TRAINEE PROFORMA FOR OBSERVING MATHS LESSONS
Year Group:
Number of Pupils:
Maths focus:
(Unit of work, key concept or skill)
Context/theme:
Where is this lesson in the teaching
sequence? (e.g. introducing, mid-point, concluding)
Profile of class –e.g. gender balance;
SEN/EAL/G&T
How are pupils grouped for maths? (‘sets’,
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 ‘Starter’ activity?
How is the mental/oral phase of the lesson organised?
How does the main lesson begin e.g. sharing of Learning
objectives; identification of Success Criteria…
What is the physical layout of the room – how are teacher &
pupils positioned?
How are resources organised? Already set out on tables?
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?
Does the teacher check pupils’ prior knowledge? How
does new learning build on this?
Is there a real life context? Does it involve any problemsolving or investigative work?
Are pupils enthused by maths, do they enjoy the subject?
How does the teacher develop pupils’ subject
knowledge?
Is there any modelling of strategies?
How does the teacher use questions/prompts?
Are the questions mainly closed or are there some open
questions?
What is the balance of teacher and pupil talk?
Is use made of ICT?
How does the teacher assess pupil progress in this part
of the lesson?
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 tasks are the pupils doing? Are they
problem-solving, reasoning, applying skills, using
practical resources?
How do they relate to the lesson introduction and learning
objectives?
How do the pupils know what to do/how to work?
Are the pupils enthusiastic and positive about their work?
Are the pupils using any ICT?
Does the teacher work with one group or several or all?
How do pupils apply new subject knowledge?
How do pupils record their work?
What is the role 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 part
of the lesson?
How does the teacher manage transitions between parts
of the lesson and areas of the room?
How do pupils access resources they need?
How does the teacher encourage pupils to stay on task?
Are they engaged and motivated?
How does the teacher gain the attention of the whole
class? Are ‘mini-plenaries’ used?
How does the teacher monitor the class if working with
groups/individuals?
How are support staff deployed?
AT THE END OF THE LESSON: look out for how teachers enable pupils to reflect
on outcomes, recognising and reviewing the progress they have made…
TEACHING, LEARNING AND ASSESSMENT
CLASS MANAGEMENT
What kind of questions does the teacher ask?
What opportunities are pupils 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 and that progress has
been made?
Is homework given? Are next steps set or discussed?
What sort of record keeping or tracking of pupil progress
is there?
How is attention and engagement of all pupils maintained
during the plenary?
What is role of support staff?
How are resources/ equipment managed?
How does the teacher dismiss the class?