Name of teacher:
Subject:
Progress
gOutstandin
All students make good
progress in their learning
relative to their ability and
starting points. For many this is
better than might be expected.
Some may demonstrate
exceptional achievement
Good
Most students make good
progress in their learning and
demonstrate that they have
achieved well relative to their
ability and starting points. A
minority may make outstanding
progress
ySatisfactor
Most students make the
progress in their learning that
should be expected of them for
their ability and starting points,
with satisfactory achievement
demonstrated. A minority may
make good progress
Inadequate
Students generally, or particular
groups of them, make limited
progress and underachieve
relative to what they are
capable of. This may be due to
poor attitudes/behaviour and/or
unsatisfactory teaching.
Learning & Progress grade=
Up To 3 Main strengths:
Class: No pupils:
Context/Objectives of lesson:
Assessment for Learning Differentiation & challenge
All students understand the expected &
differentiated outcomes. Through
informal or formal teacher, self & peer
reviews of learning they know the
progress they have made, the
level/grade they are working at (also
relative to their individually challenging
targets), and how to improve. Effective
and directed questioning encourages
them to explain their understanding
Students know the expected outcomes
and the progress they are making
through informal or formal teacher, self
& peer reviews of their learning. This
helps them to know how to improve.
Directed questioning encourages
students to explain their answers
Students' general progress is reviewed
though class discussion and this helps
their understanding and further
improvement. Questioning is effective
in encouraging students to demonstrate
their knowledge. Teacher guidance to
individual students helps them improve.
Students are unclear about the
expected outcomes of their learning,
and their progress is not reviewed.
They do not know what they have
achieved or how to improve. They are
not aware of any target level or grade to
be aiming for.
AfL grade=
Ability:
Work is matched to all students'
needs and abilities. There are
high expectations and challenge
in what they can achieve. They
are also challenged to
demonstrate independent
learning and thinking skills in
pair/group work, and select their
own criteria for success
Work is well matched to the
needs and abilities of individuals,
and most are stretched and
challenged. They use
independent (of the teacher)
learning and thinking skills, with
some pair/group work
Work generally meets the needs
and abilities of students, with
expectations that encourage
them to achieve more. There is
much individual work, rather than
independent (of the teacher)
learning
Work is poorly matched to the
needs and abilities of a
significant minority of students.
Too many of them are not
challenged or stretched to
achieve more, and do not, or
cannot, complete tasks
Teaching grade=
Up To 3 Potential areas for development:
Date: Period: Observed by:
Other aspects of teaching Resources Behaviour for Learning
Teaching fully engages all No time is wasted Students' consistently thoughtful
students, who enjoy their and resources, behaviour is an outstanding
learning. Pace, variety, challenge (inc ICT) are used factor in their successful
and adaptability in learning very effectively. learning. Students are very
activities enables them all to TAs are well supportive of each other in
sustain their engagement deployed and lessons.
throughout the lesson and clearly promote
achieve the expected outcomes. better learning
Marking is very effective in and progress
helping students to improve
Teaching actively engages most Time and Student's behaviour makes a
students in their learning. There resources (inc strong contribution to good
is sufficient pace, variety, ICT) are used learning in lessons. They show
challenge and adaptability in effectively. TAs responsibility in responding to
learning activities to achieve the support learning expectations, set themselves
expected outcomes. Marking and progress consistent standards, and
clearly supports improvement. respond quickly to additional
guidance.
Teaching mostly engages Adequate use is Students behave so that
students in their learning, made of time, learning proceeds appropriately
although this may be passive. resources (inc and time is not wasted. They
Learning activities enable ICT) and TAs but understand what is expected
students to achieve the expected their deployment and only gentle prompting is
outcomes. Marking helps them could be more needed to maintain discipline.
make further progress effective
Some students are unclear about Poor use is made Students' poor behaviour and
what they are doing and many of resources and rudeness inhibit progress in
are not engaged. The teacher time. TAs are not lessons.
may dominate the lesson for long deployed Timer is wasted through
periods of time. There is effectively to persistent low level disruption,
insufficient pace, variety and support learning excessive off task chatter and a
challenge in the activities. No lack of attention.
effective marking is apparent
Behaviour grade=
Overall Grade=