Effective Lesson Effective Lesson ObservationsObservations

Mr Jonathan WatsonAssistant Headteacher; Raising Achievement

Watching the lesson:Watching the lesson:

How much are students learning and what progress are they making?

What is causing this? How could they learn more and

progress further? What is the quality of student

attitudes and behaviour? What is causing this? How could the quality be higher?

OUTSTANDING GOOD REQUIRES IMPROVEMENT

INADEQUATE

Progress over time Almost all pupils make rapid and sustained

progress

Most pupils achieve well Pupils make some progress

Inadequate progress

Assessment and intervention

Systematic assessment of starting points and pupil

understanding that generates sharply focused

interventions

Accurate assessment of starting points combined

with listening, observation and

questioning to reshape tasks

Not rigorous enough assessment of learning

Activities are not matched to pupil needs

Challenge This leads to fully appropriate and high

levels of challenge

This leads to high levels of challenge

This leads to some lack of challenge

Expectations are not sufficiently high

Marking and feedback High quality marking and constructive feedback

Regular assessment which is discussed with students

Timely marking and dialogue

Limited marking and dialogue

Home-learning Appropriate and regular home-learning

Appropriate and regular home-learning

Appropriate home-learning

Limited home-learning which is sometimes not

useful

Teaching Imaginative teaching strategies lead to rapid and sustained progress

Effective teaching strategies result in most students achieving well

Relevant teaching strategies result in pupils

making some progress

Teaching does not engage or motivate and results in

inadequate progress

Attitudes Pupils make every effort to ensure that others

learn and thus show high levels of engagement. There are systematic

approaches to behaviour management.

Pupils are considerate, respectful, courteous and show positive attitudes to

their learning. They respond well to strategies for managing behaviour.

Safe and orderly environment in which

students respond promptly to teacher

direction. Some inconsistencies in

behaviour management results in occasional low

level disruption

There is a lack of student engagement which results

in some persistent low level disruption.

Pre-Meeting:Pre-Meeting:

To what extent are the objectives challenging and achievable in allowing for high levels of learning and progress?

Are the methodologies appropriate to allow the achievement of these?

To what extent will the methodologies enable the teacher to know the extent to which objectives are being achieved and enable interventions?

Post Meeting:Post Meeting:

How much are students learning and what progress are they making?

What is causing this? How could they learn more and

progress further? What is the quality of student

attitudes and behaviour? What is causing this? How could the quality be higher?

http://www.youtube.com/watch?v=D_CR_Q7is1E&feature=youtu.be