Teachers' Standard 5

Adapt teaching to respond to the strengths and needs of all pupils:

  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of  development
  • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with  disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Early Career Teachers can find out more by listening to our podcasts

Our short podcasts offer advice and tips from our Quality Assurance Officers and expert guest speakers, who look at what ECTs should focus on to meet the different teachers’ standards, what great practice looks like for ECTs, how they can build evidence and work with their mentor to pass their assessment , as well as insights into what assessors are looking for in the assessment of the Teachers’ Standards.

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Prior knowledge: A guide for ECTs

Isabel Instone, the Secondary Curriculum Lead at Ark Teacher Training explores what ECTs need to know about prior knowledge and how they can apply it to their practice for their assessment.

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The Assessment, Evaluation and Adaptation Cycle: A guide for ECTs

Ryan Kendall, the Primary Curriculum Lead at Ark Teacher Training talks about The Assessment, Evaluation and Adaptation Cycle. He discusses why it is important and how ECTs can develop and evidence this area of practice for their assessment.

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The Assessment of Teachers’ Standard 5

Jacky Glancey, a Quality Assurance Officer for NTA, shares her insights into what Early Careers Teachers need to do to meet Teachers’ Standard 5 and what assessors are looking for.

Top Tips for mentors on writing assessments for ECTs

Click below for advice and tips from NTA’s Quality Assurance Officers on writing ECT assessments.

60 seconds with a recently qualified teacher

Recently qualified teacher Anna talks about what helped her pass her induction.

1. What advice would you give to an ECT trying to differentiate appropriately?

  • Make use of formative assessment, e.g. by employing interactive quizzes that include common misconceptions (Kahoots.com is an absolute favourite among the children in my class!)
  • Invest your time in getting to know your children and their personal interests, and include these in your lessons.
  • Use your time wisely and don’t overcomplicate your differentiation

2. What tips would you give to ensure that when trying to meet the needs of all your learners you don’t create an unnecessary workload?

  • Consider mixed-ability seating plans (might be different for different lessons)
  • Most valuable advice I was given about managing lesson preparation: if it takes you longer to prepare a resource than you will spend using it, it is not worth your time

3. How did you develop your knowledge of adapting your teaching to meet the needs of your pupils?

  • Observed more experienced colleagues
  • Took part in appropriate CPD (SEN and Outdoor Learning were particularly useful)

4. Is there anything you think is a must read to develop your practice of differentiation?

  • M. Hughes ‘Magenta Principles’
  • R. Ritchart ‘The Power of Making Thinking Visible’

5. What challenges did you face when trying to meet the needs of all pupils and how did you overcome them?

At first, I found it challenging to provide appropriate work for higher attainers and I had to overcome this by asking more experienced teachers for some strategies. Never be scared to ask your colleagues for advice.

6. What did you find useful that your mentor did to help you develop in this area?

My mentor always looked at my planning ahead of my lessons, giving me tips on how to improve differentiation. After a while, I felt confident in designing appropriate tasks for all abilities in the class.

7. How did you evidence this for your assessment?

  • Lesson plans
  • Examples of differentiated work (one piece of work from each group. e.g. HAPs, MAPs, LAPs)
  • Annotated journal articles

8. If you won the lottery, what would you buy first?

Another lottery ticket.

9. Would you rather swim in the sea or in the pool?

Sea, in any weather!

Anna Szmak

Anna Szmak

Opening quoteNever be scared to ask your colleagues for advice.Closing quote

Early Career Framework

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.