Part 1

Observation Information
Observer Name

Observee Name

Course Title

Location (Room number)

Department
Date and Time

Academic Year

Present Total
Level

Age Group

Observation Type

Funding

Observee (Type of employee)
Length of Session
Observation Time
Grade & Comments

Grade:

Observer Comments

Observee Comments

Details of the Lesson

Intended Learning Outcomes

Description of the Session

Strengths

Areas for Development

Actions agreed to address areas for improvement:

Action 1:

By whom

By when

Action 2:

By whom

By when

Action 3:

By whom

By when
Planning for Learning

Content:
• Is it appropriate to level? • Is it engaging? Inclusive? Varied? Challenging?
• Is information broken down well? • Are learning outcomes made clear to learners?
• Does the information available on individual learners inform planning?

Structure:
• How coherently have the stages been planned?
• How well do activities fit together?
• How well do activities open possibilities for differentiation?
• How effective is planning in providing opportunities for stretch and challenge?

Commentary on Planning:

Management of Learning

Delivery/ Pace:
• How good is rapport/ interaction with learners?
• Is delivery inclusive in terms of language, communication of concepts?
• How effective is Q&A, handling of content? Does pace contribute to momentum and a sense of purpose?
• Are learning opportunities fully explored?

In-class assessment:
• How does the teacher know that students are learning?
• What is in place to monitor the impact of teaching on learning?
• Concept checking? • Is monitoring consistent? • Does it include all learners?
• Does it promote stretch and challenge? • Is there sufficient feedback given?

Commentary on Management:

Impact of Learning

Learner participation:

• Are learners engaged? • Are they included?
• Are they making verbal or written contributions at the appropriate level?
• Is there sign of stretch, challenge and deepening learning in their responses?

Learner outputs:

• Are notes organised? • Can students make use of what they generate during the session? • Are learners being trained on how to manage their learning?


Commentary on Impact of learning:

Equality & Diversity

• Are opportunities explored? • Is it a feature of planned activity?
• Does use of the environment take E&D into account?
• Are group behaviours appropriately managed?
• Are delivery methods appropriate for a diverse group?
• Are individual learning needs appropriately tracked and met?

Commentary on E & D:

Safeguarding

• Is the room safe? • Are risk assessments in place? ( if applicable)
• Where appropriate, has safeguarding been incorporated in the content of the lesson?

Commentary on Safeguarding:

Literacy and Numeracy

• Are key terms explained?
• Are students encouraged to extend their language, literacy and numeracy skills?
• Is there feedback on language, literacy and numeracy?
• Are students aware of all the resources available to support their language, literacy and numeracy skills?

Commentary on Literacy & Numeracy:

Employability

Commentary on Employability:

Signed:

Observer signed:

Observee signed:

Please note that this checklist is a hypothetical example and provides basic information only. It is not intended to take the place of, among other things, workplace, health and safety advice; medical advice, diagnosis, or treatment; or other applicable laws. You should also seek your own professional advice to determine if the use of such checklist is permissible in your workplace or jurisdiction.