School of teaching, Health and Care
PCET – Subject Specialist Mentor Observation Form
Teacher Observed: Saba Shafiq
PCET course and year: 1
Observer: Caroline Headley
Observed course/ level: BTEC National Health and
Social Care
Date: 10/12/2013
Tuesday 10/12/2013
11.20- 12.20
No. of students:
Session Focus (context):
Previous to this lesson, learners looked at 3 Psychological approaches to Health and Social care
settings in order to complete their assignment. The learners have had 2 weeks to complete a draft
Power Point presentation of the 3 Psychological perspectives reviewed in previous lessons. This
lesson, they will hand in their drafts.
This lesson will be an hour long, with teaching/learning taking place after break time.
The main focus of the lessons will be to review the Humanistic and Psychodynamic Psychological
approaches to Health and Social care settings. Learners will take part in scenario based activities
to encourage ideas for the assignment.
Summary of any outstanding features and particular strengths:
Good rapport with the class
Good subject knowledge
Summary of areas for development:
Use starter activities to hook students in to the lesson straightaway.
Understand and utilise the behaviour policy within lessons.
Differentiation – particularly focusing on stretch and challenge for higher ability
students
How has the trainee planned effectively to deliver the subject specialism?
(Consider how planning take into account curriculum and learner needs, while remaining flexible?)
The lesson has been well planned with a range of activities to suit a variety of learners.
There is good subject knowledge here; this is evident in planning and conversations with
students during lessons. This is especially pleasing as this is not your subject specialism.
Good vocational links to local facilities (Hillside Bridge)
Also linking Psychology into the lesson too – good to draw on this and make links to extend
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School of teaching, Health and Care
PCET – Subject Specialist Mentor Observation Form
learning.
Good to change the timings of the roleplay to show flexibility within your planning.
The BTEC specification was utilised effectively to inform planning. The use of key
terminology from the spec was also used well and supported students learning. There was a
good link back to key words from spec such as challenging behaviour. This is good for
literacy too which is a big priority for the school.
How effective are the resources in supporting learning in the subject?
(Consider how they made links between specialist area and its wider context (e.g. work, legislation, current issues)
and helped learners identify transferable skills?)
Good vocational links to local facilities (Hillside Bridge) – this is a really important element
of a vocational course so well done for including this. Also good links to draw on Marie Curie
hospice that the students have visited – this is really important to make things relevant to
students and ensure they understand.
I would encourage the use of the starter straight away to hook students in at the start of a
lesson – the activity you had planned would have been perfect for this and would have helped
with your timings later in the lesson. You could maybe introduce the idea of competition
here too to motivate the students.
Students mostly seemed to enjoy working in the groups to conduct the role plays; however,
some students were a little disengaged as they didn’t have a role to play in the action.
Maybe think of some ideas to combat this? This was potentially a result of the large group
sizes – I would have been tempted to cut these down to ensure all were involved.
You made good links back to the assignment task to keep students focused and keep learning
relevant – if the students can understand the purpose of the task they are more likely to
‘buy’ into it.
Double check your resources before the lesson – whilst it wasn’t a problem that your
hyperlink didn’t work, it would have just helped the lesson to flow more easily and kept
students on task.
Describe the range, and quality, of teaching techniques used in the subject and how the
trainee established a purposeful and motivating environment?
(Consider how the trainee used a range of appropriate, flexible and varied teaching and learning techniques, and
motivated all learners?)
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School of teaching, Health and Care
PCET – Subject Specialist Mentor Observation Form
There is a range of activities to appeal to all learners. The lesson included a good mix of
activities such as completing tables, role plays and group discussion. There is a mixture of
individual, group and whole class activities which is good. There was a good tempo to the
lesson once it got started – just need to work on getting the students hooked in straight
away.
Good use of the stopwatch on the board to keep students on track
How did the trainee use formative assessment to check all learners’ progress and was this
assessment accessible?
(Are the assessment records are accurate, standardised and relevant to awarding bodies?)
Questioning is used very effectively. A lot of higher order thinking questions to extend
learning. PPPB technique was good but make sure it is being utilised effectively. The
students were working well to develop ideas based on the questions but ensure this is
targeted.
The students gained some verbal feedback after the application of knowledge within the
roleplays. It would have been nice to do this as a peer assessment task.
The use of the scale as a progress check was good – I have used this before and it is
effective. It allows you to get a good understanding of where the class is up to.
How were questioning and answering used effectively, and describe how the trainee gave
constructive feedback?
(How has the trainee encouraged reflection amongst learners, supported and promoted inclusivity and diversity?)
‘Why’ questions were asked frequently to extend student learning. This was really good.
These were particularly good after the role play activity.
Praise was used well to support learners’ and encourage others to participate. It also
encouraged students to extend their learning and answer higher order thinking.
Be careful not to jump in too quickly and elaborate on an answers on the students’ behalf.
Especially when using the PPPB technique – don’t be tempted to answer the more difficult
question on their behalf. Also use more targeted questions to address the learning needs on
the ‘silent middle’.
Also good use of 3b4me strategy – M answered her own question through your
help/assistance – great stuff!
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School of teaching, Health and Care
PCET – Subject Specialist Mentor Observation Form
How has the trainee managed the classroom to support the learning of the subject?
(Consider how they managed behaviour and challenged discriminatory attitudes, while ensuring professional
boundaries are maintained?)
Ensure the class are completely silent for the register being taken – remember this is a
legal document.
Don’t be afraid to use the behaviour policy within 6th form lessons. Whilst there weren’t any
huge behavioural issues, there were a small number of students who were causing low level
disruption e.g. for constant talking, particularly M, M and A. Consider the seating plan to use
within these lessons – I think this is something that will really help with your behaviour
management here. This also helps with differentiation in terms of splitting up ability groups.
There was a good use of humour used which demonstrates a good relationship with the class
– I think this is a particular strength of yours 
It was good to utilise the hand up for quiet – good kagan technique used and also it means
you are not having to raise your voice over a loud class!
Make sure everyone is listening to each other – M asked the question but others were
probably thinking the same thing! Also Good use of 3b4me – M answered her own question –
great stuff!
Circle as many of the following that best describes the trainee during this
observation:
Fluent
Articulate
Creative
Effective
Sound
Innovative
Secure
Original
Dynamic
Re-observation
needed
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