University of Warwick
Diploma in Education and Training: English
Diploma in Teaching: English
PGDE: English
Supporting Information for English Observation Report Form
The purpose of this document is to indicate the kind of things that observers will be looking for under each
heading when they observe you. They will not expect you to cover everything in one session but over the series
of observations you should attempt to have covered all the points. You might also use it to inform your action
planning if there are particular areas you think you need to develop.
Lesson planning including planning for differentiation (effective use of initial assessment and/or the
learner profile to plan for individual needs), development of English, maths and employability skills
(professional standards 12 & 14)
The observer will look for evidence that you:
 identified learners’ needs using appropriate methods
 had a lesson plan with clear outcomes prepared, with reference to:
o learners’ aspirations, learning styles and English and maths needs (recorded on ILP)
o a range of subject specific skills
o links to employment/industry
 provided a rationale for your planning
 matched teaching and learning activities to the intended learning outcomes
 adapted teaching methods to suit learners’ needs and individual learning preferences, including those
with specific learning difficulties and disabilities
 used a range of differentiation strategies e.g. by task, group, resources, pace, outcome, dialogue and
support
 planned learning for diverse groups or individuals in a safe and inclusive environment
 planned a range of assessment methods which may include self-assessment; peer assessment; formative
assessment
 ensured effective use of learning support
where possible, made reference to diversity events. In addition to religious days, you may consider for example,
Dyslexia Awareness Week, World Aids Day etc.
Development of the skills of learners using appropriate methodology to develop the English skills
and language awareness of learners (LLT2.1,3.1,3.2,3.3,3.4)
The observer will look for evidence that you:
 choose approaches that demonstrate an underpinning knowledge of how language and literacy skills are
developed
 use approaches that link word and sentence level work with whole texts
 use a range of strategies to develop the subskills of reading with beginner readers
 use strategies to develop a range of higher reading skills if appropriate
 ensure learners understand the writing process and can use the various stages themselves
 help learners develop a range of spelling strategies which they can use independently
 use approaches to develop literacy learners’ awareness of how language works
 elicited learners’ relevant experience and knowledge as a starting point
 used language appropriately for all learners
 demonstrated effective facilitation skills: (listening, observing, responding flexibly to learners’ needs)
 support learners in making changes in their everyday literacy practices
 made links between spoken varieties of English and its written representation in standard English
 support learners in their use of metalanguage by using it selectively and appropriately
Development of the skills of learners including the development of maths, ICT and employability
skills (professional standards 15 and 16)
The observer will look for evidence that you:
 took opportunities to develop learners’ maths skills e.g. drawing attention to graphs and charts; ensuring
learners understand a range of mathematical vocabulary
 took opportunities to address issues around employability e.g. importance of good communications;
punctuality; sound subject knowledge
 took opportunities to effectively use ICT to support learning e.g. interactive activities using an interactive
whiteboard; mobile technology; video clips
 worked creatively to overcome individual barriers to learning
Use of resources including ILT: include any on-line activity to support independent learning
(professional standard 15)
The observer will look for evidence that you:
 selected/adapted/developed and used a range of learning resources to suit different learning styles
 used materials that were accurate, appropriate, well presented and, where possible, authentic
 used resources with appropriate language, style and format for all the learners involved, including those
with specific learning difficulties and disabilities
 used resources that reflected diversity, interests, goals and aspirations used ILT, where available, to
assist learning
Assessment and checking for understanding including assessing learning that has taken place in the
session (professional standards 9 & 18) LLT 5.1,5.2,5.3
The observer will look for evidence that you:
 gave accurate and constructive feedback (written and verbal) using appropriate and accessible language
 monitor understanding of learners through a range of methods (observation, questioning, discussion)
 highlighted errors selectively, accurately and at an appropriate pace for the learner
 helped learners to peer and self-assess, reflect on their own learning and the learning process
 evaluate learning against the achievement of learning outcomes and learner feedback
 monitor individual and group progress and keep effective records that inform the learner, the teacher
and the institution
 allowed learners time to answer questions
Progress checks – comment on verbal and written (assignments and coursework) feedback provided
to learners where applicable (professional standards 13 & 18)
The observer will look for evidence that you:
 gave clear developmental feedback
 encouraged learners to become independent learners e.g. through problem solving
 wrote legibly on learners’ work
 welcomed all responses from learners regardless of whether they were correct
 checked progress regularly and accurately
 discussed assessments with learners so they know how well they have done and what they need to do
 challenged learners to improve and continually develop
Group management and communication skills including strategies to promote positive behaviour
(professional standards 6 &11) LLT 2.1, 3.1,3.2,3.3,3.4
The observer will look for evidence that you:
 made good use of whole group and/or small group activities to develop learners’ English skills
 used a range of strategies to engage and enthuse learners
 gave clear instructions about how activities should be carried out; summarised learning points and
outcomes with learners; set appropriate follow up tasks
 used the learning environment effectively to promote positive behaviour
 managed and promoted positive learning behaviour reinforced classroom rules and boundaries where
appropriate
 designed small and/or whole group activities to ensure all members used and developed their spoken
and written skills
 used the learning environment effectively
Learner centredness/learner
standards 3, 4, 9 & 17)
engagement/learner
independence/differentiation
(professional
The observer will look for evidence that you:
 paced the activities appropriately for all the learners
 took steps to support a lively and supportive group atmosphere
 taught in a way that engages learners’ interest so that they become fully involved in the lesson
 used your subject knowledge to find different ways of explaining
 encouraged learner independence through teaching strategies and careful resource selection
 encouraged learners to use a range of self checking, memory and revision strategies
 provided opportunities for individual or self study
 made the connections between good learning and successful progression
 enabled learners to share responsibility for their own learning and assessment, setting goals that stretch
and challenge
Embedding of equality and diversity issues (professional standard 5)
The observer will look for evidence that you:
 demonstrated an awareness of equal opportunities and inclusive education practice
 developed learners’ wider understanding and appreciation of social and cultural diversity
 celebrated diversity
 supported equality through differentiation