1)Have a thoroughand up to date knowledge of their subject(s) and should take account of widercurriculum developments that are relevant to their work;
2)Consistently andeffectively plan lessons and sequences of lessons to meet students’ individuallearning needs, including students with special educational needs, and giftedor talented students. They should be aware of, and take proper account of thestrategies agreed in IEPs (Individual Education Plans) and IBPs (IndividualBehaviour Plans);
3)Keep an attendanceregister of students in every lesson and following up absence when necessary;
4)Consistently andeffectively use a range of appropriate strategies for teaching and classroommanagement;
5)Consistently andeffectively use information about prior attainment to set well-groundedexpectations for students, and monitor progress to give clear and constructivefeedback;
6)Be able to makeuse of the performance data available in the Academy in order to determine howmuch progress their students are making;
7)Takeresponsibility for their own professional development and use the outcomes into improve their teaching and students’ learning;
8)Make an activecontribution to implementing the policies and aspirations of the Academy andTrust;
9)Be effectiveprofessionals who challenge and support all students to do their best;
10)Set and maintainhigh expectations for student behaviour;
Set a good example to students, for example interms of appropriate dress, standards of punctuality and attendance;
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