TRAINEE PROFORMA FOR OBSERVING SCIENCE LESSONS
Year Group:
Number of Pupils:
Key Concept being addressed:
Main skill being developed:
Unit of study/Theme:
Where does this lesson sit in the sequence?
(e.g. is science a weekly occurrence? Is this an
early/late session in a series? Is science blocked
within the year?)
Profile of class –e.g. gender balance;
SEN/EAL/G&T
How are children grouped for Science? (‘sets
based on literacy? Or science attainment?’, mixed
ability…)
AT THE BEGINNING OF THE LESSON – consider how the teacher introduces new
learning and fosters engagement and motivation
TEACHING, LEARNING AND ASSESSMENT
CLASS MANAGEMENT
Is there a real life context? Is there a ‘wow moment’ or
‘hook’ such as a book, poem or problem? Is there a
deliberate cross curricular link?
What is the physical layout of the room – how are teacher &
children positioned?
How are resources organised? Already set out on tables?
Children collect and return?
How does the teacher gain and maintain pupils’ attention?
How are all pupils engaged in learning?
How does the teacher use his/her voice?
What does the teacher do if a pupil is not paying attention?
How are support staff deployed?
How does the main lesson begin e.g. review of previous
learning or understanding? sharing of Learning
objectives; identification of Success Criteria…
How does the teacher check pupils’ current
understanding and knowledge? How does new learning
build on this?
How does the teacher develop children’s subject
knowledge?
How does the teacher use different questions/prompts?
What is the balance of teacher and pupil talk?
What use is made of ICT?
What opportunity is there for pupils to take responsibility
for the way they work?
DURING THE LESSON: consider how the teacher develops learning and maintains
high levels of engagement and motivation…
TEACHING LEARNING AND ASSESSMENT
CLASS MANAGEMENT
What sorts of experiences are the pupils doing? Practical
‘hands on’? Activity sheets? Watching? Use of IT?
Which science enquiry skills are being developed /used?
How do the pupils know what to do/how to work?
Does the teacher work with one group or several or all?
How do children engage in recoding their work / learning?
What is the role of different types of ‘talk’ in the lesson?
Are their opportunities for peer assessment or self review
in this phase of the lesson?
How does the teacher assess pupil progress in this phase
of the lesson?
How does the teacher manage transitions between parts
of the lesson and areas of the room? Any reference made
to ‘safety’ factors?
How do pupils access resources they need?
How does the teacher encourage pupils to stay on task?
How does the teacher gain the attention of the whole
class?
How does the teacher monitor the class if working with
groups/individuals?
What is the role of any additional adults / support staff?
AT THE END OF THE LESSON: look out for how teachers enable children to reflect
on their learning, recognising and reviewing the progress they have made and the
learning objectives?
TEACHING LEARNING AND ASSESSMENT
CLASS MANAGEMENT
What kind of questions does the teacher ask? What sort
of ‘wait time’? How are children selected to answer
questions? (bidding, lolly sticks, paired talk …)
What opportunities are children given to peer and selfreview?
What is the balance of pupil/teacher talk?
What evidence does the teacher have that the learning
objectives have been achieved?
What sort of record keeping is done? ( ‘tracking of pupil
progress’)
How is attention and engagement of all pupils maintained
during the plenary?
What is role of support staff?
Is homework given? (What sort?) Are next steps set?
How are resources/ equipment managed?
How does the teacher dismiss the class?