# data[].attributes.body
Teachers who like being with young people

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Adaptability in a lesson according to the needs of the students. Not being afraid to change the plan

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Adaptability in a lesson according to the needs of the students. Not being afraid to change the plan

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Clear teacher ideas of what we want to do with the learning

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Clear teacher ideas of what we want to do with the learning

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Clear learning objectives in the planning, and clear communication of learning outcomes to the students
These need to match the needed LO for curriculum plans, SOW, exam specs

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in appropriate format, timely and helps to move learning forward

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Valuing and awareness of cultural awareness

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Valuing and awareness of cultural awareness

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Respect of students and the student-teacher relationship

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Time management and understanding of what is able to be 'explored', and what simply 'needs to be known'

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Time management and understanding of what is able to be 'explored', and what simply 'needs to be known'

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Going beyond the curriculum - knowledge, experience,  changes in thinking of experts/others in field, career opportunities, opportunities outside the classroom, bringing the real world in

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Going beyond the curriculum - knowledge, experience,  changes in thinking of experts/others in field, career opportunities, opportunities outside the classroom, bringing the real world in

# data[].attributes.body
High expectations

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Sharing well structured, student speak differentiated objectives allow students to understand what they are learning

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Learning takes account of previous learning

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Learning takes account of previous learning

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Letting the students lead when appropriate

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Letting the students lead when appropriate

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Variety in structure and flexibility in reacting to student needs within the lesson( differentiation)

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Variety in structure and flexibility in reacting to student needs within the lesson( differentiation)

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being knowledgeable about assessment structures and be able to apply them to students e.g. exam board expectations, careful and appropriate marking, assessment of practical ability as well as knowledge 

# data[].attributes.subject
being knowledgeable about assessment structures and be able to apply them to students e.g. exam board expectations, careful and appropriate marking, assessment of practical ability as well as knowledge 

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Awareness of local and wider cultural context

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Awareness of local and wider cultural context

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Overview, with  knowledge of prior and future learning

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Overview, with  knowledge of prior and future learning

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Ensuring all learners regardless of ability/ needs can engage in content

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Speacial moments that aren't the norm in a lesson

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Speacial moments that aren't the norm in a lesson

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Plan accordingly

Keep expectations high, help students learn by differentiating and scaffolding.
Communicate shared learning objectives, check aims are met.
Create a desire to learn. Rewards

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Creating a positive learning environment

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Creating a positive learning environment

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socially and physically

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Allows students to check understanding and progress vs lesson objectives

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enable all students to make progress over time

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Flexibility; able to adapt plan to meet needs of students

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Flexibility; able to adapt plan to meet needs of students

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gets students engaged in the lesson straight away

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Creates a safe environment which allows for personalised learning

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Creates a safe environment which allows for personalised learning

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Ensures that students are on the hook and engaged at all times

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both physically and emotionally

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Not necessarily a consistent structure - sometimes varying how you present the lesson can be beneficial e.g. flipped learning

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Not necessarily a consistent structure - sometimes varying how you present the lesson can be beneficial e.g. flipped learning

# data[].attributes.body
teacher models what good learning/work looks like and is clear in how to get there. WAGOLL - what a good one looks like.
PPP - practise, perfect and perform - to a real audience

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Excellent subject knowledge and an ability to share it

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Excellent subject knowledge and an ability to share it

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Student led, well scaffolded/modelling, variety, assessing prior learning/afl. 

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Student led, well scaffolded/modelling, variety, assessing prior learning/afl. 

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e.g starter, shared objectives, embedded AFL

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good routines

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Teacher ensures students know where they are going, what the plan is/big picture.

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Teacher ensures students know where they are going, what the plan is/big picture.

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Developing a love of learning; promoting learner autonomy

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Developing a love of learning; promoting learner autonomy

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Confidence to react to unplan your planned lesson

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Confidence to react to unplan your planned lesson

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Student centred approach
Students questions get answered as well as teachers questions
Responsive to the needs of the students - being brave enough to change things if they need changing
Facilitating student reflection
An element of fun to encourage engagement
Carefully planned activities
A good rapport and supportive relationships
Application of pedagogy and research where relevant

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individualized and well planned to match individual students 

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individualized and well planned to match individual students 

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Opportunities taken to use student voice to guide development of work

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Opportunities taken to use student voice to guide development of work

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Teacher has established positive and explicit expectations that are known

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Positive relationships with students and students with each other

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Positive relationships with students and students with each other

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adaptive to the students and how the lesson progresses

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Lesson allows for adaptation in approach and content

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Lesson allows for adaptation in approach and content

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Clear evidence of good, well planned out lesson

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Clear evidence of good, well planned out lesson

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expectations known

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AfL - to ensure students are making progress

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AfL - to ensure students are making progress

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An atmosphere which stimulates engagement and participation

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An atmosphere which stimulates engagement and participation

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Knowing your students - personalising teaching

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Knowing your students - personalising teaching

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A hook - to pull students in so that they want to know more

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A hook - to pull students in so that they want to know more

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An understanding of self and others