Have knowledge and understanding of
o the relevant aspects of the IBDP Korean Curriculum.
o the progression of skills in their subject, including before and after their specialist age range.
o know how to support and guide curriculum understanding including addressing students’ common misconceptions.
o all Secondary School curriculum and assessment guidelines.
Planning and setting expectations:
• Identify and plan using clear teaching objectives, content, structures and sequences appropriate to the subject matter being taught.
• Set appropriately challenging expectations for students that building on prior achievement and experiences.
• Ensure that learning activities cater for the needs of all students, so they have every opportunity to make at least good progress.
• Promote a love of learning and children’s intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding students have acquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area
Leading and managing student learning:
• Ensure effective teaching of whole classes, groups and individuals so that teaching objectives are met by all students.
• Ensure the lesson has suitable pace, effective differentiation and appropriate challenge so that students have every opportunity to make optimal progress.
• Lessons keep students engaged, stimulate their intellectual curiosity, provide opportunities for them to think critically and problem solve. Students benefit from effective questioning and opportunities to question their teacher. Resources are used and deployed effectively impacting positively on student achievement.
• High expectations for student behaviour are set and maintained throughout the school day. Mutually respectful relationships are established and maintain, students respond positively to a high standard of discipline.
• Know when and how to differentiate appropriately, using approaches which enable students to be taught effectively.
• Have a secure understanding of how a range of factors can inhibit students’ ability to learn, and how best to overcome these
• Have a clear understanding of the needs of all students, 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.
• Where appropriate, provide an effective bilingual learning environment, but with the promotion of ‘English First’.
Assessment and evaluation:
• Teacher is effective in assessing how well learning objectives have been achieved and use this to adapt their planning during the lesson and for the next series of lessons.
• Effective marking and feedback is used to support increased student progress.
• Understand the demands expected of students in relation to the specific curriculum being taught.
• Student tracking is used to identify gaps in learning and to support effective differentiation. Tracking (academic & approaches to learning) is also used to measure performance in order to provide a rigorous teacher assessment, that can be used when reporting and meeting with parents.
• Identify students who have special educational needs or are gifted and talented and know where to get assistance in order to receive targeted support. Where applicable, implement and keep records on Individual Education Plans (IEPs).
Relationships with parents and wider community:
• Prepare and present effective and informative reports to parents (verbal and written).
• Recognise that learning takes place outside the school context and provide opportunities to develop students’ understanding by relating their learning to real and work-related examples.
• Understand the need to liaise and collaborate with agencies outside school.
Managing own performance and development:
• Understand the need to take responsibility for your own professional development and to keep up to date with research and developments in pedagogy and in the subjects they teach.
• Understand and comply with professional responsibilities in relation to school policies, guidelines and practices.
• Set an excellent example to students in their presentation and personal conduct.
• Evaluate their own teaching critically and use feedback from self and other sources to improve effectiveness.
• Set effective targets for professional growth, analyse, record and reflect on own performance against these so as to improve effectiveness.
Managing and developing staff and other adults:
• Establish effective working relationships with professional colleagues, such as, co-teachers, specialist teachers and associate staff.
Managing resources:
• Select and make effective use of books, equipment, ICT and other learning resources which support teaching objectives to be met.
