Demonstrate good subject and curriculum knowledge
Our short podcasts offer advice and tips from our expert guest speaker, who looks at what ECTs should focus on to meet the different teachers’ standards, what great practice looks like for ECTs, and how they can build evidence and work with their mentor to pass their assessment.
Helen McNamara, a secondary tutor, the History Subject Lead and the Programme Lead for planning at Ark Teacher Training talks about the topic of pupil misconceptions, why it is so important for Early Career Teachers and what they need to know for their NQT assessment.
Click below for advice and tips from NTA’s Quality Assurance Officers on writing ECT assessments.
Where do I get evidence from to show that the ECT is meeting TS3?
Evidence needs to demonstrate that the Early Career Teacher has good subject and curriculum knowledge, examples of where this can be found include:
For more advice on how to get evidence for ECT assessments, watch NTA's short presentation below.
Points to consider when writing evaluative statements for Teachers’ Standard 3:
Does the ECT:
Examples of evaluative statements for Teachers’ Standard 3:
‘Pupils were clearly engaged by the communication of strong subject knowledge in the observed Year 6 lesson. This subsequently led to some good quality creative writing from most members of the group’.
‘When planning ‘Teacher X’ identifies common misconceptions and addresses these through their teacher exposition, as a result students are able to learn new concepts securely – this has been seen through lesson observations on 4th Feb and 11th April and regular learning walks.’
How to write an evaluative statement
An evaluative statement should include a qualitative statement along with something that is being judged, the extent to which it occurs and an example that helps to demonstrate the circumstances in which this was perceived or observed. This could be described as an ESEE statement where:
E = Evaluation
S = Subject
Ext = Extent
Exa = Example
Areas to consider when setting targets for Teachers’ Standard 3
Example targets for TS3
For a humanities ECT who is history trained, but also teaches geography:
‘Develop your subject knowledge of rivers by reviewing the existing schemes of learning, completing the end of term year 10 assessment and observing teacher X teaching rivers.’
‘Develop your understanding of common misconceptions of evolution, by discussing with experienced colleagues what common misconceptions are and strategies to master these. Plan activities into your lessons to help pupils overcome these misconceptions.’
How to write an area for development
When designing areas for development there should be a clear line of sight with the evaluative statement.
|Focussed||Is the afd focussed on the specific standard?|
|Practical||Does the afd provide a practical action?|
|Developmental||Is the afd likely to develop knowledge, skill, understanding?|
|Achievable||Is the afd realistic?|
|Measurable||Will the afd be able to measure this quantitatively or qualitatively?|
For more detailed guidance on writing a good assessment, read the following guide.
Recently qualified teacher Conrad talks about what helped him pass his induction.
1.How do you develop your knowledge of the curriculum?
Always start off by looking at the National Curriculum for the specific subject and topic; looking back at what pupils learnt previously and looking forward to the year ahead is also very helpful. Invest time in learning and refreshing your knowledge of topics, whether through (reliable) YouTube videos or reading pupil-facing material. I would also highly recommend speaking to subject leaders for them to guide you to appropriate texts and ensure you’re not going off piste!
2.Is there anything you think is a must read to help you to develop your subject and curriculum knowledge?
Terry Eagleton’s ‘How to read Literature’ and ‘The Writing Revolution A Guide to Advancing Thinking Through Writing in All Subjects and Grades’ by Judith Hochman and Natalie Wexler.
3.What advice would you give to an ECT trying to develop their practice of identifying misconceptions and how to address these?
Co-planning sessions are great opportunities to identify pupil misconceptions, especially if other teachers in your team have taught the respective year, as well as younger or older years.
It’s always good to have a moment to reflect on misconceptions you might have if you were a student in the lesson first. Secondly, think about misconceptions you know your class will have, as well as the year group.
Whilst showing misconceptions can be helpful, it must be done in a clear way which does not end up teaching the misconception or confusing pupils; it is always great to model a misconception alongside a correct model.
Good questions to ask your pupils when showing misconceptions in answers might be ‘Why has x made this mistake?’ or ‘Why might x have chosen this answer instead of the correct one?’.
4.What challenges did you face when trying to identify and address misconceptions and how did you overcome this?
It is important to think about misconceptions because of cultural/religious belief and to approach these in a sensitive and inclusive manner. Knowing your class and the community you work in can help this, as well as speaking to other teachers.
5.What did you find useful that your mentor did to help you develop in this area?
Discussing and addressing misconceptions in co-planning sessions and adapting planning during these times to predict and carefully plan for them.
6. What country would you most like to travel to?
7.What is your favourite flavour of crisps?
Worcestershire Sauce (purple Walkers)
Co-planning sessions are great opportunities to identify pupil misconceptions, especially if other teachers in your team have taught the respective year.
We have asked a range of subject specialist to give their recommendations on where Early Career Teachers can go to develop their subject and curriculum knowledge.
The Early Career Framework outlines what early career teachers should learn about, as well as what they need to learn how to do. It is based on expert guidance and research evidence. The framework should be central to all ECTs’ development.
Click below to see the “Learn that…” and “Learn how to…” statements.
Deliver a carefully sequenced and coherent curriculum, by:
Develop fluency, by:
Develop pupils’ literacy, by: