1)Have athorough and up to date knowledge of their subject(s) and should take accountof wider curriculum developments that are relevant to their work;
2)Consistentlyand effectively plan lessons and sequences of lessons to meet students’individual learning needs, including students with special educational needs,and gifted or talented students. They should be aware of, and take properaccount of the strategies agreed in IEPs (Individual Education Plans) and IBPs(Individual Behaviour Plans);
3)Keep anattendance register of students in every lesson and following up absence whennecessary;
4)Consistentlyand effectively use a range of appropriate strategies for teaching andclassroom management;
5)Consistentlyand effectively use information about prior attainment to set well-groundedexpectations for students, and monitor progress to give clear and constructivefeedback;
6)Be able tomake use of the performance data available in the Academy in order to determinehow much progress their students are making;
7)Takeresponsibility for their own professional development and use the outcomes toimprove their teaching and students’ learning;
8)Make anactive contribution to implementing the policies and aspirations of the Academyand Trust;
9)Be effectiveprofessionals who challenge and support all students to do their best;
10)Set andmaintain high expectations for student behaviour;
11)Set a goodexample to students, for example in terms of appropriate dress, standards ofpunctuality and attendance;
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