LESSON ASSESSMENT DESCRIPTORS
Notes on
use:
These criteria should be used in conjunction with the Warwick Assessment Descriptors which will provide extension
and exemplification of the criteria listed below. Trainees do not need to meet all the statements within a particular
grade and alternatively schools may identify other relevant criteria. A ‘best-fit’ approach should be taken.
NOT YET MET
Climate for
Learning (TS1)
Engagement
(TS4)
Lesson
Structure and
Pace (TS4)
Subject
Knowledge
(TS3)
Explanations &
Language
(TS4)
Depth (TS4)
Learning
Behaviours
(TS2)
Meeting needs
of All
(TS5)
Assessment
and pupil
progress
(TS2/6)
Behaviour
Management
(TS7)
(In accordance
with the
school’s/
setting’s
behaviour
policy)
Management
of other adults
(TS8)
Impact on
Learning
(TS2)*
Preamble &
Part 2
RI
GOOD
OUTSTANDING
Is beginning to promote a
Can promote a ‘climate for Uses a range of strategies to
‘climate for learning’.
learning’.
promote a ‘climate for learning’.
e.g. trainee uses positive language and behaviour strategies, recognises effort…
requires support to identify
uses a limited range of
Uses a range of approaches/
strategies/ resources to
approaches/strategies/
strategies /resources to engage
engage learners.
resources to engage
pupils, arouse their curiosity and
pupils.
sustain interest in learning.
beginning to develop pace,
Lesson pace appropriate;
effective use of lesson time in most
though lesson may run out
stages of the lesson
of time
Uses a range of strategies, carefully
matched to learners needs, to promote
a ‘climate for learning’.
range of (often) imaginative and
creative strategies/resources used to
engage pupils, arouse their curiosity
and sustain interest in learning.
effective use of lesson time in all stages
of the lesson
Some accuracy of SK;
requires development.
Accurate SK is used to:
develop learners’
understanding; and to
address misconceptions.
some clarity of explanation/
instruction; some language
adapted to suit learners
new concepts/ instruction
clearly explained; adapts
language to suit learners
Accurate SK used in all phases of lesson
to: develop learners’ understanding;
and address misconceptions,
anticipated and arising during the
lesson, promoting learning
exceptionally clear and carefully
structured language; matched to the
full range of learners needs.
Accurate SK used in all phases of
lesson to: develop learners’
understanding; and address
misconceptions, promoting
learning.
new concepts/instruction clearly
explained; language well-matched
to learners’ needs
Is beginning to develop
Can develop pupils’
Can develop, consolidate and
develops, consolidate and deepens
pupils’ knowledge,
knowledge, understanding
deepen pupils’ knowledge,
knowledge, understanding and skills of
and skills.
understanding and skills.
all groups of pupils.
understanding and skills.
Little/no evidence of the
encourages pupils to work
expects and supports pupils to
Is proactive in implementing strategies
promotion of positive
with positive learning
work with positive learning
which support pupils to work with
learning behaviours.
behaviours
behaviours.
positive attitudes and learning
behaviours.
e.g. resilience, concentration, trying new things, improving…
developing understanding of Deploys a limited range of
Plans/deploys well-targeted
Plans/deploys well-targeted
barriers to learning
strategies to overcome
interventions to overcome barriers
interventions to overcome barriers to
barriers to learning
to learning
learning for a range of pupil needs
e.g. appropriate differentiation, considering motivation, supporting resources, appropriate pupil groupings, pre-teaching…
requires support to set
assessment criteria
Can set assessment criteria
which link to the learning
objective
developing understanding of
purpose of assessment
strategies
Identifies assessment
opportunities and
strategies in their planning
uses a limited range of
assessment strategies to
check learners’
understanding in their
lessons.
Little/no evidence of
self/peer assessment
Learners evaluate their
achievement
Requires support to exercise
appropriate authority to
manage behaviour positively
beginning to promote
mutually respectful trainee pupil relationships
Some evidence that learners
respond promptly to
teachers’ direction and work
cooperatively
May not plan for/deploy
support staff to enable
learning and teaching.
exercises appropriate
authority to manage
behaviour positively.
mutually respectful trainee
- pupil relationships
learners respond promptly
to teachers’ direction and
work cooperatively
Sets clear and accurate assessment
criteria which break down the
objective and enable children to
see how to be successful.
Identifies assessment opportunities
and strategies in their planning
including clear questions
uses an increasing range of
strategies to check learners’
understanding throughout lessons
and adapt teaching within the
lesson to promote learning.
Learners evaluate their
achievement against success
criteria to improve performance
over time.
manage learners’ behaviour largely
in a way which promotes self
control and independence
has a developing rapport with
learners
Makes effective use of clear and
accurate assessment criteria to
maximise learning.
Identifies a wide range of assessment
strategies in their planning
systematically and effectively assesses
learners’ understanding throughout the
lesson, identifying and supporting
individuals who start to fall behind and
intervening quickly to help them to
improve their learning.
Learners evaluate their achievement
against success criteria which improves
their performance within the lesson.
manage learners’ behaviour
consistently in a way which promotes
self control and independence
an established rapport with learners
learners demonstrate positive
learners display very high levels of
attitudes towards teacher,
engagement, courtesy, collaboration
learning and others; lesson flows
and cooperation
smoothly
deploys support staff
Deploys support staff as
Deploys support staff, in all phases of
enabling learning and
appropriate in all phases of the
the lesson and in an extended range of
teaching.
lesson and in an increasing range
ways which maximises learning
of ways which promotes learning
Some learners make
Most learners make
All learners make progress/learning in
Learning not evident
progress or learning in
progress/learning in most parts of
all parts of lesson.
some parts of lesson
lesson.
* Impact on Learning should be highly weighted in assigning a lesson grade
Needs support to ensure
Excellent professional practice is demonstrated including: working in line with school policies and practices;
appropriate professional
striving to work to the best of his/her ability; safeguarding children’s well-being; tolerant and respectful
practice
behaviour and relationships with all.
Warwick University Lesson Assessment Descriptors 15-16v3
Warwick University Lesson Assessment Descriptors 15-16v3