• This is not an assessment document and Associate Teachers (trainees) are not expected to collect evidence against this framework. They need to be assessed against the Teachers Standards only. 



The CCF has been designed to support development across 5 core areas – behaviour management (TS1 & TS7), pedagogy (TS2, TS4, TS5), curriculum (TS3), assessment (TS6) and professional behaviours (TS8 as well as Pt2).

Within each area, key evidence statements – Learn that… have been drawn from current high quality evidence from the UK and overseas. All new entrants to the profession they can see the evidence of what makes great teaching. There is a full biography at the end with suggested reading.

These are then accompanied by practice statements – Learn how to… these are categorised into two groups; the entitlement to practise key skills as well as an opportunity to work with and learn from expert colleagues as they apply their knowledge and understanding of the evidence in the classroom.

There is a key emphasis in the knowledge that the quality of teaching is the most important factor in improving outcomes for pupils – particularly pupils from disadvantaged backgrounds and those with additional needs.

To accompany and secure high quality teaching there is an emphasis on ensuring that Associate Teachers (trainees) have access to training and support for Behaviour Management.

There is a strong emphasis on the need for training to be subject and phase specific throughout the framework. For those teaching early reading and early mathematics, they are required to have a clear understanding of systematic synthetic phonics and appropriate maths teaching strategies.

It is imperative we work closely in partnership with our ITE Providers so that we secure this CCF as a minimum entitlement for all our Associate Teachers (trainees) placed within our academies for their training.