Page 1

Lesson Observation Record Form School Date Outstanding Quality of teaching and use of assessment

• Teaching is highly effective in inspiring pupils and results in pupils making exceptional progress. • Teacher’s subject knowledge is excellent and is applied consistently to challenge and inspire pupils.

• Resources make a marked contribution to the quality of learning, as does the precisely targeted support provided by other adults.

Pupils’ learning and progress

• Teacher and other adults are acutely aware of pupils’ capabilities and prior learning and understanding, and plan effectively to build on these. • Teacher systematically and effectively checks on pupils’ understanding throughout the lesson, anticipating where they may need to intervene and doing so with striking impact on the quality of learning. • Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality. • Pupils acquire knowledge, develop understanding and learn and practise skills exceptionally well. • Pupils’ progress is at least good for different groups, and is exemplary for some. • Pupils show exceptional keenness, commitment to succeed and ability to grasp opportunities to extend and improve their learning. • Pupils demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult. • Pupils show resilience when tackling challenging activities. • Pupils understand in detail how to improve their work and are consistently supported in doing so. • Pupils’ thoughtful behaviour is an outstanding factor in their successful learning. • Classroom climate encourages risk taking and creative thinking.

Teacher Time Good

Year group Subject Satisfactory

Inadequate

• Teaching is consistently effective in ensuring that pupils are motivated and engaged. • Teaching secures good progress and learning. • Teacher demonstrates strong subject knowledge which enthuses and challenges most pupils and contributes to their good progress. • Imaginative use of made of good quality resources. • Other adults’ support is well focused and makes a significant contribution to the quality of learning. • As a result of good assessment procedures, teachers and other adults plan well to meet the needs of all pupils.

• Teaching ensures that pupils are generally engaged with their work and little time is wasted. • Teaching may be good in some respects. • Teacher’s subject knowledge is secure.

• Teacher listens to, observes and questions groups of pupils during the lesson in order to reshape tasks and explanations to improve and/or extend learning.

• Teacher monitors pupils’ work during lessons and addresses any misconceptions

• Pupils are provided with detailed oral and written feedback.

• Pupils are informed about their progress and how to improve through marking and dialogue with adults. • The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is at least satisfactory. • Pupils make progress expected given their starting points and some, although not the majority, make good progress. • Pupils work steadily and occasionally show high levels of enthusiasm and interest.

• Pupils receive little or no oral and written feedback.

• Pupils can work independently and manage their own learning. • Pupils exploit a range of quality resources which enhance learning.

• Most pupils work effectively when provided with appropriate tasks, resources and guidance.

• Pupils are not clear about the task • Pupils give up easily unless closely directed by an adult.

• Pupils know how well they have done and know what they need to do to sustain good progress • Pupils’ behaviour makes a strong contribution to good learning in lessons. • There are very good relationships and this promotes a positive atmosphere in which achievement flourishes.

• Pupils lack confidence in how to improve the quality of their work.

• Pupils are not clear about what they need to do to improve.

• Pupils’ behaviour ensures that learning proceeds appropriately and time is not wasted.

• Persistent low-level disruption, excessive offtask chatter and a lack of attention impairs learning. • Health and safety of learners is endangered.

• Pupils acquire knowledge, develop understanding and learn and practise skills well. • A very large majority of groups of pupils make at least good progress and some may make outstanding progress. • Pupils are keen to produce their best work and show interest and enthusiasm in their learning.

• Adequate use is made of resources, including other adults, to support learning.

• Regular and accurate assessment informs planning, which generally meets the needs of all groups of pupils.

• Teaching is poorly geared towards the learning objective or fails to gain the interest and commitment of the learners. • Teaching is poorly matched to the pupils’ starting points. • Weak knowledge of the curriculum leads to inaccurate teaching and low demands on pupils. • There is inadequate use of resources, including other adults and the time available.

• Poor assessment and planning take too little account of the pupils’ prior learning • There is a lack of challenge and differentiation. • No evidence of assessment for learning during the lesson. • The pace is too slow and time is wasted which hinders progress.

• The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is inadequate. • Most learners, or a significant specific minority of learners, make less than satisfactory progress. • Pupils do not enjoy the activities, resulting in poor completion of tasks during the lesson.


dvxbv  

bffxbf cv bcvxb bb

Advertisement
Read more
Read more
Similar to
Popular now
Just for you