Warwick Partnership for Teacher Education: Lesson Observation Form Part One
Trainee:
School:
Area of learning/Subject:
Date:
Observer:
Year Group:
No. present:
Time (mins):
Identified focus for observation (link to Standards and previous targets)
Analysis of learning and teaching
CLASS MANAGEMENT
TEACHING
ASSESSMENT OF PROGRESS
Strength (√√) Standard addressed (√) Development point (*)
2,6
Knowledge of pupils’ prior learning
Learners’ personal targets incorporated into
2,6
lesson
Assessment of learners’ progress within
2,6
lesson
Appropriate adaptation of learners’ activities
6
based upon learners’ responses
2,6
Learners act upon formative assessment
2
Successful self/peer assessment
6
Appropriate verbal feedback to learners
6
Appropriate written feedback to learners
2,6
Learners meet objectives set
4,6
Review indicates learners’ progress
1,7
Appropriate relationships established
Challenging objectives set and shared with
4
learners
1,7
High expectations of learners
4,5
Age/phase appropriate resources
4,5
Age/phase appropriate activities
5
Differentiation (type)
Activities and interactions connect
4,5
appropriately to learners’ experience
1,4
Motivates and engages learners
4
Clear structure including starter and review
Pace appropriate for each phase of the
4
session/lesson and/or activities
3,4
Use of voice and Standard English
Talks to learners appropriately and shows
1,4
learners respect
Clear explanation of the concepts, activities
4
and any choices
4
Appropriate questioning of learners
Language, including subject specific
3,4
vocabulary, used appropriately
1
Teacher presence
3
Subject knowledge appropriate
Appropriate teaching strategies/approaches
4
to promote learning
Homework/home setting tasks
4
reviewed/set/marked if appropriate
3
Links to EYFS and/or NC as appropriate
4
Use of ICT to support learning
Promotion of literacy, articulacy and
3
standard English
Use of outdoor environment where
4
appropriate
8
Deploys support staff effectively
Management of entry/exit to the room
7
including settling the learners into the
setting/activity
Management of start and end of
7
session/lesson
Management of learning which promotes
5
inclusion
7
Promotes learners’ self-control
Handles disruptions and disruptive
7
behaviour appropriately
Creates a positive, safe learning
7
environment
Promotes independent and autonomous
2
learning
4
Manages time appropriately
4
Manages resources appropriately & safely
Collaborates with other adults including
8
parents/carers where appropriate
Top copy to trainee’s file; middle copy to school training file and copy to return to the University with relevant report; bottom copy to the observer (Mentor/Link Tutor) v4 27.7.13