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<p>The Initial Teacher Training (ITT) Core Content Framework (CCF) has been designed
with the knowledge that the quality of teaching is the most important factor in improving
outcomes for pupils, particularly for pupils from disadvantaged backgrounds and those
with additional needs. Careful consideration has been given to the needs of trainee
teachers in relation to supporting pupils with special educational needs and disabilities
(SEND), and the Early Career Framework (ECF) builds on that learning for early career
teachers (ECTs). These reforms support the department’s ambition that all new teachers
starting in the profession learn how to meet the needs of all pupils, including those
with SEND.</p><p>Both the CCF and the ECF outline what trainee and new teachers should
learn, and should learn how to do, in respect of adaptive teaching. The CCF sets out
a minimum entitlement for trainee teachers and places a duty on ITT providers and
their partner schools to meet this entitlement through incorporating the CCF into
their course curricula. Courses must be designed so that trainee teachers can demonstrate
that they meet the Teachers’ Standards at the appropriate level. This includes the
requirement in Standard 5 that all teachers must have a clear understanding of the
needs of all pupils, including those with SEND. To be recommended by an accredited
provider for the award of Qualified Teacher Status (QTS), trainees must demonstrate
that they meet the Teachers’ Standards at the appropriate level. To pass statutory
teacher induction, ECTs must demonstrate that they meet the Teachers' Standards through
a formal assessment, signed off by their head teacher and independently checked by
their appropriate body.</p><p>The department is exploring opportunities to build teacher
expertise through a review of the CCF and ECF frameworks. Aiming to conclude by the
end of 2023, the review will identify how the frameworks can equip new teachers to
be more confident in meeting the needs of children and young people with SEND.</p>
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