On the other hand, knowledge about assessment (e.g. diagnosis principles, evaluation forms and procedures) is mentioned in only one area, and knowledge of instructional processes is also mostly limited to teaching strategies for diverse classrooms. While there is no reference to any particular scientific discipline, meeting the standards would require knowledge of certain areas of psychology (e.g. child development), educational sociology (e.g. the impact of culture, cultural identity and linguistic background on education) and perhaps more broadly learning sciences (e.g. research into how students learn). Descriptions in this area use active verbs such as plan, set, identify, describe, include, referring to teacher’ actions rather than their knowledge.