Cambridge PDQ

A: Explain what is meant by reflective practice.

B: Explain your understanding of the concept of learning and how people learn.; C: Explore ways in which effective learning takes place.

D: Explain your understanding of what constitutes effective teaching.; E: Analyse teaching methods and learning activities used in practice to engage and motivate learners to learn.; F: Explain your understanding of the terms ‘assessment’ and ‘feedback’, and their purposes.

G: Understanding your role beyond the classroom.; H: Analyse the impact of the wider school environment on teaching and learning.

I: Explain what barriers to learning might exist in your classroom.; J: Describe how you can overcome barriers to learning in your classroom practice.

K: Plan and teach a lesson using active learning approaches to engage and motivate learners.; L: Evaluate your learning from the programme to inform future practice.

A: Explain the concept of learning and how people learn.; B: Describe the key characteristics of effective teachers and teaching.; C: Explain the concept of assessment, its basic types, principles and methods.; D: Analyse the key features of an effective lesson.

E: Plan a lesson with clear aims and objectives and a coherent structure.; F: Teach a lesson using active learning approaches.; G: Assess learning in a lesson using a range of methods.; H: Evaluate a lesson using feedback and reflective practice.

I: Plan effective lessons.; J: Teach effective lessons.; K: Assess learning in lessons using formative assessment methods and feedback.; L: Evaluate lessons using feedback and self-reflection.

M: Plan coherent schemes of learning; N: Plan well-structured lessons that are inclusive; O: Teach inclusive lessons; P: Teach effectively managed lessons; Q: Use formative assessment and feedback to progress learner learning; R: Evaluate lessons to judge the impact improvements in teaching practice have had on learner learning and professional practice

S: Justify why teachers should develop their reflective thinking skills.; T: Carry out a practitioner inquiry to improve professional practice.; U: Plan and teach a lesson as part of a practitioner inquiry.; V: Critically analyse and evaluate learning concepts, theories and educational literature.; W: Critically analyse and evaluate practitioner inquiry feedback and data to inform practitioner inquiry outcomes.; X: Critically analyse and evaluate the impact carrying out a practitioner inquiry has had on professional practice and learner learning.

A: Explain their understanding of key concepts and theories of leadership.; B: Apply a new concept or theory of leadership to their own context.; C: Demonstrate an awareness of the contextual nature of leadership and the ways in which context affects leadership action.; D: Use a selection of the concepts and theories to reflect upon their own leadership role and context.

E: Articulate their new knowledge and understanding of theories, definitions and research findings about successful leadership internationally and apply it to their own context and leadership roles.; F: Evaluate key features and practices of successful leadership and the impact of these features, identifying the implications of what successful leaders do for their own leadership role.; G: Apply their understanding of successful leadership to a research interview with an experienced leader in their own local context.; H: Evaluate their own leadership in the light of what they have learned about specific leadership features and practices, and identify areas for their own development.

I: Articulate their knowledge and understanding of the strategies used by successful leaders at different levels and the skills required to implement them.; J: Apply their understanding of the features, strategies and skills of successful leadership to an analysis of their own role and identify key priorities for their own self-development.; K: Develop and present to different audiences an evaluation of their leadership role, including a strategy for their own self-development that focuses on selected practices of successful leadership.; L: Evaluate the outcomes of the presentation to produce a short-term personal development plan for developing their own leadership skills and practices in order to improve specific outcomes in their area of leadership.

M: Demonstrate understanding of the features of educational leadership that have an impact on the improvement of teaching and learning.; N: Analyse how leaders in different contexts and at different levels of leadership apply these findings and insights.; O: Evaluate the strategies and skills required to develop the quality of teaching and learning in their context and role.; P: Understand the knowledge base and key theories about change processes.; Q: Demonstrate critical understanding of the literature on leading and managing change.; R: Plan and begin to implement an initiative to improve the quality of teaching and learning in their area of leadership responsibility.; S: Plan their evaluation of the impact of the initiative on teaching and learning.

T: Understand the importance of staff development in relation to improving the quality of teaching and learning, school improvement and change processes.; U: Know which forms of staff development are the most effective and have an impact on learning.; V: Know how to develop staff in schools and other educational settings.; W: Evaluate the impact of their initiative on teaching and learning and on development of their own leadership practice.; X: Review and revise their Personal Leadership Development Plan in light of what they have learned in this module.

A: Analyse how a range of locally available digital technologies support existing, or allow new, learning activities.; B: With reference to relevant concepts, principles and theories, explore how and why digital technologies can be used within their own practice to support teaching and promote learning.; C: Within their own school context, investigate how learning activities using digital technologies allow learners to develop twenty-first-century skills.; D: Evaluate digital technologies to support teaching and promote learning.

E: Plan, prepare and teach a lesson that uses one or more digital technologies to promote learning.; F: Demonstrate how the use of digital technologies can promote active learning and an inclusive learning environment, and how it can engage and motivate learners to learn.; G: Use appropriate formative assessment methods to assess the effect of using digital technologies on learner’s learning.; H: Evaluate the lesson, including the use of the digital technologies, using feedback from their mentor and their own reflections to develop future practice.

I: Select appropriate digital technologies to design learning activities specific to developing different skills.; J: Use feedback from colleagues and learners to identify strengths and areas for further development when designing learning activities using digital technologies.; K: Create opportunities to collaborate with colleagues to design learning activities using digital technologies.; L: Apply relevant concepts, principles and theories in reflecting on the benefits and challenges of using digital technologies for teaching and learning.

M: Plan a coherent scheme of learning that includes digital technologies to support teaching and promote learning.; N: Plan lessons that are coherent, supported by appropriate digital technologies and have clear links to prior learning.; O: Teach lessons that are inclusive, using digital technologies that are effectively managed and develop learners’ learning.; P: Teach lessons in which the learning is often differentiated using a variety of strategies and digital technologies that support active learning.; Q: Teach lessons using Assessment for Learning (AfL) strategies to help learners learn more effectively.; R: Evaluate lessons to determine the effectiveness that using digital technologies has on learners’ learning, and their own practice, using feedback from their mentor and own reflection.

S: Justify why teachers should develop their reflective thinking skills.; T: Carry out practitioner inquiry to improve own practice in using digital technologies for teaching and learning.; U: Plan and teach a lesson using digital technologies as part of a practitioner inquiry.; V: Critically analyse and evaluate concepts and theories of teaching and learning with digital technologies; W: Critically analyse and evaluate practitioner inquiry feedback and data to inform practitioner inquiry outcomes; X: Critically analyse and evaluate the impact carrying out a practitioner inquiry has had on professional practice and learner learning.

A: Explain their understanding of the challenges for their learners of learning a curricular subject through an additional language in their own teaching context.; B: Review teaching methods and learning activities they think help the learning of both content and language in their own teaching context.; C: Explain their understanding of the term “assessment” and its purposes in supporting bilingual learners to progress in content and language.; D: Identify and explain key features of what they think makes an effective lesson focused on content and language, and evaluate the impact any new learning will have on their future professional practice.

E: Plan a lesson that has a coherent structure and identifies appropriate teaching methods, learning activities and resources (adapted where necessary) to meet clear content and language learning objectives.; F: Teach a lesson that builds on learners’ existing learning to develop new learning using classroom language, teaching methods, learning activities and resources that engage and motivate learners to learn.; G: Teach a lesson in which the learners’ learning, including understanding of content and language, is regularly checked at appropriate stages using appropriate formative assessment methods.; H: Evaluate a lesson using feedback from their mentor and their own reflections to develop future practice.

I: Plan a sequence of lessons that are coherent and focused on content and language to support learners’ active participation and to develop productive language skills.; J: Teach lessons using learning activities that are based on well-managed active learning approaches, and ensure learning includes differentiation.; K: Teach lessons using a variety of formative assessment and feedback methods to activate participation and productive language skills.; L: Evaluate lessons to identify strengths and areas for further development in their professional practice using feedback from various sources.

M: Plan a coherent scheme of learning that uses a suitable model of integrating content and language learning and meets both curriculum and learner needs.; N: Make visible to learners the content and language learning objectives, including subject-specific language, structures and metacognitive strategies.; O: Plan and teach lessons that are inclusive and that are effectively managed using individual, pair and group work activities.; P: Teach lessons in which the learning is often differentiated using a variety of strategies that are based on active learning.; Q: Teach lessons using Assessment for Learning (AfL) strategies to help learners learn more effectively.; R: Evaluate lessons to determine the effectiveness of the learners’ learning and own practice using feedback from their mentor and reflection.

S: Justify why teachers should develop their reflective thinking skills.; T: Carry out a practitioner inquiry to improve professional practice.; U: Plan and teach a lesson as part of a practitioner inquiry.; V: Critically analyse and evaluate learning concepts, theories and educational literature relevant to teaching bilingual learners.; W: Critically analyse and evaluate practitioner inquiry feedback and data to inform practitioner inquiry outcomes.; X: Critically analyse and evaluate the impact carrying out a practitioner inquiry has had on professional practice and learner learning.

A: Explain your understanding of early childhood development and how young children learn and grow.; B: Explain your understanding of play-based learning and what makes a learning environment safe and effective for young children.; C: Explain the role of assessment in the early years context.; D: Analyse the key features of an effective early years learning activity.

E: Select open-ended resources that promote curiosity, exploration and communication.; F: Provide an appropriate balance of child-initiated and adult-led activities that promote high levels of engagement.; G: Use observation strategies, that enable formative assessment, to monitor and respond to children’s learning.; H: Evaluate a learning activity using feedback and reflective practice.

I: Develop a sequence of learning activities that shows holistic and progressive learning.; J: Teach active, play-based learning activities to challenge and extend learning, with differentiation as appropriate.; K: Make use of systematic observation strategies to assess learning and development.; L: Evaluate a sequence of activities to identify strengths and areas for further development.