General Information

  • Observee

  • Faculty

  • School

  • Course Code

  • SSA

  • Type of Observation (graded etc)

  • If developmental give details of area to be improved

  • Type of Session

  • Type of Learner

Teacher Details

  • PNVL

  • New Staff

  • Advanced/Lead Practitioner

Learner Information

  • No of Learners on the Register

  • No of Learners present

  • Attendance (%)

  • Gender Split

Evidence to Support Grade for Teaching, Learning & Assessment

Areas for Development in Teaching, Learning & Assessment (including evidence to support)

Identified Good Practice (to be disseminated at a later date and COMPULSORY for outstanding grades)

What do the Learners say?

Documentation Evidence

  • Planning/Lesson Plan

  • Scheme of Work

  • Learner Profile

  • Tracking/Assessment

  • Register

  • All Students wearing badges

Checklist

Pre-Planning

  • SoW embeds naturally occurring opportunities and linguistic diversity to promote E&D

  • Planned creative use of resources support and promote E&D within the curriculum

  • English and maths is effectively embedded into the lesson

The Basics

  • Lesson started on time

  • Lesson aim and objectives stated

  • Latecomers challenged as appropriate

  • Lesson ran full time and summarised

Learning

  • Opportunities for individual learning

  • Opportunities for group learning

  • Learning is paced and pitched to the needs of the Learners who are kept motivated and challenged

  • Learners take an active part in the lesson

  • Students listen to one another's points

  • The tutor sets high expectations for all students and raises aspirations

  • Feedback is given to individuals that supports development and progression

  • A variety of assessment methods are used to ensure that all Learners are able to reflect and review learning

  • Questioning techniques are used in such a way that ALL Learners are involved

  • Support staff are used effectively to promote learning

  • Materials and resources can be accessed remotely and are available

  • Tutor has active listening skills so each learner feels valued

  • A genuine learning environment is fostered so that Learners feel safe to make mistakes

  • Effective and appropriate use of ILT

Equality & Diversity

  • Room is arranged to ensure maximum involvement of all students including this with physical or sensory impairments and their support workers

  • Teaching and learning activities are used to challenge stereotypes and counter stereotypical assumptions (such as the use of he/she)

  • Students are actively encouraged to be interested in each other's backgrounds and beliefs and explore feelings and beliefs about difference

  • Prejudiced or inappropriate language, views or behaviour are always appropriately challenged to promote understanding and bring about behavioural change

  • E&D strategies are applied to specific group dynamics

  • Materials are available in alternative formats (eg large text)

General Comments (including the embedding of E&D, safeguarding, and Every Child Matters)

Professional Development Recommendations (for use with Annual Progress Review) Do not use for PNVL

  • Grade Awarded (if applicable)

  • Signature of Observee & Observer

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