Date & Time Area of Length of Learning Behaviour Interactivity & Engagement Curriculum Observation Teacher Support Staff Observer Questioning Differentiation Focus 4 3 2 1 Room not set up in preparation for Routines established. Preparation Routines fully established. Work is ready for Very well prepared. Routines very strong and lesson. Resources and children’s access evident. Resources accessible. Some groups and/or individuals (i.e. not given out embedded. Children access necessary resources Learning Learning to them is restricted children accessing resources materials group by group. Some independence independently. Behaviour independently. evident). No use of independent materials or Some use of independent supporting A variety of differentiated scaffolding and Precisely differentiated resources including new resources to support children’s learning. materials and resources are used to supporting materials and resources are used to technologies make a marked contribution to the Support support children’s learning. meet the needs of all the children. quality to learning. Differentiation Additional adults not used effectively. Planned involvement of additional Additional adult is actively involved in the Additional adult is used to maximum effect in different Adults not aware of the needs of the adult but lacks direction or impact on lesson and has clearly defined tasks. These stages of the lesson. The teacher has planned and group or individual they are working with. children’s learning. make a significant contribution to the quality of stimulating activities and resources for the adult to Adult Impact Can provide too much or too little learning. support or teach. The planned support extends the Resources support. learning of the children. No use of ICT or interactive technologies. ICT and interactive technologies used ICT and interactive technologies used Appropriate and challenging ICT used, interactive Use of ICT adequately. imaginatively and effectively to support technologies used to enthuse, engage and enrich children’s learning. children’s learning. No clear learning (LO) objective and LO visible but not explained to LO visible or clearly explained throughout LO is contextualized and reference is made about Teaching aims. children or put in context, or LO lesson and contextualized to the children. previous and/or future learning. Learning regularly stated or referred to but not Objectives No success criteria shared / generated Success criteria referred to / generated and Children are able to independently generate success visible. Success criteria referred to explained and discussed. criteria for own use. but not explained.
Date & Time Area of Curriculum Length of Observation Learning Behaviour Interactivity & Engagement Teacher Support Staff Observer Questioning Differentiation Focus 4 3 2 1 Learning Support and Resources Learning Behaviour Room not set up in preparation for lesson. Resources and children’s access to them is restricted Routines established. Preparation evident. Resources accessible. Some children accessing resources independently. Routines fully established. Work is ready for groups and/or individuals (i.e. not given out materials group by group. Some independence evident). Very well prepared. Routines very strong and embedded. Children access necessary resources independently. Differentiation No use of independent materials or resources to support children’s learning. Some use of independent supporting materials and resources are used to support children’s learning. A variety of differentiated scaffolding and supporting materials and resources are used to meet the needs of all the children. Precisely differentiated resources including new technologies make a marked contribution to the quality to learning. Adult Impact Additional adults not used effectively. Adults not aware of the needs of the group or individual they are working with. Can provide too much or too little support. Planned involvement of additional adult but lacks direction or impact on children’s learning. Additional adult is actively involved in the lesson and has clearly defined tasks. These make a significant contribution to the quality of learning. Additional adult is used to maximum effect in different stages of the lesson. The teacher has planned stimulating activities and resources for the adult to support or teach. The planned support extends the learning of the children. Use of ICT No use of ICT or interactive technologies. ICT and interactive technologies used adequately. ICT and interactive technologies used imaginatively and effectively to support children’s learning. Appropriate and challenging ICT used, interactive technologies used to enthuse, engage and enrich children’s learning. Teaching Learning Objectives No clear learning (LO) objective and aims. No success criteria shared / generated LO visible but not explained to children or put in context, or LO regularly stated or referred to but not visible. Success criteria referred to but not explained. LO visible or clearly explained throughout lesson and contextualized to the children. Success criteria referred to / generated and explained and discussed. LO is contextualized and reference is made about previous and/or future learning. Children are able to independently generate success criteria for own use.
reach2-appraisal-policy-2013-final-draft.docx