Professional Knowledge and Understanding

2.1 Curriculum and Pedagogy

2.1.1 Have a depth of knowledge and understanding of Pedagogical Theories and Professional Practice

Professional actions

As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:

• pedagogical and learning theories, and draw on these appropriately to inform:
  
  • curriculum design and content where appropriate taking account of Gaelic medium
  • classroom organisation, learning environment and structures
  • planning, learning and teaching and assessment
  • interdisciplinary learning
  • outdoor learning, including direct experience of nature and other learning within and beyond school boundaries
  • additional support needs
• the stages of learners’ cognitive, mental, social, emotional, physical, and psychological development and know how to use this information to support learning and wellbeing
• digital technologies to support learning
• how to take account of the gender, social, cultural, racial, ethnic, religious and economic context of learners and how to adapt practices accordingly

2.1.2 Have a depth of knowledge and understanding of Research and Engagement in Practitioner Enquiry

Professional actions

As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:

• how to access and apply relevant findings from educational research to develop an enquiring stance
• research and engagement in professional/practitioner enquiry  
• how to have an enquiring stance in relation to your own practitioner enquiry, working ethically, individually and/or collaboratively, to challenge and inform professional practice

2.1.3 Have a depth of knowledge and understanding of Curriculum Design

Professional actions

As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:

• principles of curriculum design and how these can be applied to learning in different sectors and contexts
• theory and practical skills required in curricular areas as set out in current national and local guidelines
• the value of learning beyond curricular areas/subject boundaries and of cross curricular subjects, e.g. literacy, numeracy and health and wellbeing, Learning for Sustainability and digital literacy
• processes used to change and develop the curriculum
• curriculum content and its relevance to the education of every learner
• interdisciplinary learning between curricular areas, stages and/or sectors
• the skills and competencies that comprise teacher digital literacy and know how to embed digital technologies to enhance teaching and learning
• the need to take account of learners with additional support needs

2.1.4 Have a depth of knowledge and understanding of Planning for Assessment, Teaching and Learning

Professional actions

As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:

• how to plan for effective assessment, teaching and learning, individually and collaboratively, across different contexts, and in order to support the needs of every learner
• how to adapt planning approaches to ensure that the needs of every learner are effectively addressed
• individual and collaborative approaches to a wide range of assessment, recording and reporting as an integral part of learning and teaching
• national assessment requirements and requirements of other relevant awarding and accrediting bodies
• the positive impact of engaging learners in dialogue about their progress and how to provide meaningful feedback to support and agree next steps

2.2 Professional Responsibilities

2.2.1 Have a depth of knowledge and understanding of Education Systems

Professional actions

As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:

• the principal national and international influences on Scottish education, and their relevance to learning and teaching in the local context
• how to critically engage with current, relevant legislation, policies and national and local guidance
• contractual, pastoral and legal responsibilities, for example, in relation to equality, diversity, inclusion, additional support needs, child protection, and wellbeing
• frameworks, systems and processes to support and enhance teacher professionalism
• biases and their impact on people and practices and challenge these

2.2.2 Have a depth of knowledge and understanding of Learning Communities

Professional actions

As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:

• the roles and responsibilities of teachers in establishing and sustaining positive and purposeful relationships across the learning community
• the distinctive culture, context and ethos of the learning community including Gaelic medium ethos where appropriate
• the role of local, regional and national bodies in relation to your different contexts and sectors