Promoting Teaching & Learning Observation

• Document No.

• Audit Title

• Client / Site

• Conducted on

  Date

• Prepared by Michelle Dawes

• Location
  Address

• Personnel

General Information

• Observee

• Faculty

  Faculty 1

  Faculty 2

  CDT

  Other

• School

  Select CBA STEM Creative Health & Social Care PUS TT BE Hair & Beauty Sport Comm Ed 16-18 Ess Voc Adult LLDD Func Skills

  • CBA
  • STEM
  • Creative
  • Health & Social Care
  • PUS TT BE
  • Hair & Beauty
  • Sport
  • Comm Ed
  • 16-18 Ess Voc
  • Adult LLDD
  • Func Skills

• Course Code

• SSA

  Select 1 2 3 4 5 6 7 8 9 10 11 12 13 14

  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10
  • 11
  • 12
  • 13
  • 14

• Type of Observation (graded etc)

  Graded

  Developmental

  Other

• If developmental give details of area to be improved

• Type of Session

  Workshop

  Tutorial

  Lecture

  Other

• Type of Learner

  14-16

  16-19

  19+

  HE

  WBL

Teacher Details

• PNVL

  Yes

  No

• New Staff

  Yes

  No

• Advanced/Lead Practitioner

  Yes

  No

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

  Yes

  No

• Scheme of Work

  Yes

  No

• Learner Profile

  Yes

  No

• Tracking/Assessment

  Yes

  No

• Register

  Yes

  No

• All Students wearing badges

  Yes

  No

  In Part

  N/A

Checklist

Pre-Planning

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

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

• English and maths is effectively embedded into the lesson

  Yes

  No

  In Part

  N/A

The Basics

• Lesson started on time

  Yes

  No

  In Part

  N/A

• Lesson aim and objectives stated

  Yes

  No

  In Part

  N/A

• Latecomers challenged as appropriate

  Yes

  No

  In Part

  N/A

• Lesson ran full time and summarised

  Yes

  No

  In Part

  N/A

Learning

• Opportunities for individual learning

  Yes

  No

  In Part

  N/A

• Opportunities for group learning

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

• Learners take an active part in the lesson

  Yes

  No

  In Part

  N/A

• Students listen to one another's points

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

• Feedback is given to individuals that supports development and progression

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

• Support staff are used effectively to promote learning

  Yes

  No

  In Part

  N/A

• Materials and resources can be accessed remotely and are available

  Yes

  No

  In Part

  N/A

• Tutor has active listening skills so each learner feels valued

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

• Effective and appropriate use of ILT

  Yes

  No

  In Part

  N/A

• The tutor links the course content to the appropriate employable skills

  Yes

  No

  In Part

  N/A

Equality & Diversity

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

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

• E&D strategies are applied to specific group dynamics

  Yes

  No

  In Part

  N/A

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

  Yes

  No

  In Part

  N/A

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)

  Outstanding (1)

  Good (2)

  Requires Improvement (3)

  Inadequate (4)

  N/A

• Signature of Observee & Observer

  Sign