Purposes: to promote consistency of assessment
in relation to trainee competences in the monitoring and assessment
of pupil progress, by generating possible templates/ common
expectations which might be pursued by all providers irrespective
of route or phase
Background:The workshops generated considerable discussion
from which emerged models of expectation relating to trainee
activity and competence that would result in attainment of
appropriate professional standards.
Generally these models were based on a three-tiered system,
relating to the typical three stages of training [i.e. 3 term
PGCE/GTP or 3-year undergraduate].
It was anticipated that the establishment of models of this
type would promote consistency of judgement of professional
competence across the diversity of routes and phases.
