constructively critical approach towards innovation (28) 
        • Q9 Act upon advice and feedback and be open to coaching and mentoring (8) 
    • (Q10-21) Professional knowledge and understanding (394) 
      • (Q10) Teaching and learning (29) 
      • (Q11-13 ) Assessment and monitoring (32) 
        • Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas (8) 
        • Q12 Know a range of approaches to assessment, including the importance of formative assessment (8) 
        • Q13 Know how to use local and national statistical information to evaluate teaching (8) 
      • (Q14-15) Subjects and Curriculum (48) 
        • Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy (28) 
        • Q15 Know and understand the relevant statutory and non-statutory curricula, frameworks (15) 
      • (Q16-17) Literacy, Numeracy and ICT (39) 
        • Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT) (0) 
        • Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching (36) 
      • (Q18-20) Achievement and diversity (129) 
        • Q18 Understand how children and young people develop (40) 
        • Q19 Know how to make effective personalised provision for those they teach (61) 
        • Q20 Know and understand the roles of colleagues with specific responsibilities (14) 
      • (Q21) Health and well-being (75) 
        • Q21 (a) the safeguarding and promotion of the well-being of children and young people) (39) 
        • Q21 (b) Know how to identify and support children and young people (28) 
    • (Q22-33) Professional skills (291) 
      • (Q22-24) Planning (38) 
        • Q22 Plan for progression across the age and ability range for which they are trained (11) 
        • Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills (10) 
        • Q24 Plan homework or other out-of-class work to sustain learners’ progress (15) 
      • (Q25) Teaching (111) 
        • Q25 (a) use a range of teaching strategies including ICT to take account of diversity and promote equality and inclusion (58) 
        • Q25 (b) build on prior knowledge…, enable learners to apply new knowledge, understanding and skills (23) 
        • Q25 (c) adapt their language to suit the learners they teach (7) 
        • Q25 (d) manage the learning of individuals, groups and whole classes, and modifying their teaching appropriately (16) 
      • (Q26-28) Assessing, monitoring and giving feedback (48) 
        • Q26 (a) Make effective use of a range of assessment, monitoring and recording strategies (12) 
        • Q26 (b) Assess the learning needs of those they teach in order to set challenging learning objectives (20) 
        • Q27 Provide timely, accurate and constructive feedback on learners’ progress (3) 
        • Q28 Support and guide learners to reflect on their learning (6) 
      • (Q29) Reviewing teaching and learning (4) 
      • (Q30-31) Learning environment (31) 
        • Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts (27) 
        • Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence (3) 
      • (Q32-33) Team Working and Collaboration (33) 
        • Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them (17) 
        • Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil (9) 
  • EU Inclusive Teaching Competencies (1) 
  • Generic Standards for QTS (0) 
• Resources (517) 
  • Event (58) 
  • Government Guidance (91) 
    • DFE (4) 
    • Ofsted (17) 
    • Pre 2010 Guidance (33) 
      • BECTA (2) 
      • DCSF (23) 
      • GTC(E) (0) 
      • QCA (0) 
  • Historical Resources (11) 
    • Schools Council (0) 
      • A Place for Talk (0) 
  • Media Resources (138) 
    • Audio (1) 
    • Video (91) 
      • BBC (0) 
      • DFE (1) 
      • Other sources (1) 
      • Teachers TV (58) 
    • Web sites (7) 
  • NFER (2) 
  • Research (334) 
    • Conference papers (10) 
    • Grey Material (10) 
    • Journal Articles (9) 
    • Reports (76) 
      • TDA (12) 
        • TDA E-learning reports (0) 
        • TDA Research & Development Awards (4) 
    • Research Reviews (90) 
      • BECTA (4) 
      • BEE (0) 
      • BERA (3) 
      • DFE (18) 
      • EPPI (8) 
      • ERIC (0) 
      • Futurelab (3) 
      • LSRC (6) 
      • NFER (4) 
      • TLRP (1) 
  • Reviewers (0) 
  • Teaching and Learning Materials (16) 
    • Chapter or extract (3) 
  • TTRB Glossary Items (10) 
• Teaching & Learning (398) 
  • Assessment (19) 
  • Curriculum Modification (83) 
    • Diversity (25) 
    • English as an additional language (5) 
    • High Attainment (11) 
    • Pupil Agency (15) 
  • Pedagogy (71) 
    • Cognition and Learning (37) 
    • Educational Thinkers (0) 
  • Special Educational Needs (204) 
    • Emotions, Behaviour & Social Understanding (16) 
    • Historical perspectives (3) 
    • Language and Communication (18) 
    • Learning and Cognition (28) 
    • Legislation (18) 
    • Physical and Sensory Development (13) 
    • Planning, Monitoring and Evaluation (19) 
    • Roles and Responsibilities (29) 
• Tutors, Mentors & Trainers (199) 
  • Induction and Professional Development (60) 
  • Management & Quality Assurance (36) 
  • Masters Level (14) 
  • Mentoring and Coaching (20) 
• Whole School Issues (299) 
  • Diversity (70) 
    • ‘Race’ and Ethnicity (5) 
    • Bilingual and Multilingual Learners (7) 
    • Gender (8) 
    • Refugees and Asylum Seekers (7) 
    • Religious Diversity (2) 
    • Social Class (7) 
    • Travellers and Roma (1) 
  • Environment & Resources (13) 
  • Inspection, Performance and Professional Development (49) 
  • Leadership and Teamwork (21) 
  • Learning beyond the classroom (24) 
  • Mobility and Transition (8) 
  • Parents and Community (84) 
    • Community Cohesion (20) 
    • Parental Involvement (26) 
  • Use of data (15)