18/19 LESSON OBSERVATION FORM Observers should highlight statements that meet what they see in green and any key areas for development in yellow. Some statements may be better judged after the lesson, during feedback conversations. PGCE Secondary Programme Trainee: Date/Time: Observer: School: Class: Subject of this session: Before Easter Cause for Requires attention Concern 1 2 3 4 5 After Easter Fail Fail 1. Set high expectations which inspire, No evidence Inaccurate The work is pitched at a The work is pitched at a The work is pitched at a level that is that learning expectations of level that is achievable for level that is challenging but achievable for all within the group if motivate and challenge pupils expectations learning. most within the class, by achievable for most within they work hard and try their best. have been the end of the lesson. This the group. This is This is demonstrated by the planning considered. is demonstrated through demonstrated by the of well-matched, differentiated Lesson pitched too the planning of appropriate planning of clearly learning objectives. high or too low for learning objectives. differentiated learning the class. (objectives/outcomes/ Lesson planned to inspire and communicate their enthusiasm to intentions). learners. 2. Promote good To be assessed at the end of the lesson and feedback discussion. See below. progress and outcomes by pupils 3. Demonstrate good subject Significant Demonstrates Demonstrates sufficient Demonstrates a good Able to apply their own in-depth and curriculum mistakes made sufficient subject subject knowledge in their degree of subject subject knowledge to support and knowledge in subject knowledge to deliver planning & delivery of the knowledge: in their engage learners. knowledge the content and to content and to answer approach to a topic, when during the answer some subject subject specific questions. framing questions, when Demonstrates very well-developed delivery of the specific questions. answering questions. pedagogical subject knowledge, by lesson. Examples of literacy anticipating common errors and strategies built into lesson. Can respond to common misconceptions in their planning. errors and misconceptions. Also able to deal with unexpected questions. Models good standards of written and spoken Models very high standards of communication and written and spoken communication. encourages and supports these skills in their pupils.
18/19 LESSON OBSERVATION FORM Observers should highlight statements that meet what they see in green and any key areas for development in yellow. Some statements may be better judged after the lesson, during feedback conversations. PGCE Secondary Programme Trainee: Date/Time: Observer: School: Class: Subject of this session: Before Easter Cause for Concern Requires attention 3 4 5 1 2 After Easter Fail Fail 1. Set high expectations which inspire, motivate and challenge pupils No evidence that learning expectations have been considered. Inaccurate expectations of learning. Lesson pitched too high or too low for the class. The work is pitched at a level that is achievable for most within the class, by the end of the lesson. This is demonstrated through the planning of appropriate learning objectives. The work is pitched at a level that is challenging but achievable for most within the group. This is demonstrated by the planning of clearly differentiated learning (objectives/outcomes/ intentions). The work is pitched at a level that is achievable for all within the group if they work hard and try their best. This is demonstrated by the planning of well-matched, differentiated learning objectives. Lesson planned to inspire and communicate their enthusiasm to learners. 2. Promote good progress and outcomes by pupils To be assessed at the end of the lesson and feedback discussion. See below. 3. Demonstrate good subject and curriculum knowledge Significant mistakes made in subject knowledge during the delivery of the lesson. Demonstrates sufficient subject knowledge to deliver the content and to answer some subject specific questions. Demonstrates sufficient subject knowledge in their planning & delivery of the content and to answer subject specific questions. Examples of literacy strategies built into lesson. Demonstrates a good degree of subject knowledge: in their approach to a topic, when framing questions, when answering questions. Can respond to common errors and misconceptions. Models good standards of written and spoken communication and encourages and supports these skills in their pupils. Able to apply their own in-depth subject knowledge to support and engage learners. Demonstrates very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning. Also able to deal with unexpected questions. Models very high standards of written and spoken communication.
Placement_Hbook_1819.docx