K1: Statutory and non-statutory curriculum frameworks relevant to the provision.

K2: Statutory and non-statutory health, safety and well-being frameworks relevant to the provision, including safeguarding.

K3: Policies, processes, and procedures related to the collecting, storing, and sharing of information.

K4: The principles of equity, equality, diversity, and inclusion, and why these are important.

K5: The principles of sustainability within the education context.

K6: Theories of learning, their application and implications for learning.

K7: Typical patterns of child development and age-related expectations. How these differ for individual learners and the implication of these.

K8: Sources of information on research informed evidence-based practice.

K9: The difference between curriculum, assessment and pedagogy and why this is important when planning.

K10: Rationale, methods, and approaches to planning for learning.

K11: Teaching strategies to advance learning.

K12: Barriers to learning and strategies to overcome them.

K13: Principles and different methods of assessment and observation.

K14: Methods of recording and reporting on assessments.

K15: The features of enabling environments.

K16: The principles of behaviours for learning.

K17: The principles of and approaches to learner voice.

K18: The purpose, impact, and safe use of equipment and resources to advance learning.

K19: The additional professional support available for learners.

K20: The additional professional support available for their specialist role.

K21: The principles of effective teamwork.

K22: Know how and when to escalate to the appropriate professional for expert help and advice.

K23: The principles and impact of relationships, effective working and communication with learners, parents or carers and stakeholders.

K24: The principles of effective coaching and mentoring and the difference between them.

K25: The principles and importance of reflective practice.

K26: Know and understand strategies to develop resilience in self and others.

K27: Know how research findings are used to inform practices in education.

K28: The importance of social cultural context on learning, including the factors that may lead to inequalities in access to education.

K29: The appropriate digital and emerging technologies, and their applications to support learning.

K30: National and local SEND policies, practices, processes, and procedures.

K31: The theoretical background to a range of SEND, for example ASD, attachment and trauma and dyslexia.

K32: Principles and approaches to early identification of SEND.

K33: The tools available for assessment of SEND.

K34: The impact of SEND on children and young peoples’ learning and development.

K35: Strategies to advance learning for learners with a range of SEND.

K36: National and local policies, practices, processes, and procedures related to social and emotional well-being of learners.

K37: The theoretical background to support social and emotional well-being in educational contexts.

K38: Principles and approaches to the promotion of social and emotional well-being in educational contexts.

K39: The tools available to promote social and emotional well-being to advance learning.

K40: The impact of social and emotional well-being on children and young people’s learning and development.

K41: Strategies to advance social and emotional well-being in learning and assessment contexts.

K42: National and local curriculum policies, practices, processes, and procedures.

K43: The theoretical background to progression in the specific curriculum area(s).

K44: Principles and approaches to planning sequences of learning in the specific curriculum area(s).

K45: The tools available for assessment within the specific curriculum area(s) to advance learning.

K46: The importance of the specific curriculum area(s) on children and young peoples’ learning and development.

K47: Strategies to promote the specific curriculum area(s) within the educational context for the benefit of children and young people.

S1: Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy.

S2: Establish a safe, stimulating and nurturing environment for learners.

S3: Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.

S4: Demonstrate understanding of equality and diversity and sustainable development.

S5: Undertake dynamic risk assessment of the learning environment.

S6: Respond to and mitigate potential hazards that may adversely affect a learning environment.

S7: Contribute to the planning of learning and assessment activities.

S8: Apply teaching strategies to advance learning, for example scaffolding.

S9: Select and use safely, appropriate equipment and resources to advance learning.

S10: Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments.

S11: Analyse assessment outcomes to inform reporting and future planning.

S12: Provide ongoing feedback to learners and support them to respond to feedback.

S13: Record and report information related to learners’ progress to a range of stakeholders.

S14: Collaborate with colleagues and other professionals.

S15: Advocate for and champion the needs of learners.

S16: Use a range of research to critically evaluate teaching and assessment approaches and practices.

S17: Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs.

S18: Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.

S19: Update and maintain their own knowledge and skills as part of managing their own continuing professional development.

S20: Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers.

S21: Support the development of effective practices in others, for example through mentoring and coaching colleagues.

S22: Identify, action, and challenge issues and undertake difficult conversations where appropriate.

S23: Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being.

S24: Implement strategies to support the social and emotional well-being of learners.

S25: Select and use technologies safely and effectively to promote learning.

S26: Prioritise and manage own workload, for example recognising the importance of capacity.

S27: Implement national and local SEND policy, practices, processes, and procedures.

S28: Apply approaches to the assessment and early identification of SEND.

S29: Apply strategies to adapt provision and practices to support learners with SEND.

S30: Implement national and local policies, practices, processes, and procedures related to social and emotional well-being.

S31: Identify and signpost learners in need of social and emotional well-being intervention.

S32: Apply strategies to support the social and emotional well-being of learners.

S33: Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision.

S34: Adapt planning and assessment to support learning and progress in the specific area of curriculum provision.

S35: Support colleagues by advocating for the specific curriculum provision.

B1: Model ethical, fair, consistent, and impartial behaviours, by valuing inclusion, equity, equality and diversity within professional contexts.

B2: Act professionally, positively, and proactively.

B3: Show respect, care, approachability and empathy for children, colleagues and stakeholders.

B4: Adaptable and resilient.

B5: Eager to develop as a practitioner, by being receptive and open to challenge and constructive criticism.

B6: Model appropriately aspirational practices.