+
Parkside Federation Matt Gore Specialist Leader of Education Physical Education
Lesson Observations 2011-2014
PARKSIDE)FEDERATION)ACADEMIES))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))LESSON)OBSERVATION)PROFORMA)))Teacher:(Matthew(Gore((((((((Class(/(Year(Group(5(Year(9(Invasion(Games(((((((((Date((((15th(November(2013(((((((((((((Observer(s)((((John(Jones(5(Head(of(School(! ! OUTSTANDING!(!=!1)! GOOD!(!=!2)! REQUIRES!IMPROVEMENT!(!=!3)! INADEQUATE!(!=!4)!
Teaching
!
Teacher!planning!and!expertise!
Excellent!subject!knowledge.!Planning!is!astute.!!LOs!and!tasks!are!challenging!and!take!into!account!different!pupils’!needs!and!abilities.!!Time!is!used!exceptionally!well.!!WellAjudged!and!often!imaginative!strategies!are!used.!!
WellAdeveloped!subject!knowledge.!Planning!is!effective.!LOs!and!tasks!are!challenging!and!match!most!pupils’!needs!and!abilities.!!Pace!is!good.!!!
Subject!knowledge!is!not!always!secure.!LOs!and!tasks!are!sometimes!not!entirely!appropriate!and!teaching!does!not!always!meet!the!needs!and!abilities!of!all!groups!of!pupils.!Pace!is!compromised!and!teaching!time!is!wasted.!!!
Subject!knowledge!is!inappropriate.!Planning!takes!too!little!account!of!pupils’!prior!learning!or!their!understanding!of!tasks.!!!LOs!and!tasks!are!not!sufficiently!well!matched!to!pupils’!needs!and!do!not!enable!all!pupils!to!make!progress.!!The!lesson!lacks!any!real!pace.!
Teacher!expectations!
!Expectations!are!consistently!high!of!all!pupils.!!Pupils!are!inspired!and!enthusiastic.!
Expectations!are!generally!high!and!pupils!are!motivated!and!engaged!!
Low!expectations!do!not!enable!all!pupils!to!work!hard!and!achieve!and!therefore!the!!majority!make!limited!progress.!
Expectations!are!not!high!enough!and!weak!teaching!fails!to!engage!or!interest!most!different!groups!of!students.!
Resources!
Resources!make!a!marked!contribution!to!the!quality!of!learning,!as!does!the!precisely!targeted!teaching!support!provided!by!other!adults.!!
Good!and!imaginative!use!is!made!of!resources!to!enhance!and!deepen!learning.!Other!adults’!teaching!support!is!well!focused!and!makes!a!significant!contribution!to!the!quality!of!learning.!
Adequate!use!is!sometimes!made!of!a!range!of!insufficiently!differentiated!resources!to!support!learning.!Support!provided!by!other!adults!is!not!always!effectively!deployed.!!
Inadequate!use!is!made!of!resources!and!teaching!support!provided!by!other!adults!is!not!effective.!There!is!little!/!no!differentiation!!to!allow!sufficient!progress!to!be!made!by!all!groups!of!students.!
Teaching!of!RWCM!
Teaching!of!literacy!and!numeracy!is!exceptional.!!Every!opportunity!is!taken!to!develop!these!skills!in!a!highly!effective!manner.!!
Reading,!writing,!communication!and!mathematics!are!taught!effectively.!!
Teaching!of!literacy!and!numeracy!is!inconsistent!and!/!or!ineffective.!!
Opportunities!to!promote!literacy!and!numeracy!are!missed!and,!as!a!result,!these!skills!are!not!applied!as!well!as!they!should!!be.!!
Learning
!
*Pupil!progress!
Almost!all!pupils!(including!those!with!SEND)!are!making!rapid!and!sustained!progress!as!a!result!of!teaching!that!is!at!least!good!and!much!!that!is!outstanding!
Most!pupils!and!groups!of!pupils!(including!those!with!SEND)!are!learning!and!making!good!progress!and!achieve!well.!!
Due!to!poor!teaching,!pupils!show!little!interest!in!their!work!and!are!not!making!progress!that!is!broadly!in!line!with!their!capabilities.!!!
Pupils!learn!very!little!and!no!progress!is!made.!Learning!activities!are!not!sufficiently!well!matched!to!the!needs!of!all!pupils.!
Pupil!attitude!
Pupils!show!high!levels!of!engagement,!interest,!resilience,!confidence!and!independence.!There!is!very!strong!evidence!of!SMSC!!development.!
Most!pupils!are!motivated!to!participate.!!Resilience,!confidence!and!independence!are!promoted.!There!is!good!evidence!of!!SMSC!development.!!
Many!pupils!are!easily!distracted!and!do!not!want!to!work!hard!or!improve!their!learning.!Links!to!SMSC!development!need!to!be!!improved.!!
Pupils!lack!motivation!and!do!not!engage!with!the!lesson.!The!climate!created!is!not!positive!for!learning!and!SMSC!development!is!not!evident.!!
Pupil!behaviour!!!
Pupils!‘make!every!effort’!to!ensure!that!others!learn!and!thrive!in!an!atmosphere!of!respect!and!dignity.!Very!high!levels!of!engagement,!courtesy,!collaboration!and!cooperation.!Lesson!proceeds!without!interruption.!There!is!a!systematic,!consistently!applied!approach!to!behaviour!management.!
Pupils!respond!very!well!to!the!teacher’s!behaviour!systems.!Disruption!to!lesson!is!‘unusual’!.Pupils!are!typically!considerate,!respectful!and!courteous;!they!consistently!meet!the!teacher’s!expectations.!Behaviour!management!strategies!are!applied!consistently.!
Pupils!do!not!always!respond!promptly!to!teacher’s!directions.!They!sometimes!work!cooperatively.!Major!disruption!to!learning!is!uncommon!but!there!is!occasional!lowAlevel!disruption.!There!are!clear!procedures!for!managing!behaviour;!these!are!usually!applied,!but!not!always!consistently.!
Pupils’!lack!of!engagement!and!persistent!lowAlevel!disruption!contribute!‘more!than!occasionally’!to!reduced!learning!and/or!a!disorderly!lesson.!
Assessmen
t!
Assessment!to!support!
progress!in!lesson!
The!teacher!systematically!and!effectively!checks!pupils’!understanding!throughout!lessons,!anticipating!interventions!and!doing!so!with!striking!impact!on!the!quality!of!!learning.!
The!teacher!regularly!listens!to,!observes!and!questions!groups!of!pupils!during!lessons!in!order!to!reshape!tasks!and!explanations!to!improve!teaching.!!
The!teacher!does!not!regularly!monitor!pupils’!work!during!the!lesson!and!fails!to!pick!up!general!misconceptions!or!to!adjust!their!plans!accordingly!to!support!the!learning!needs!of!!the!pupils.!!
Assessment!is!not!used!effectively!to!help!pupils!improve.!!It!takes!too!little!account!of!pupils’!prior!learning!or!their!understanding.!
Marking,!feedback!and!homework!
Marking!and!dialogue!are!consistently!of!a!very!high!quality!and!constructive!feedback!ensures!that!pupils!understand!in!detail!how!to!improve!their!work!and!consequently!they!make!rapid!gains.!Appropriate,!regular!homework!contributes!very!well!to!independent!!learning.!!
Pupils!are!provided!with!detailed!feedback,!both!orally!and!through!marking.!!They!know!how!well!they!have!done!and!can!discuss!what!they!need!to!do!to!sustain!good!progress.!!Appropriate!and!regular!homework!contributes!well!to!independent!learning.!!!
Pupils!are!not!always!informed!about!their!progress!or!how!to!improve!through!marking!and!dialogue!with!other!adults.!!Appropriate!homework!is!not!set!regularly!and!fails!to!contribute!to!learning!outcomes,!including!for!SEND!pupils.!
Marking,!feedback!and!homework!are!not!used!effectively!to!help!pupils!improve!or!work!independently.!
This(overall(grading(for(this(lesson(is(OUTSTANDING(/(GOOD(/(REQUIRES(IMPROVEMENT(/(INADEQUATE()CONCLUSIONS)AND)FEEDBACK) ) ) ))(Strengths(
• Innovative(and(imaginative(use(of(resources(and(group(work(resulting(in(high(levels(of(engagement(and(consequently(impressive(progress(made(by(all(students.(
• Excellent(use(of(differentiated(materials(allowing(all(students(to(feel(positive(about(their(performances.(Regular(use(of(‘mini(plenaries’(reinforced(learning(and(allowed(teacher(to(support(students(who(required(additional(input.(
• Very(positive(relationship(with(all(students.((The(students(were(respectful(and(keen(to(impress(and(please(the(teacher.((
• Learning(Objective(clearly(defined(and(referred(to(during(the(lesson.((Numeracy/Literacy(work(undertaken(was(also(impressive(and(felt(a(natural(part(of(the(lesson.(
(Areas(for(Development(
• Voice(at(times(unnecessarily(used(as(students(were(already(engaged,(although(information(was(complex(at(the(start(of(the(lesson(
• ((
• (((
(Additional(notes(/(information(
PARKSIDE)FEDERATION)ACADEMIES))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))LESSON)OBSERVATION)PROFORMA)))Teacher:(Matthew(Gore((((((((Class(/(Year(Group(5(Year(10(GCSE(BTEC((((((Date((((4th(March(2013((((((Observer(s)((((Beverly(Jones(5(Principal(! ! OUTSTANDING!(!=!1)! GOOD!(!=!2)! REQUIRES!IMPROVEMENT!(!=!3)! INADEQUATE!(!=!4)!
Teaching
!
Teacher!planning!and!expertise!
Excellent!subject!knowledge.!Planning!is!astute.!!LOs!and!tasks!are!challenging!and!take!into!account!different!pupils’!needs!and!abilities.!!Time!is!used!exceptionally!well.!!WellAjudged!and!often!imaginative!strategies!are!used.!!
WellAdeveloped!subject!knowledge.!Planning!is!effective.!LOs!and!tasks!are!challenging!and!match!most!pupils’!needs!and!abilities.!!Pace!is!good.!!!
Subject!knowledge!is!not!always!secure.!LOs!and!tasks!are!sometimes!not!entirely!appropriate!and!teaching!does!not!always!meet!the!needs!and!abilities!of!all!groups!of!pupils.!Pace!is!compromised!and!teaching!time!is!wasted.!!!
Subject!knowledge!is!inappropriate.!Planning!takes!too!little!account!of!pupils’!prior!learning!or!their!understanding!of!tasks.!!!LOs!and!tasks!are!not!sufficiently!well!matched!to!pupils’!needs!and!do!not!enable!all!pupils!to!make!progress.!!The!lesson!lacks!any!real!pace.!
Teacher!expectations!
!Expectations!are!consistently!high!of!all!pupils.!!Pupils!are!inspired!and!enthusiastic.!
Expectations!are!generally!high!and!pupils!are!motivated!and!engaged!!
Low!expectations!do!not!enable!all!pupils!to!work!hard!and!achieve!and!therefore!the!!majority!make!limited!progress.!
Expectations!are!not!high!enough!and!weak!teaching!fails!to!engage!or!interest!most!different!groups!of!students.!
Resources!
Resources!make!a!marked!contribution!to!the!quality!of!learning,!as!does!the!precisely!targeted!teaching!support!provided!by!other!adults.!!
Good!and!imaginative!use!is!made!of!resources!to!enhance!and!deepen!learning.!Other!adults’!teaching!support!is!well!focused!and!makes!a!significant!contribution!to!the!quality!of!learning.!
Adequate!use!is!sometimes!made!of!a!range!of!insufficiently!differentiated!resources!to!support!learning.!Support!provided!by!other!adults!is!not!always!effectively!deployed.!!
Inadequate!use!is!made!of!resources!and!teaching!support!provided!by!other!adults!is!not!effective.!There!is!little!/!no!differentiation!!to!allow!sufficient!progress!to!be!made!by!all!groups!of!students.!
Teaching!of!RWCM!
Teaching!of!literacy!and!numeracy!is!exceptional.!!Every!opportunity!is!taken!to!develop!these!skills!in!a!highly!effective!manner.!!
Reading,!writing,!communication!and!mathematics!are!taught!effectively.!!
Teaching!of!literacy!and!numeracy!is!inconsistent!and!/!or!ineffective.!!
Opportunities!to!promote!literacy!and!numeracy!are!missed!and,!as!a!result,!these!skills!are!not!applied!as!well!as!they!should!!be.!!
Learning
!
*Pupil!progress!
Almost!all!pupils!(including!those!with!SEND)!are!making!rapid!and!sustained!progress!as!a!result!of!teaching!that!is!at!least!good!and!much!!that!is!outstanding!
Most!pupils!and!groups!of!pupils!(including!those!with!SEND)!are!learning!and!making!good!progress!and!achieve!well.!!
Due!to!poor!teaching,!pupils!show!little!interest!in!their!work!and!are!not!making!progress!that!is!broadly!in!line!with!their!capabilities.!!!
Pupils!learn!very!little!and!no!progress!is!made.!Learning!activities!are!not!sufficiently!well!matched!to!the!needs!of!all!pupils.!
Pupil!attitude!
Pupils!show!high!levels!of!engagement,!interest,!resilience,!confidence!and!independence.!There!is!very!strong!evidence!of!SMSC!!development.!
Most!pupils!are!motivated!to!participate.!!Resilience,!confidence!and!independence!are!promoted.!There!is!good!evidence!of!!SMSC!development.!!
Many!pupils!are!easily!distracted!and!do!not!want!to!work!hard!or!improve!their!learning.!Links!to!SMSC!development!need!to!be!!improved.!!
Pupils!lack!motivation!and!do!not!engage!with!the!lesson.!The!climate!created!is!not!positive!for!learning!and!SMSC!development!is!not!evident.!!
Pupil!behaviour!!!
Pupils!‘make!every!effort’!to!ensure!that!others!learn!and!thrive!in!an!atmosphere!of!respect!and!dignity.!Very!high!levels!of!engagement,!courtesy,!collaboration!and!cooperation.!Lesson!proceeds!without!interruption.!There!is!a!systematic,!consistently!applied!approach!to!behaviour!management.!
Pupils!respond!very!well!to!the!teacher’s!behaviour!systems.!Disruption!to!lesson!is!‘unusual’!.Pupils!are!typically!considerate,!respectful!and!courteous;!they!consistently!meet!the!teacher’s!expectations.!Behaviour!management!strategies!are!applied!consistently.!
Pupils!do!not!always!respond!promptly!to!teacher’s!directions.!They!sometimes!work!cooperatively.!Major!disruption!to!learning!is!uncommon!but!there!is!occasional!lowAlevel!disruption.!There!are!clear!procedures!for!managing!behaviour;!these!are!usually!applied,!but!not!always!consistently.!
Pupils’!lack!of!engagement!and!persistent!lowAlevel!disruption!contribute!‘more!than!occasionally’!to!reduced!learning!and/or!a!disorderly!lesson.!
Assessmen
t!
Assessment!to!support!
progress!in!lesson!
The!teacher!systematically!and!effectively!checks!pupils’!understanding!throughout!lessons,!anticipating!interventions!and!doing!so!with!striking!impact!on!the!quality!of!!learning.!
The!teacher!regularly!listens!to,!observes!and!questions!groups!of!pupils!during!lessons!in!order!to!reshape!tasks!and!explanations!to!improve!teaching.!!
The!teacher!does!not!regularly!monitor!pupils’!work!during!the!lesson!and!fails!to!pick!up!general!misconceptions!or!to!adjust!their!plans!accordingly!to!support!the!learning!needs!of!!the!pupils.!!
Assessment!is!not!used!effectively!to!help!pupils!improve.!!It!takes!too!little!account!of!pupils’!prior!learning!or!their!understanding.!
Marking,!feedback!and!homework!
Marking!and!dialogue!are!consistently!of!a!very!high!quality!and!constructive!feedback!ensures!that!pupils!understand!in!detail!how!to!improve!their!work!and!consequently!they!make!rapid!gains.!Appropriate,!regular!homework!contributes!very!well!to!independent!!learning.!!
Pupils!are!provided!with!detailed!feedback,!both!orally!and!through!marking.!!They!know!how!well!they!have!done!and!can!discuss!what!they!need!to!do!to!sustain!good!progress.!!Appropriate!and!regular!homework!contributes!well!to!independent!learning.!!!
Pupils!are!not!always!informed!about!their!progress!or!how!to!improve!through!marking!and!dialogue!with!other!adults.!!Appropriate!homework!is!not!set!regularly!and!fails!to!contribute!to!learning!outcomes,!including!for!SEND!pupils.!
Marking,!feedback!and!homework!are!not!used!effectively!to!help!pupils!improve!or!work!independently.!
This(overall(grading(for(this(lesson(is(OUTSTANDING(/(GOOD(/(REQUIRES(IMPROVEMENT(/(INADEQUATE(
)CONCLUSIONS)AND)FEEDBACK) ) ) ))(
Strengths(
• Meticulous(planning,(especially(in(terms(of(differentiation(for(a(mixed(ability(group.((
• Clear(high(expectations(and(outstanding(level(of(behaviour(for(learning(
• High(pace(and(levels(of(challenge,(including(strong(focus(on(student(leadership(throughout.(Demonstrations(outstanding(
• Individual,(group(and(whole(class(activities(linked(through(skilful(plenaries(and(methods(of(practical(assessment(
(
Areas(for(Development(
• Increased(emphasis(where(possible(with(explicit(cross(curricular(numeracy(
• (
• (
• (
(
Additional(notes(/(information(
PARKSIDE)FEDERATION)ACADEMIES))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))LESSON)OBSERVATION)PROFORMA)))Teacher:(Matthew(Gore((((((((Class(/(Year(Group(5(Year(11(Leadership((((((((Date((((23rd(November(2012(((((((((((((Observer(s)((((Jenny(Griffiths(5(Deputy(Head(! ! OUTSTANDING!(!=!1)! GOOD!(!=!2)! REQUIRES!IMPROVEMENT!(!=!3)! INADEQUATE!(!=!4)!
Teaching
!
Teacher!planning!and!expertise!
Excellent!subject!knowledge.!Planning!is!astute.!!LOs!and!tasks!are!challenging!and!take!into!account!different!pupils’!needs!and!abilities.!!Time!is!used!exceptionally!well.!!WellAjudged!and!often!imaginative!strategies!are!used.!!
WellAdeveloped!subject!knowledge.!Planning!is!effective.!LOs!and!tasks!are!challenging!and!match!most!pupils’!needs!and!abilities.!!Pace!is!good.!!!
Subject!knowledge!is!not!always!secure.!LOs!and!tasks!are!sometimes!not!entirely!appropriate!and!teaching!does!not!always!meet!the!needs!and!abilities!of!all!groups!of!pupils.!Pace!is!compromised!and!teaching!time!is!wasted.!!!
Subject!knowledge!is!inappropriate.!Planning!takes!too!little!account!of!pupils’!prior!learning!or!their!understanding!of!tasks.!!!LOs!and!tasks!are!not!sufficiently!well!matched!to!pupils’!needs!and!do!not!enable!all!pupils!to!make!progress.!!The!lesson!lacks!any!real!pace.!
Teacher!expectations!
!Expectations!are!consistently!high!of!all!pupils.!!Pupils!are!inspired!and!enthusiastic.!
Expectations!are!generally!high!and!pupils!are!motivated!and!engaged!!
Low!expectations!do!not!enable!all!pupils!to!work!hard!and!achieve!and!therefore!the!!majority!make!limited!progress.!
Expectations!are!not!high!enough!and!weak!teaching!fails!to!engage!or!interest!most!different!groups!of!students.!
Resources!
Resources!make!a!marked!contribution!to!the!quality!of!learning,!as!does!the!precisely!targeted!teaching!support!provided!by!other!adults.!!
Good!and!imaginative!use!is!made!of!resources!to!enhance!and!deepen!learning.!Other!adults’!teaching!support!is!well!focused!and!makes!a!significant!contribution!to!the!quality!of!learning.!
Adequate!use!is!sometimes!made!of!a!range!of!insufficiently!differentiated!resources!to!support!learning.!Support!provided!by!other!adults!is!not!always!effectively!deployed.!!
Inadequate!use!is!made!of!resources!and!teaching!support!provided!by!other!adults!is!not!effective.!There!is!little!/!no!differentiation!!to!allow!sufficient!progress!to!be!made!by!all!groups!of!students.!
Teaching!of!RWCM!
Teaching!of!literacy!and!numeracy!is!exceptional.!!Every!opportunity!is!taken!to!develop!these!skills!in!a!highly!effective!manner.!!
Reading,!writing,!communication!and!mathematics!are!taught!effectively.!!
Teaching!of!literacy!and!numeracy!is!inconsistent!and!/!or!ineffective.!!
Opportunities!to!promote!literacy!and!numeracy!are!missed!and,!as!a!result,!these!skills!are!not!applied!as!well!as!they!should!!be.!!
Learning
!
*Pupil!progress!
Almost!all!pupils!(including!those!with!SEND)!are!making!rapid!and!sustained!progress!as!a!result!of!teaching!that!is!at!least!good!and!much!!that!is!outstanding!
Most!pupils!and!groups!of!pupils!(including!those!with!SEND)!are!learning!and!making!good!progress!and!achieve!well.!!
Due!to!poor!teaching,!pupils!show!little!interest!in!their!work!and!are!not!making!progress!that!is!broadly!in!line!with!their!capabilities.!!!
Pupils!learn!very!little!and!no!progress!is!made.!Learning!activities!are!not!sufficiently!well!matched!to!the!needs!of!all!pupils.!
Pupil!attitude!
Pupils!show!high!levels!of!engagement,!interest,!resilience,!confidence!and!independence.!There!is!very!strong!evidence!of!SMSC!!development.!
Most!pupils!are!motivated!to!participate.!!Resilience,!confidence!and!independence!are!promoted.!There!is!good!evidence!of!!SMSC!development.!!
Many!pupils!are!easily!distracted!and!do!not!want!to!work!hard!or!improve!their!learning.!Links!to!SMSC!development!need!to!be!!improved.!!
Pupils!lack!motivation!and!do!not!engage!with!the!lesson.!The!climate!created!is!not!positive!for!learning!and!SMSC!development!is!not!evident.!!
Pupil!behaviour!!!
Pupils!‘make!every!effort’!to!ensure!that!others!learn!and!thrive!in!an!atmosphere!of!respect!and!dignity.!Very!high!levels!of!engagement,!courtesy,!collaboration!and!cooperation.!Lesson!proceeds!without!interruption.!There!is!a!systematic,!consistently!applied!approach!to!behaviour!management.!
Pupils!respond!very!well!to!the!teacher’s!behaviour!systems.!Disruption!to!lesson!is!‘unusual’!.Pupils!are!typically!considerate,!respectful!and!courteous;!they!consistently!meet!the!teacher’s!expectations.!Behaviour!management!strategies!are!applied!consistently.!
Pupils!do!not!always!respond!promptly!to!teacher’s!directions.!They!sometimes!work!cooperatively.!Major!disruption!to!learning!is!uncommon!but!there!is!occasional!lowAlevel!disruption.!There!are!clear!procedures!for!managing!behaviour;!these!are!usually!applied,!but!not!always!consistently.!
Pupils’!lack!of!engagement!and!persistent!lowAlevel!disruption!contribute!‘more!than!occasionally’!to!reduced!learning!and/or!a!disorderly!lesson.!
Assessmen
t!
Assessment!to!support!
progress!in!lesson!
The!teacher!systematically!and!effectively!checks!pupils’!understanding!throughout!lessons,!anticipating!interventions!and!doing!so!with!striking!impact!on!the!quality!of!!learning.!
The!teacher!regularly!listens!to,!observes!and!questions!groups!of!pupils!during!lessons!in!order!to!reshape!tasks!and!explanations!to!improve!teaching.!!
The!teacher!does!not!regularly!monitor!pupils’!work!during!the!lesson!and!fails!to!pick!up!general!misconceptions!or!to!adjust!their!plans!accordingly!to!support!the!learning!needs!of!!the!pupils.!!
Assessment!is!not!used!effectively!to!help!pupils!improve.!!It!takes!too!little!account!of!pupils’!prior!learning!or!their!understanding.!
Marking,!feedback!and!homework!
Marking!and!dialogue!are!consistently!of!a!very!high!quality!and!constructive!feedback!ensures!that!pupils!understand!in!detail!how!to!improve!their!work!and!consequently!they!make!rapid!gains.!Appropriate,!regular!homework!contributes!very!well!to!independent!!learning.!!
Pupils!are!provided!with!detailed!feedback,!both!orally!and!through!marking.!!They!know!how!well!they!have!done!and!can!discuss!what!they!need!to!do!to!sustain!good!progress.!!Appropriate!and!regular!homework!contributes!well!to!independent!learning.!!!
Pupils!are!not!always!informed!about!their!progress!or!how!to!improve!through!marking!and!dialogue!with!other!adults.!!Appropriate!homework!is!not!set!regularly!and!fails!to!contribute!to!learning!outcomes,!including!for!SEND!pupils.!
Marking,!feedback!and!homework!are!not!used!effectively!to!help!pupils!improve!or!work!independently.!
This(overall(grading(for(this(lesson(is(OUTSTANDING(/(GOOD(/(REQUIRES(IMPROVEMENT(/(INADEQUATE()CONCLUSIONS)AND)FEEDBACK) ) ) ))(Strengths(((
• Excellent(resourcing((• Clear(strategies(based(on(knowledge(of(group(and(individual(needs(• Student(engagement(through(leadership(and(coaching(model((• Group(and(independent(learning(present(through(clear(learning(episodes(• Exemplary(use(of(own(faculty(teaching(model(• Maximised(student(engagement(and(success(
(Areas(for(Development(
• Increased(use(of(written(assessment(opportunities((Weather(dependant)(• (• ((
((Additional(notes(/(information(
Parkside)Federation)Academies)Lesson)Observation)Form))
Teacher/TA:)Matthew)Gore) Date)and)time:)March)22)2012))
Class:Year)11)Nutrition)in)Sport) Observers:)A)Smith)G)Deputy)Head)
1 2 3 4 NA
1. The)teacher’s)/)TA’s)presence)establishes)a)calm)learning)environment.)Students)
are)placed)according)to)a)seating)plan)and)a)register)is)taken.))X
2. As)a)result)of)good)assessment)procedures,)the)teacher)/)TA)has)planned)well)to)
meet)the)learning)and)behavioural)needs)of)all)students.)X
3. The)teacher)/)TA)makes)clear)to)the)students)what)they)will)have)learnt)by)the)
end)of)the)lesson.)X
4. The)teacher)/)TA)leads)a)short,)engaging)starter)which)refers)to)prior)learning.) X
5. The)teacher)/)TA)outlines)the)main)task,)showing)confidence)in)subject)
knowledge.)They)do)this)through)explanation,)modelling,)or)setting)up)an)
enquiry.)
X
6. The)teacher)/)TA)effectively)uses)resources)(including)digital)technologies))to)
support)learning)activities.))X
7. The)teacher)/)TA)differentiates)activities)to)allow)every)student)to)make)
progress.) X
8. The)teacher)/)TA)listens)to,)observes)and)questions)groups)of)students)in)order)
to)reshape)tasks)and)explanations)to)improve)learning.))X
9. The)teacher)/)TA)systematically)checks)students’)understanding)throughout)the)
lesson,)intervening)when)necessary)to)make)impact.))X
10. All)students)are)motivated,)engaged,)and)work)at)a)good)pace.)) X
11. The)teacher)/)TA)leads)a)plenary)which)reflects)back)on)learning)objectives)and)
checks)understanding)of)new)learning.))X
12. The)teacher)/)TA)checks)that)the)lesson)objectives)have)been)achieved)and)that)all)students)have)made)progress.)
X
)))))Overall quality of the lesson X 1. Outstanding 2. Good 3. Satisfactory 4. Inadequate
)
Conclusions)and)Feedback)
Strengths))•)Excellent)relationship)with)students.)Clear)two)way)respect,)including)links)to)improving)independent)and)group)learning))•)Regular)links)to)SMSC)based)content,)especially)though)elite)athlete)circumstances))•)Lots)of)linkage)to)standards,)helping)students)to)understand)what)to)do)to)improve.)Explicit)to)objectives)and)next)level)progression))•)Inspired)way)to)deliver)a)practical)based)lesson)from)content)generally)only)delivered)in)a)traditional)classroom)
Parkside)Federation)Academies)Lesson)Observation)Form)
)
Conclusions)and)Feedback)
Areas)for)Development))•)Limited)need)for)differentiated)resources)due)to)high)level)cohort)accessing)given)materials.)Consideration)for)future)cohorts.))•)Potential)in)future)to)bring)in)an)athlete,)or)dietician)for)a)link)session))•))•)
1 2 3 4 NA
1. The teacher’s / TA’s presence establishes a calm learning environment. Students are placed according to a seating plan and a register is taken.
2. As a result of good assessment procedures, the teacher / TA has planned well to meet the learning and behavioural needs of all students.
3. The teacher / TA makes clear to the students what they will have learnt by the end of the lesson.
4. The teacher / TA leads a short, engaging starter which refers to prior learning.
5. The teacher / TA outlines the main task, showing con!dence in subject knowledge. They do this through explanation, modelling, or setting up an enquiry.
6. The teacher / TA e"ectively uses resources (including digital technologies) to support learning activities.
7. The teacher / TA di"erentiates activities to allow every student to make progress.
8. The teacher / TA listens to, observes and questions groups of students in order to reshape tasks and explanations to improve learning.
9. The teacher / TA systematically checks students’ understanding throughout the lesson, intervening when necessary to make impact.
10. All students are motivated, engaged, and work at a good pace.
11. The teacher / TA leads a plenary which re#ects back on learning objectives and checks understanding of new learning.
12. The teacher / TA checks that the lesson objectives have been achieved and that all students have made progress.
Overall quality of the lesson
1. Outstanding 2. Good 3. Satisfactory 4. Inadequate
Conclusions and Feedback
Strengths•
•
•
•
Areas for Development•
•
•
•
Parkside Federation Academies Lesson Observation Form
Teacher/TA: Date and time:
Class: Observers:
Matt Gore 7-11-11 lesson 4
9 DCO NNE
X
X
X
X
X
X
X
X
X
X
X
X
X
Excellent teamwork throughout
Leadership focus. Students clear on expectations and really motivated.
Superb coaching and modelling leadership.
All students making excellent progress.
None that we could see.